Constructive Use of Errors in Teaching the UML Class Diagram in an IS Engineering Course

A class diagram is one of the most important diagrams of Unified Modeling Language (UML) and can be used for modeling the static structure of a software system. Learning from errors is a teaching approach based on the assumption that errors can promote learning. We applied a constructive approach of using errors in designing a UML class diagram in order to (a) categorize the students’ errors when they design a class diagram from a text scenario that describes a specific organization and (b) determine whether the learning-from-errors approach enables students to produce more accurate and correct diagrams. The research was conducted with college students (N = 45) studying for their bachelor’s degree in engineering. The approach is presented, and the learning-from-errors activity is illustrated. We present the students’ errors in designing the class diagram before and after the activity, together with the students’ opinions about applying the new approach in their course. Twenty errors in fundamental components of the class diagram design were observed. The students erred less after the activity of learning from errors. The displayed results show the relevance and potential of embedding our approach in teaching. Furthermore, the students viewed the learning-from-errors activity favorably. Thus, one of the benefits of our developed activity is increased student motivation. In light of the improved performance of the task, and the students’ responses to the learning-from-errors approach, we recommend that information systems teachers use similar activities in different fields and on various topics

A group learning management method for intelligent tutoring systems

In this paper we propose a group management specification and execution method that seeks a compromise between simple course design and complex adaptive group interaction. This is achieved through an authoring method that proposes predefined scenarios to the author. These scenarios already include complex learning interaction protocols in which student and group models use and update are automatically included. The method adopts ontologies to represent domain and student models, and object Petri nets to specify the group interaction protocols. During execution, the method is supported by a multi-agent architecture

Implementation and design of a service-based framework to integrate personal and institutional learning environments

The landscape of teaching and learning has changed in recent years because of the application of Information and Communications technology. Among the most representative innovations in this regard are Learning Management Systems. Despite of their popularity in institutional contexts and the wide set of tools and services that they provide to learners and teachers, they present several issues. Learning Management Systems are linked to an institution and a period of time, and are not adapted to learners' needs. In order to address these problems Personal Learning Environments are defined, but it is clear that these will not replace Learning Management Systems and other institutional contexts. Both types of environment should therefore coexist and interact. This paper presents a service-based framework to facilitate such interoperability. It supports the export of functionalities from the institutional to the personal environment and also the integration within the institution of learning outcomes from personal activities. In order to achieve this in a flexible, extensible and open way, web services and interoperability specifications are used. In addition some interoperability scenarios are posed. The framework has been tested in real learning contexts and the results show that interoperability is possible, and that it benefits learners, teachers and institutions.Peer ReviewedPostprint (author's final draft

Sociohydrologic Systems Thinking: An Analysis of Undergraduate Students’ Operationalization and Modeling of Coupled Human-Water Systems

One of the keys to science and environmental literacy is systems thinking. Learning how to think about the interactions between systems, the far-reaching effects of a system, and the dynamic nature of systems are all critical outcomes of science learning. However, students need support to develop systems thinking skills in undergraduate geoscience classrooms. While systems thinking-focused instruction has the potential to benefit student learning, gaps exist in our understanding of students’ use of systems thinking to operationalize and model SHS, as well as their metacognitive evaluation of systems thinking. To address this need, we have designed, implemented, refined, and studied an introductory-level, interdisciplinary course focused on coupled human-water, or sociohydrologic, systems. Data for this study comes from three consecutive iterations of the course and involves student models and explanations for a socio-hydrologic issue (n = 163). To analyze this data, we counted themed features of the drawn models and applied an operationalization rubric to the written responses. Analyses of the written explanations reveal statistically-significant differences between underlying categories of systems thinking (F(5, 768) = 401.6, p \u3c 0.05). Students were best able to operationalize their systems thinking about problem identification (M = 2.22, SD = 0.73) as compared to unintended consequences (M = 1.43, SD = 1.11). Student-generated systems thinking models revealed statistically significant differences between system components, patterns, and mechanisms, F(2, 132) = 3.06, p \u3c 0.05. Students focused most strongly on system components (M = 13.54, SD = 7.15) as compared to related processes or mechanisms. Qualitative data demonstrated three types of model limitation including scope/scale, temporal, and specific components/mechanisms/patterns excluded. These findings have implications for supporting systems thinking in undergraduate geoscience classrooms, as well as insight into links between these two skills

Problem-based learning: enhancing students learning of building information modelling

Building Information Modelling (BIM) is an innovative collaborative process underpinned by digital technologies introduced to improve project performance in the Architecture, Engineering and Construction (AEC) industry. Growth in industry demands has necessitated BIM inclusion into the Higher Education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring Built Environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and developing the skill set required for its application can be overwhelming for students and crucial to mitigating this challenge is the adoption of appropriate learner-centred strategies. Problem-based Learning (PBL) is becoming a widespread strategy to address such concern. This paper evaluates the impact of PBL strategy on students accelerated learning of BIM based on a case study of an undergraduate BIM module. Findings from the study show PBL benefits on students’ knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary) equipping them with capabilities to become BIM competent and workplace ready for the AEC industry

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning