Le jeu de rôle dans l'enseignement supérieur pour développer l'autonomie et la motivation des étudiants

Comprend des références bibliographiquesL'informatique est une discipline exigeante à bien des niveaux, et son enseignement a suscité beaucoup de questionnements dans le domaine de la pédagogie. Quand s'ajoutent aux difficultés d'ordre disciplinaire, des éléments de complexité plus fort encore comme l'hétérogénéité d'un groupe d'étudiants (niveaux de compétences différents, formation et parcours professionnels différents, origines ethniques et culturelles différentes), les attendus des enseignants et des étudiants sont forcément mis à mal. Cet article propose l'évaluation d'un dispositif pédagogique par le jeu de rôle ayant pour but de prendre en compte les difficultés liées à l'altérité des étudiants et de permettre de les surmonter de manière ludique et motivante, en prenant en compte les spécificités de chacun au sein du groupe

Le jeu de rôle dans l'enseignement supérieur pour développer l'autonomie et la motivation des étudiants

L’informatique est une discipline exigeante à bien des niveaux, et son enseignement a suscité beaucoup de questionnements dans le domaine de la pédagogie. Quand s’ajoutent aux difficultés d’ordre disciplinaire, des éléments de complexité plus fort encore comme l’hétérogénéité d’un groupe d’étudiants (niveaux de compétences différents, formation et parcours professionnels différents, origines ethniques et culturelles différentes), les attendus des enseignants et des étudiants sont forcément mis à mal. Cet article propose l’évaluation d’un dispositif pédagogique par le jeu de rôle ayant pour but de prendre en compte les difficultés liées à l’altérité des étudiants et de permettre de les surmonter de manière ludique et motivante, en prenant en compte les spécificités de chacun au sein du groupe

Programlama Öğretimi için Bir Model Önerisi: Yedi Adımda Programlama

There are a number of studies in the literature revealing that programming instruction has positive effects on development of different cognitive skills. However, there are scarcely any studies suggesting pedagogical approaches to how programming should be done. Therefore, this study focused on how to do programming instruction that target developing students’ cognitive skills. In this study, it was aimed to suggest a model for teaching in order to develop various cognitive skills of students. Within the scope of the study, a programming instruction model was created, and it was called Programming in Seven Steps (PSS) model. As research design, special case study was used from qualitative research methods. The research team consisted of two groups: design team (1 faculty member from the department of Computer Education and Intructional Technologies (CEIT), 2 master’s degree students, and 2 PhD students) and a Design Evaluation Team (DET) (10 IT and Software teachers who work in secondary schools affiliated to the Ministry of National Education) in the process of constructing the PSS model. During the research, the documents and interviews with the design evaluation team were analyzed with the purpose of determining the steps of the PSS model. The study elaborates the process followed to create the model, the features of the proposed model, and interviews with the design evaluation team. This article details the overall path to designing of the model, the features of the model, and DET interviews. It is aimed that the model introduced in this study will become a guide for educators who want to teach programming at secondary school level.Alanyazında programlama öğretiminin pek çok bilişsel beceriye olumlu etkilerini ortaya koyan çalışmalar yer almaktadır. Buna karşın programlama öğretiminin sistematik bir şekilde gerçekleştirilebilmesi amacıyla pedagojiye yönelik çalışmalar oldukça sınırlı sayıdadır. Bu nedenle çalışmada, öğrencilerin bilişsel becerilerinin gelişimine yönelik bir programlama öğretiminin nasıl yapılması gerektiği üzerine odaklanılmıştır. Çalışmanın amacı; Programlama öğretimi sürecinde öğrencilerin çeşitli bilişsel becerilerinin gelişimini sağlamak amacıyla kullanılabilecek bir öğretim modeli önerisinde bulunmaktır. Çalışma kapsamında, oluşturulan programlama öğretimi modeline Yedi Adımda Programlama (YAP) modeli adı verilmiştir. Araştırma deseni olarak nitel araştırma yöntemlerinden özel durum çalışması kullanılmıştır. Araştırmanın, YAP modelinin oluşturulması aşamasında araştırma grubunu tasarım ekibi (1 BÖTE öğretim üyesi ile 2 yüksek lisans, 2 doktora öğrencisi) ve tasarım değerlendirme ekibi (MEB’e bağlı ortaokullarda görevli 10 Bilişim Teknolojileri ve Yazılım Dersi öğretmeni) oluşturmaktadır. Araştırma süreci boyunca YAP modeli adımlarının belirlenmesi amacıyla doküman analizi ve tasarım değerlendirme ekibi ile yapılan görüşmelerin analizi gerçekleştirilmiştir. Bu çalışmada, modelin oluşturulması için izlenen süreç, oluşturulan modelin özellikleri ve tasarım değerlendirme ekibi ile yapılan görüşmelere yer verilmiştir. Bu çalışma ile ortaya konulan modelin, ortaokul düzeyinde programlama öğretimi yapmak isteyen eğitimciler için yol gösterici olması hedeflenmektedir

Promoting Programming Learning. Engagement, Automatic Assessment with Immediate Feedback in Visualizations

The skill of programming is a key asset for every computer science student. Many studies have shown that this is a hard skill to learn and the outcomes of programming courses have often been substandard. Thus, a range of methods and tools have been developed to assist students’ learning processes. One of the biggest fields in computer science education is the use of visualizations as a learning aid and many visualization based tools have been developed to aid the learning process during last few decades. Studies conducted in this thesis focus on two different visualizationbased tools TRAKLA2 and ViLLE. This thesis includes results from multiple empirical studies about what kind of effects the introduction and usage of these tools have on students’ opinions and performance, and what kind of implications there are from a teacher’s point of view. The results from studies in this thesis show that students preferred to do web-based exercises, and felt that those exercises contributed to their learning. The usage of the tool motivated students to work harder during their course, which was shown in overall course performance and drop-out statistics. We have also shown that visualization-based tools can be used to enhance the learning process, and one of the key factors is the higher and active level of engagement (see. Engagement Taxonomy by Naps et al., 2002). The automatic grading accompanied with immediate feedback helps students to overcome obstacles during the learning process, and to grasp the key element in the learning task. These kinds of tools can help us to cope with the fact that many programming courses are overcrowded with limited teaching resources. These tools allows us to tackle this problem by utilizing automatic assessment in exercises that are most suitable to be done in the web (like tracing and simulation) since its supports students’ independent learning regardless of time and place. In summary, we can use our course’s resources more efficiently to increase the quality of the learning experience of the students and the teaching experience of the teacher, and even increase performance of the students. There are also methodological results from this thesis which contribute to developing insight into the conduct of empirical evaluations of new tools or techniques. When we evaluate a new tool, especially one accompanied with visualization, we need to give a proper introduction to it and to the graphical notation used by tool. The standard procedure should also include capturing the screen with audio to confirm that the participants of the experiment are doing what they are supposed to do. By taken such measures in the study of the learning impact of visualization support for learning, we can avoid drawing false conclusion from our experiments. As computer science educators, we face two important challenges. Firstly, we need to start to deliver the message in our own institution and all over the world about the new – scientifically proven – innovations in teaching like TRAKLA2 and ViLLE. Secondly, we have the relevant experience of conducting teaching related experiment, and thus we can support our colleagues to learn essential know-how of the research based improvement of their teaching. This change can transform academic teaching into publications and by utilizing this approach we can significantly increase the adoption of the new tools and techniques, and overall increase the knowledge of best-practices. In future, we need to combine our forces and tackle these universal and common problems together by creating multi-national and multiinstitutional research projects. We need to create a community and a platform in which we can share these best practices and at the same time conduct multi-national research projects easily.Siirretty Doriast

How Electrical Engineering Students Design Computer Programs

When professional programmers begin designing programs, we know they often spend time away from a computer, using tools such as pens, paper, and whiteboards as they discuss and plan their designs (Petre, van der Hoek, & Baker, 2010). But, we're only beginning to analyze and understand the complexity of what happens during such early-stage design work. And, our accounts are almost exclusively about what professionals do. For all we've begun to understand about what happens in early-stage software design, we rarely apply the same research questions and methods to students' early-stage design work. This dissertation tries to redress that imbalance. I present two case studies — derived from my 10 study participants — of electrical engineering (EE) students designing computer programs in a second-semester computer programming course. In study 1, I show how analyzing a student's code snapshot history and conducting clinical interviews tells us far more about her design trajectory than either method could alone. From that combined data I argue students' overall software designs can be consequentially shaped by factors — such as students' stances toward trusting their code or believing a current problem is a new instance of an old one — that existing code snapshot research is poorly equipped to explain. Rather, explanations that add non-conceptual constructs including affective state and epistemological stance can offer a more complete and satisfactory account of students' design activities. In study 2, I argue computer science and engineering education should move beyond conceptual-knowledge and concept deficit explanations of students' difficulties (and capabilities) in programming. I show that in doing design students do, say, write, and gesture things that: – Are outside the phenomenological scope of most (mis)conceptions accounts of programming – Would be explained differently under frameworks that emphasize manifold epistemological resources. Some student difficulties can be recast as epistemological blocks in activity rather than conceptual knowledge deficits. Similarly, some students' productive capacities can be understood as epistemologically-related stances toward an activity, rather than evidencing particular knowledge of specific computational concepts. – Would suggest different instructional interventions if teachers attended to the stabilizing aspects — such as epistemological dynamics — that help these episodes of activity cohere for students

Conception, réalisation et évaluation d'un jeu sérieux de stratégie temps réel pour l'apprentissage des fondamentaux de la programmation

Video games are as much a part of students' culture as TV, movies or books. Recently, students are becoming less and less interested in science. Research on computer science teaching deals with theses problems in order to find a solution to attract and retain students in computer science. A promising solution consists in using students' culture on video games in order to motivate them to invest time in programming. In this context, this document presents the conception, the implementation and the evaluation of a serious game dedicated to introduce programming fundamentals. This game is based on a real time strategy game where programming is a way to interact with the game. Thanks to the Prog&Play system, the serious game has been evaluated in several teaching contexts.Les jeux vidéo font aujourd'hui partie de la culture de nombreux étudiants au même titre que la télévision, les films ou les livres. Or depuis quelques années, les étudiants se détournent des sciences. La recherche dans le domaine de l'enseignement de l'informatique aborde les problèmes du recrutement et du maintien des étudiants dans les formations informatiques. Une approche prometteuse consiste à utiliser la culture vidéoludique des étudiants pour les motiver à investir du temps dans la pratique de la programmation. Dans ce cadre, les travaux présentés portent sur la conception, la réalisation et l'évaluation d'un jeu sérieux pour l'apprentissage des fondamentaux de la programmation. Ce jeu est basé sur un jeu de stratégie temps réel où la programmation est un moyen d'interaction. Grâce au système Prog&Play, le jeu sérieux a pu être déployé et évalué dans différents contextes d'enseignements