Evaluation of a tool for Java structural specification checking

Although a number of tools for evaluating Java code functionality and style exist, little work has been done in a distance learning context on automated marking of Java programs with respect to structural specifications. Such automated checks support human markers in assessing students’ work and evaluating their own marking; online automated marking; students checking code before submitting it for marking; and question setters evaluating the completeness of questions set. This project developed and evaluated a prototype tool that performs an automated check of a Java program’s correctness with respect to a structural specification. Questionnaires and interviews were used to gather feedback on the usefulness of the tool as a marking aid to humans, and on its potential usefulness to students for self-assessment when working on their assignments. Markers were asked to compare the usefulness of structural specification testing as compared to other kinds of support, including syntax error assistance, style checking and functionality testing. Initial results suggest that most markers using the structural specification checking tool found it to be useful, and some reported that it increased their accuracy in marking. Reasons for not using the tool included lack of time and the simplicity of the assignment it was trialled on. Some reservations were expressed about reliance on tools for assessment, both for markers and for students. The need for advice on incorporating tools in marking workflow is suggested

Automated Feedback for 'Fill in the Gap' Programming Exercises

Timely feedback is a vital component in the learning process. It is especially important for beginner students in Information Technology since many have not yet formed an effective internal model of a computer that they can use to construct viable knowledge. Research has shown that learning efficiency is increased if immediate feedback is provided for students. Automatic analysis of student programs has the potential to provide immediate feedback for students and to assist teaching staff in the marking process. This paper describes a “fill in the gap” programming analysis framework which tests students’ solutions and gives feedback on their correctness, detects logic errors and provides hints on how to fix these errors. Currently, the framework is being used with the Environment for Learning to Programming (ELP) system at Queensland University of Technology (QUT); however, the framework can be integrated into any existing online learning environment or programming Integrated Development Environment (IDE

Book reviews online

As the number of new academic books published each year continues to rise, such that it becomes evermore difficult to keep abreast of them in one's discipline, the book‐review procedure takes on an increasing importance. This paper outlines the design and development of an automated system for handling book reviews. Descriptions are given of some prototypes that have been developed for use on an intranet server and/or the Internet. These systems, based on SGML and HTML, are briefly discussed and compared

FORGE: An eLearning Framework for Remote Laboratory Experimentation on FIRE Testbed Infrastructure

The Forging Online Education through FIRE (FORGE) initiative provides educators and learners in higher education with access to world-class FIRE testbed infrastructure. FORGE supports experimentally driven research in an eLearning environment by complementing traditional classroom and online courses with interactive remote laboratory experiments. The project has achieved its objectives by defining and implementing a framework called FORGEBox. This framework offers the methodology, environment, tools and resources to support the creation of HTML-based online educational material capable accessing virtualized and physical FIRE testbed infrastruc- ture easily. FORGEBox also captures valuable quantitative and qualitative learning analytic information using questionnaires and Learning Analytics that can help optimise and support student learning. To date, FORGE has produced courses covering a wide range of networking and communication domains. These are freely available from FORGEBox.eu and have resulted in over 24,000 experiments undertaken by more than 1,800 students across 10 countries worldwide. This work has shown that the use of remote high- performance testbed facilities for hands-on remote experimentation can have a valuable impact on the learning experience for both educators and learners. Additionally, certain challenges in developing FIRE-based courseware have been identified, which has led to a set of recommendations in order to support the use of FIRE facilities for teaching and learning purposes

Automating reuse support in a small company

Software engineering has been facing a crisis for several years now - there is more demand for new software than there is ability to supply. Software reuse is a potential way to tackle the problems caused by the software crisis with its promises of increased productivity and cheaper development costs. Several software reuse successes have been reported, but these have been predominantly in large, well structured companies. However, there are numerous smaller companies that could also benefit from reuse if it were made available to them. This thesis addresses these issues by implementing a reuse programme in a small company. An incremental approach to reuse introduction is adopted, following the Seven Steps to Success, and 'lightweight' processes are recommended to support the reuse programme. A prototype tool set, ReThree- C++, was developed to automate support for the reuse programme. The results of the case study are presented. The reuse programme was successful, with benefits to the company including both increased speed of production and financial gains from selling reusable components. The challenges faced are also identified. Details of the tool set giving automated support for reuse are also presented. The tool set is an approach to reuse repository control which also integrates information abstraction from C++ source code to generate class hierarchy charts and software documentation automatically. It helps developers store, retrieve, understand and use reusable components. The usefulness of the tool set is shown with an experiment and as part of the case study. The purpose of the thesis is to show that small companies can implement reuse, and that the method presented supports the introduction of a reuse programme. It concludes that although challenges were faced, great benefits can be gained by using the method with automated support for reuse in a small company

Screensaver: an open source lab information management system (LIMS) for high throughput screening facilities

<p>Abstract</p> <p>Background</p> <p>Shared-usage high throughput screening (HTS) facilities are becoming more common in academe as large-scale small molecule and genome-scale RNAi screening strategies are adopted for basic research purposes. These shared facilities require a unique informatics infrastructure that must not only provide access to and analysis of screening data, but must also manage the administrative and technical challenges associated with conducting numerous, interleaved screening efforts run by multiple independent research groups.</p> <p>Results</p> <p>We have developed Screensaver, a free, open source, web-based lab information management system (LIMS), to address the informatics needs of our small molecule and RNAi screening facility. Screensaver supports the storage and comparison of screening data sets, as well as the management of information about screens, screeners, libraries, and laboratory work requests. To our knowledge, Screensaver is one of the first applications to support the storage and analysis of data from both genome-scale RNAi screening projects and small molecule screening projects.</p> <p>Conclusions</p> <p>The informatics and administrative needs of an HTS facility may be best managed by a single, integrated, web-accessible application such as Screensaver. Screensaver has proven useful in meeting the requirements of the ICCB-Longwood/NSRB Screening Facility at Harvard Medical School, and has provided similar benefits to other HTS facilities.</p

A heuristic-based approach to code-smell detection

Encapsulation and data hiding are central tenets of the object oriented paradigm. Deciding what data and behaviour to form into a class and where to draw the line between its public and private details can make the difference between a class that is an understandable, flexible and reusable abstraction and one which is not. This decision is a difficult one and may easily result in poor encapsulation which can then have serious implications for a number of system qualities. It is often hard to identify such encapsulation problems within large software systems until they cause a maintenance problem (which is usually too late) and attempting to perform such analysis manually can also be tedious and error prone. Two of the common encapsulation problems that can arise as a consequence of this decomposition process are data classes and god classes. Typically, these two problems occur together – data classes are lacking in functionality that has typically been sucked into an over-complicated and domineering god class. This paper describes the architecture of a tool which automatically detects data and god classes that has been developed as a plug-in for the Eclipse IDE. The technique has been evaluated in a controlled study on two large open source systems which compare the tool results to similar work by Marinescu, who employs a metrics-based approach to detecting such features. The study provides some valuable insights into the strengths and weaknesses of the two approache

Automatic marking of Shell programs for students coursework assessment

The number of students in any programming language course is usually large; more than 100 students is not uncommon in some universities. The member of staff teaching such a course has to mark, perhaps weekly, a very large number of program assignments. Manual marking and assessing is therefore an arduous task. The aim of this work is to describe a computer system for automatic marking and assessment of students' programs written in Unix Bourne Shell. In this study, a student's program will be assessed by testing its dynamic correctness and its maintainability. For dynamic correctness to be checked the program will be run against sets of input data supplied by the teacher, whereas for maintainability the student's program will be tested statically. The program text will be analysed, and its typographic style and its complexity measured. The typographic assessment in this system is adaptable to reflect the change of emphasis as a course progresses. This study presents the results generated from the assessment of a typical class of students in a Shell programming course. The experience with the development of the typographic assessment system has been generally positive. The results have shown that it is feasible to automate the assessment of this quality factor, as well as dynamic testing. Realistic grading can be achieved and useful information feedback can be obtained. The system is useful to both the students learning programming in Shell, (Arthur, L. J. and Burns, T., 1996) and the staff who are teaching the course. Although the work here is focused on the Bourne Shell, (Bourne, S. R., 1987) the study is still valid, with little or no change, to all other shells. The method used can also be applied, with some modification, to other programming languages. Furthermore this method is not limited to university and teaching, it can also be used in other fields for the purposes of software quality assessment

New methods for collaborative experiential learning to provide personalised formative assessment

Supporting diverse and rapidly changing learning styles of new digital age generations is one of the major hurdles to higher education in the age of massification of education markets. Higher education institutions must now utilize unprecedented network speed and mobile technology to create stimulating learning environments for new digital age generations. This paper presents a new learning and teaching model that combines dynamic learning space (DLS) and mobile collaborative experimental learning (MCEL) for supporting diverse learning styles of students. DLS assists students with stateof-art modern wireless network technologies in order to support fast-paced, multi-tasking, data and content intensive collaborative learning in class. The model further extends student learning activities beyond classroom by allowing students to continue their learning anywhere and anytime conveniently using their mobile devices. MCEL provides automated continuous personalized formative-feedback 24/7. The main objectives of the model are to improve student engagement and to provide ownership of their learning journey, experiential learning, contextualized learning, and formative assessment at low cost. The model employs three factors that influence collaborative experiential learning and formative assessment. The three factors are: - The use of learning space within the classroom - Wireless learning technology - Mobile learning system (m-Learning) Pilot studies of the model are conducted and evaluated on two groups of postgraduate students. Their participation is observed, and a survey is conducted. The results show that (1) DLS encourages high-level learning and diverse learning styles to move away from passive low-level knowledge intensive learning activities; (2) MCEL supports Bigg's constructive alignment in curriculum design, contextualized experimental learning, and personalized formative learning