Proceedings of the Second Program Visualization Workshop, 2002

The Program Visualization Workshops aim to bring together researchers who design and construct program visualizations and, above all, educators who use and evaluate visualizations in their teaching. The first workshop took place in July 2000 at Porvoo, Finland. The second workshop was held in cooperation with ACM SIGCSE and took place at HornstrupCentret, Denmark in June 2002, immediately following the ITiCSE 2002 Conference in Aarhus, Denmark

Teaching Specifications Using An Interactive Reasoning Assistant

The importance of verifiably correct software has grown enormously in recent years as software has become integral to the design of critical systems, including airplanes, automobiles, and medical equipment. Hence, the importance of solid analytical reasoning skills to complement basic programming skills has also increased. If developers cannot reason about the software they design, they cannot ensure the correctness of the resulting systems. And if these systems fail, the economic and human costs can be substantial. In addition to learning analytical reasoning principles as part of the standard Computer Science curriculum, students must be excited about learning these skills and engaged in their practice. Our approach to achieving these goals at the introductory level is based on the Test Case Reasoning Assistant (TCRA), interactive courseware that allows students to provide test cases that demonstrate their understanding of instructor-supplied interface specifications while receiving immediate feedback as they work. The constituent tools also enable instructors to rapidly generate graphs of student performance data to understand the progress of their classes. We evaluate the courseware using two case-studies. The evaluation centers on understanding the impact of the tool on students\u27 ability to read and interpret specifications

CodEval

Grading coding assignments call for a lot of work. There are numerous aspects of the code that need to be checked, such as compilation errors, runtime errors, the number of test cases passed or failed, and plagiarism. Automated grading tools for programming assignments can be used to help instructors and graders in evaluating the programming assignments quickly and easily. Creating the assignment on Canvas is again a time taking process and can be automated. We developed CodEval, which instantly grades the student assignment submitted on Canvas and provides feedback to the students. It also uploads, creates, and edits assignments, thereby making the whole experience streamlined and quick for instructors and students. It is simple to use, easily integrated with the learning management system, and has a low learning curve. This report shows the background, implementation, and results of using CodEval for programming courses

Autómatos de Pilha nas ferramentas OCaml-FLAT/OFLAT

Os conceitos de Teoria de Linguagens Formais e Autómatos (FLAT - Formal Languages and Automata Theory) são abstratos, formais e matemáticos. Devido a isso, a aprendizagem desses tende a ser complicada para alguns alunos. Para apoiar o ensino dos conceitos FLAT, historicamente têm sido criadas múltiplas ferramentas informáticas. Duas ferramentas que foram desenvolvidas na FCT/UNL nos últimos anos são a biblioteca OCaml-FLAT e a aplicação Web OFLAT. Ambas as ferramentas foram escritas em OCaml, tentando usar deliberadamente um estilo funcional declarativo, que em alguns casos se consegue aproximar dos formalismos teóricos que são ensinados aos alunos. As duas ferramentas estão escritas em OCaml e encontram-se em evolução e crescimento. Esta dissertação visou adicionar autómatos de pilha ao conjunto de modelos suporta- dos pelas ferramentas. Foram desenvolvidas as funcionalidades normais esperadas neste domínio como por exemplo: criar e editar autómatos, reconhecer palavras, gerar palavras, determinar propriedades, efetuar conversões de/para outros tipos de modelo. Ao nível da biblioteca foi desafiante lidar com questões de não determinismo, estruturas cíclicas e casos de potencial não terminação. Na aplicação gráfica existiu a ambição de desenvolver uma interface gráfica criativa, intuitiva e pedagógica, oferecendo uma rica panóplia de operações. Destaque para o grande investimento colocado na animação da operação de reconhecimento de palavras para autómatos de pilha possivelmente não deterministas. Neste documento apresenta-se e discute-se o resultado deste trabalho.The concepts of Theory of Formal Languages and Automata (FLAT - Formal Languages and Automata Theory) are abstract, formal and mathematical. Because of this, their learning tends to be complicated for some students. To support the teaching of FLAT concepts, historically, multiple computer tools have been created. Two tools that were developed at FCT/UNL are the OCaml-FLAT library and the OFLAT Web application. Both tools were written in OCaml, deliberately trying to use a declarative functional style, which in some cases managed to approach the theoretical formalisms taught to the students. Both tools are written in OCaml and are evolving and growing. This dissertation aimed to add pushdown automata to the set of models supported by the tools. The normal functionalities expected in this domain were developed, such as: creating and editing automata, recognizing words, generating words, determining properties, converting to/from other types of models. At the library level it was challenging to deal with issues of non-determinism, cyclical structures and cases of potential non-termination. In the graphical application, there was the ambition to develop a creative, intuitive and pedagogical graphical interface, offering a rich range of operations. A highlight is the large investment made in animating the word recognition operation for possibly non-deterministic pushdown automata. This document presents and discusses the result of this work

Service oriented computing for dynamic virtual learning environments

Using the Internet for teaching and learning has become a trend in modern higher education, facilitated through the exploitation of advanced computing technologies. Virtual Learning Environment (VLE) applications support online learning over the Internet, and VLEs have thus emerged as e-learning domains that are essential prerequisites in cutting edge design and implementation technologies in education. Service Oriented Computing (SOC), as a novel software development and implementation approach, has become an active area of research and development. Web services, as an example of SOC, support the integration of software applications in an incremental way, using existing platforms and languages that utilize and adopt existing legacy systems. Thus, VLEs should be particularly well suited to Web ser- vices through the SOC approach. VLE services is a field subjected to continuous development but VLEs as Web services are still not generally accessible for academic institutions, although they have been adopted by some scientific projects. The next generation of VLEs should address the limitations of the current online systems by providing a richer context for online learning, one that is sensitive to the specific domain requirements of e-learning. Web Services Matching and Selection (WSMS), as a part of the functional requirements of Web services, has received less attention from SOC researchers. It involves discovering a set of semantically equivalent services by filtering a set of available services based on service metadata, and instantaneously selecting the best possible service. WSMS is the discovery of a service by a user, where correspondence is established between the objectives of the consumer and the capabilities of the service. It thereby aims to match and select the optimal service that best meets the requestor's needs. The main aim of this doctoral work is to explore novel architectural designs for VLEs, based on the SOC paradigm and its related techniques. In addition, this investigation aims to extend the core ideas behind VLE tools, which are gradually becoming dominant within academic institutes. Another aim is to devise a policy- based technique to enforce security requirements for VLEs and to build a test-bed for VLE security based on Modular Moodle. The fundamental contribution of this thesis that it demonstrates that VLEs can be considered as services, which can be published, discovered and composed as perceived in the SOC paradigm. An additional contribution to the knowledge is that it has built a new extension to the structure of Web services: the Web Services Matching and Selection (WSMS) system. Another contribution to the knowledge is that traditional security requirements have been modified to cater for the highly mobile and changeable environment of VLEs; this has been achieved through policy- based techniques. These contributions to the body of knowledge have been published in learned journals and at conferences

Facilitating algorithm visualization creation and adoption in education

The research question of this thesis is: How can we develop algorithm animations (AA) and AA systems further to better facilitate the creation and adoption of AA in education? The motivation for tackling this issue is that algorithm animation has not been widely used in teaching computer science. One of the main reasons for not taking full advantage of AA in teaching is the lack of time on behalf of the instructors. Furthermore, there is a shortage of ready-made, good quality algorithm visualizations. The main contributions are as follows: Effortless Creation of Algorithm Animation. We define a Taxonomy of Effortless Creation of Algorithm Animations. In addition, we introduce a new approach for teachers to create animations by allowing effortless on-the-fly creation of algorithm animations by applying visual algorithm simulation through a simple user interface. Proposed Standard for Algorithm Animation language. We define a Taxonomy of Algorithm Animation Languages to help comparing the different AA languages. The taxonomy and work by an international working group is used to define a new algorithm animation language, eXtensible Algorithm Animation Language, XAAL. Applications of XAAL in education. We provide two different processing approaches for using and producing XAAL animations with existing algorithm animation systems. In addition, we have a framework aiding in this integration as well as prototype implementations of the processes. Furthermore, we provide a novel solution to the problem of seamlessly integrating algorithm animations with hypertext. In our approach, the algorithm animation viewer is implemented purely with JavaScript and HTML. Finally, we introduce a processing model to easily produce lecture slides for a common presentation tool of XAAL animations

Toward Using Games to Teach Fundamental Computer Science Concepts

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics

Herramientas educativas para facilitar la adopción de la ingeniería de lenguajes software entre los desarrolladores informáticos

Históricamente, la materia de construcción de compiladores y procesadores de lenguaje es considerada por los estudiantes de ingeniería en informática como una materia difícil. Esto es debido, por una parte, a la naturaleza formal de las herramientas de especificación y diseño utilizadas, y, por otra, a la aplicación adecuada de diferentes técnicas sistemáticas de desarrollo para obtener los procesadores finales a partir de sus especificaciones. En esta tesis se aborda esta problemática en el caso particular de las gramáticas de atributos como formalismo básico de especificación. La tesis aborda, primeramente la concepción de una estrategia para facilitar la comprensión de los aspectos básicos de las especificaciones basadas en gramáticas de atributos, así como el soporte software de dicha estrategia. La estrategia propone un enfoque dirigido por problemas, en los que el alumno debe emular el proceso de evaluación semántica sobre distintos supuestos de procesamiento de frases de acuerdo con gramáticas de atributos. Para soportar dicha estrategia, se ha desarrollado un sistema denominado Evaluators, que, tomando como entrada baterías de ejercicios sobre evaluación semántica, produce automáticamente simuladores interactivos que los estudiantes pueden utilizar para resolver dichos ejercicios. El sistema proporciona, así mismo, una herramienta de autoría, que puede ser utilizada por los docentes para proporcionar los ejercicios, así como una herramienta de análisis, que permite trazar el comportamiento de los estudiantes durante la resolución de los mismos en los simuladores generados. Respecto a dichos simuladores, la herramienta es capaz de generar simulaciones de dos tipos: simuladores basados en juegos serios, y simulaciones interactivas basadas en las representaciones abstractas convencionales utilizadas en la materia. La tesis presenta, así mismo, diversos resultados de evaluación de la herramienta, tanto con estudiantes como con docentes, que evidencian la utilidad práctica de la misma. Por último, la tesis abstrae también el modelo de proceso utilizado en la construcción de la misma..

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices

Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level