Instructional strategies and tactics for the design of introductory computer programming courses in high school

This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches

Incremental construction of LSTM recurrent neural network

Long Short--Term Memory (LSTM) is a recurrent neural network that uses structures called memory blocks to allow the net remember significant events distant in the past input sequence in order to solve long time lag tasks, where other RNN approaches fail. Throughout this work we have performed experiments using LSTM networks extended with growing abilities, which we call GLSTM. Four methods of training growing LSTM has been compared. These methods include cascade and fully connected hidden layers as well as two different levels of freezing previous weights in the cascade case. GLSTM has been applied to a forecasting problem in a biomedical domain, where the input/output behavior of five controllers of the Central Nervous System control has to be modelled. We have compared growing LSTM results against other neural networks approaches, and our work applying conventional LSTM to the task at hand.Postprint (published version

“Not Like a Big Gap, Something We Could Handle”: Facilitating Shifts in Paradigm in the Supervision of Mathematics Graduates upon Entry into Mathematics Education

Mathematics is the discipline that a significant majority of most incoming researchers in mathematics education have prior qualifications and experience in. Upon entry into the field of mathematics education research, these newcomers–often students on a postgraduate programme in mathematics education–need a broadened understanding on how to read, converse, write and conduct research in the largely unfamiliar territory of mathematics education. The intervention into the practices of post-graduate teaching and supervision in the field of mathematics education that I describe here aims at fostering this broadened understanding and thus facilitating newcomers’ participation in the practices of the mathematics education research community. Here I outline the theoretical underpinnings of the intervention and exemplify one of its parts (an Activity Set designed to facilitate incoming students’ engagement with the mathematics education research literature). I supplement the discussion of the intervention with comments sampled from student interview and student written evaluation data as well as observations of the activities’ implementation. The main themes touched upon include: learning how to identify appropriate mathematics education literature; reading increasingly more complex writings in mathematics education; coping with the complexity of literate mathematics education discourse; working towards a contextualised understanding of literate mathematics education discourse. I conclude with indicating the directions that the intervention, and its evaluation, is currently taking and a brief discussion of broader implications, theoretical as well as concerning the supervision and teaching of post-graduate students in mathematics education

Managing the complexity of doing it all : an exploratory study on students' experiences when trained stepwise in conducting consultations

Background: At most medical schools the components required to conduct a consultation, medical knowledge, communication, clinical reasoning and physical examination skills, are trained separately. Afterwards, all the knowledge and skills students acquired must be integrated into complete consultations, an art that lies at the heart of the medical profession. Inevitably, students experience conducting consultations as complex and challenging. Literature emphasizes the importance of three didactic course principles: moving from partial tasks to whole task learning, diminishing supervisors' support and gradually increasing students' responsibility. This study explores students' experiences of an integrated consultation course using these three didactic principles to support them in this difficult task. Methods: Six focus groups were conducted with 20 pre-clerkship and 19 clerkship students in total. Discussions were audiotaped, transcribed and analysed by Nvivo using the constant comparative strategy within a thematic analysis. Results: Conducting complete consultations motivated students in their learning process as future physician. Initially, students were very much focused on medical problem solving. Completing the whole task of a consultation obligated them to transfer their theoretical medical knowledge into applicable clinical knowledge on the spot. Furthermore, diminishing the support of a supervisor triggered students to reflect on their own actions but contrasted with their increased appreciation of critical feedback. Increasing students' responsibility stimulated their active learning but made some students feel overloaded. These students were anxious to miss patient information or not being able to take the right decisions or to answer patients' questions, which sometimes resulted in evasive coping techniques, such as talking faster to prevent the patient asking questions. Conclusion: The complex task of conducting complete consultations should be implemented early within medical curricula because students need time to organize their medical knowledge into applicable clinical knowledge. An integrated consultation course should comprise a step-by-step teaching strategy with a variety of supervisors' feedback modi, adapted to students' competence. Finally, students should be guided in formulating achievable standards to prevent them from feeling overloaded in practicing complete consultations with simulated or real patients