Enhancing Skills Transfer through Problem-based Learning. Department of Computer Science, Technical Report Series. NUIM-CS-TR-2005-13

Problem-based Learning (PBL) has proved itself as a successful teaching and learning environment in the medical field, and has slowly become the preferred teaching and learning method in other disciplines. In this report we look at the learning theories that have influenced PBL and investigate the use of PBL in computer science. We extend the boundaries of PBL and software engineering education with a proposal that fully integrates PBL into a computer science and software engineering degree structure. The objective of this proposal is to produce graduates who can successfully transfer their knowledge and skills into practical situations in new domains

Enhancing Skills Transfer through Problem-based Learning. Department of Computer Science, Technical Report Series. NUIM-CS-TR-2005-13

Problem-based Learning (PBL) has proved itself as a successful teaching and learning environment in the medical field, and has slowly become the preferred teaching and learning method in other disciplines. In this report we look at the learning theories that have influenced PBL and investigate the use of PBL in computer science. We extend the boundaries of PBL and software engineering education with a proposal that fully integrates PBL into a computer science and software engineering degree structure. The objective of this proposal is to produce graduates who can successfully transfer their knowledge and skills into practical situations in new domains

Motivation theories and implications for teaching and learning in the biosciences

Learning is fundamental throughout the development of human life. It is also known that motivation is a key factor to successful learning. The pre-entry attributes of the student (Terenzini & Pascarella, 1980) including their own internal attitudes and motivations, are considered important for successful integration into a university system. In addition, Tinto (1975) has maintained that pre-university schooling is important for academic and social integration of students and hence their learning and motivation as deduced from successful completion rates. A pivotal goal of higher education is for students ‘to learn how to learn.’ A variety of teaching approaches encourage students to adopt a deep approach to learning by seeking a personal understanding. Within the science domain, the recent Science and Innovation White Paper (HEFCE 2008) highlighted ‘the critical role that higher education plays in the competitiveness of the nation and the productivity of its public services’. A good supply of well-trained, talented and motivated researchers is essential for research excellence and innovation. The challenge therefore, for higher education, is to skill and motivate science students to become creative and entrepreneurial ‘lifelong learners’ in a fast changing work environment that provides better health care, ensures a cleaner, safer environment, and builds on the existing science base to ensure excellence. For the Biosciences disciplines, QAA Benchmark statements specify motivating and challenging the student with the use of a ‘skilled and balanced selection of teaching and learning techniques’ (QAA website). Blended learning is recommended through a wide range of teaching methods - including laboratory sessions, self-directed study, computer-aided learning, case studies and problem-based learning, demonstrations, active learning sets, work-based learning and/or placements, reflective practice, research project work - and assessment strategies. This paper provides an overview of theories of motivation based on the work of some motivation theorists. Some key principles are identified from the literature that link cognition, motivation and learning and which could have application in the teaching of Biosciences towards the goal of lifelong learning

Why Using Robots to Teach Computer Science can be Successful Theoretical Reflection to Andragogy and Minimalism

Categories and Subject Descriptors K.3.1 [Computers and Education]: Computer Uses in Education – collaborative learning; K.3.2 [Computers and Education]: Computer and Information Science Education – computer science education, self-assessmentTo help students understand subjects such as theoretical aspects of computation, algorithmic reasoning and intelligence of machines, a number of publications report experiments to teach these topics with the help of Lego Mindstorms robots. In the publications, the researchers report how they have created various ways to approach the issues either in Computer Science or in Artificial Intelligence. The reported results of the experiments are based on the learning outcomes, the feedback from the students, and the perceived informal observations (i.e. “feelings”) of the instructors. But can anyone else benefit from the reportedly positive outcomes of the experiments? To give an answer to that question, this paper analyses the reported results through two support theories. The two theories chosen for this, andragogy and minimalism, are concerned with adult learning and how teaching adults should be approached. When reflecting the results of the four teaching experiments to the suggestions drawn from the theories, a more comprehensive answer to why the experiments have been successful can be given. The four teaching experiments analysed here were in many ways similar to each other. A connection to the chosen support theories was straightforward to make. Besides describing the artefacts of teaching with the robots, a deeper discussion on this teaching approach is provided. For an instructor, all these observations offer more concrete evidence about beneficial factors of teaching with robots

Computing education theories : what are they and how are they used?

In order to mature as a research field, computing education research (CER) seeks to build a better theoretical understanding of how students learn computing concepts and processes. Progress in this area depends on the development of computing-specific theories of learning to complement the general theoretical understanding of learning processes. In this paper we analyze the CER literature in three central publication venues -- ICER, ACM Transactions of Computing Education, and Computer Science Education -- over the period 2005--2015. Our findings identify new theoretical constructs of learning computing that have been published, and the research approaches that have been used in formulating these constructs. We identify 65 novel theoretical constructs in areas such as learning/understanding, learning behaviour/strategies, study choice/orientation, and performance/progression/retention. The most common research methods used to devise new constructs include grounded theory, phenomenography, and various statistical models. We further analyze how a number of these constructs, which arose in computing education, have been used in subsequent research, and present several examples to illustrate how theoretical constructs can guide and enrich further research. We discuss the implications for the whole field

Computer simulations, reflective journals, peer group interactions, and conceptual change about electricity with preservice teachers

Research on how students learn science concepts suggests that often students develop naive theories (or misconceptions) to explain natural phenomena. Students at various grade levels possess misconceptions about electricity; moreover, students use these misconceptions to explain the flow of electrical current within a circuit;Because students tend to use their misconceptions about science concepts to understand new concepts, the development of instructional strategies that assist students in changing their science misconceptions could greatly improve student learning. The purpose of this study was to operationalize and test the conceptual change model of learning to alter students\u27 misconceptions about electricity. This study examined the use of a conceptual change approach with computer simulations and reflective journals to assist preservice teachers in altering their conceptions about electrical circuits. Using computer simulations, reflective journals and peer group interactions, preservice teachers participated in treatments that encouraged them to experience the conditions necessary for conceptual change;The study included four treatment groups: conceptual change computer simulation; conceptual change computer simulation and reflective journals; conceptual change computer simulation, reflective journals, and peer group interactions; and traditional computer instruction (i.e. the control treatment). Participants were preservice teachers majoring in elementary and secondary education at a major university. The results of the study indicated that there was no significant difference in achievement between students who participated in the experimental treatments and those who received traditional computer instruction. However, the results did suggest that conceptual change-based computer simulations, reflective journals, and peer interactions helped students change their conceptions of electrical circuits and facilitated the long-term acceptance of the scientifically correct conception

Using interactive storytelling approach in science education

This research was aimed to develop interactive multimedia software and to determine its competencies. This Computer Aided Learning (CAL) was established based on National Pre-School Curriculum, 2006, Education Ministry of Malaysia. This Computer Aided Learning (CAL) focused on Science subject with the theme of "Explore the Space" for pre-school level. The development of educational multimedia software with animated story approach making the learning process more fun as well as enable teachers to convey knowledge in easier way. Furthermore, this study refers to the learning theories, for instance, behaviorism, cognitivism, constructivism as well as scaffolding. This software package was developed using ADDIE methodology and Adobe Director 11 software as the base. The interactive animated story approach used in the exploration module includes stories of 9 planets in the solar system; Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. Early analysis was done in 10 preschools managed by the Education Ministry of Malaysia. From the analysis, it was found that the current Science teaching is teacher-oriented. This contributes to the development of the children with criterion such as passive, lack of confidence to speak and depend solely on their teachers

Issues for consideration to adopt educational computer games for learning and teaching

Computer games have started to gain attention in the domain of learning and teaching. The integration of computer games for education in the classroom has starting to gain acceptance in some countries. However, for schools which have never used computer games in the classroom, study still need to be conducted to investigate the teachers' belief and attitude toward the usage. The purpose of this paper is to examine issues for consideration when adopting educational computer games for learning and teaching. This paper also examines the concepts that related to educational computer games and aspects of learning and teaching. In addition, the theories of technology acceptance which use to assess the perception, belief and attitude of teachers and students have also been investigated