Authoring a Web‐enhanced interface for a new language‐learning environment

This paper presents conceptual considerations underpinning a design process set up to develop an applicable and usable interface as well as defining parameters for a new and versatile Computer Assisted Language Learning (CALL) environment. Based on a multidisciplinary expertise combining Human Computer Interaction (HCI), Web‐based Java programming, CALL authoring and language teaching expertise, it strives to generate new CALL‐enhanced curriculum developments in language learning. The originality of the approach rests on its design rationale established on the strength of previously identified student requirements and authoring needs identifying inherent design weaknesses and interactive limitations of existing hypermedia CALL applications (Hémard, 1998). At the student level, the emphasis is placed on three important design decisions related to the design of the interface, student interaction and usability. Thus, particular attention is given to design considerations focusing on the need to (a) develop a readily recognizable, professionally robust and intuitive interface, (b) provide a student‐controlled navigational space based on a mixed learning environment approach, and (c) promote a flexible, network‐based, access mode reconciling classroom with open access exploitations. At the author level, design considerations are essentially orientated towards adaptability and flexibility with the integration of authoring facilities, requiring no specific authoring skills, to cater for and support the need for a flexible approach adaptable to specific language‐learning environments. This paper elaborates on these conceptual considerations within the design process with particular emphasis on the adopted principled methodology and resulting design decisions and solutions

Immersive Learning Environments for Computer Science Education

This master\u27s thesis explores the effectiveness of an educational intervention using an interactive notebook to support and supplement instruction in a foundational-level programming course. A quantitative, quasi-experimental group comparison method was employed, where students were placed into either a control or a treatment group. Data was collected from assignment and final grades, as well as self-reported time spent using the notebook. Independent t-tests and correlation were used for data analysis. Results were inconclusive but did indicate that the intervention had a possible effect. Further studies may explore better efficacy, implementation, and satisfaction of interactive notebooks across a larger population and multiple class topics

How to prevent dropouts in introductory programming classes: a study involving factors from student perspectives

In Brazil, more and more students come to college with deficiencies related to writing and comprehension skills regarding the Portuguese language, logical and mathematical reasoning as well as a lack of researching habits. These deficiencies have been identified as impacting and relating to dropout rates in Algorithms and Programming courses. Brazilian and international studies point out the need to create methodological strategies and extracurricular activities in order to help students overcome their lack of background. However, most studies present the issue from the teacher’s point of view regarding the factors he/she judges to be involved in the dropout process. Usually, these factors are derived from elements related to formal assessment (tests, tasks and exercises). The differential of this study is to analyze student perspectives and see how much this truly connects with reality, considering today’s incoming digital generation of university students. We sought to identify which other motivational and structural factors lead these students to drop out from the courses considered. This study was carried out in two parts. Part one was published in [14] when we presented a case-based qualitative, descriptive analysis using testimonies from undergraduate Computer Science students who dropped out or canceled the course before the end of term during three semesters (2012-2013). We sent the same online questionnaires to another group in 2013, during the second semester, and the results did not change. This research enabled us to reorganize the way we teach these students in a methodological approach. Though these results are related to the Brazilian reality, we believe these result

Teaching and learning in information retrieval

A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts, and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods, delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design. The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also provides a guide for educators on approaches that can be applied to improving the student learning experiences

Innovative teaching methodologies for an online engineering mathematics course

The fast evolution of distance learning tools such as Open Educational Resources (OER)) is an evidence of a shift in the way teaching and learning are understood. Several Higher Education Institutions are trying to increase their efficiency, competitiveness and expand their potential public by investing in the development of online courses, which can offer more interaction and support and be accessible to a larger number of students from a wider sort of backgrounds. The adaptation of a face-to face course into an online one is not simple, as it is not just about uploading lecture videos, sets of notes or lessons, it is necessary to consider the student’s needs, the instructional design and the best digital educational tools in order to support learning and teaching process. A partnership between Higher Education Institutions from six European countries, connecting more than twenty lecturers from distinct knowledge areas, is working on a European Erasmus+ Project, EngiMath, Mathematics online learning model in engineering education. These are developing a shared online platform for teachers to teach Mathematics in the first years of Engineering degrees and, on the other hand, to support student-centric learning and to encourage students to actively engage in the learning process to construct their own learning, addressing the recent requirements for an open, independent, competitive and innovative education. In this context, several new methodological and development issues of the online course will be presented, as well as students’ perceptions and feedback about the pilot course conducted by each institution partner of the project.info:eu-repo/semantics/publishedVersio

CodeAid: Evaluating a Classroom Deployment of an LLM-based Programming Assistant that Balances Student and Educator Needs

Timely, personalized feedback is essential for students learning programming. LLM-powered tools like ChatGPT offer instant support, but reveal direct answers with code, which may hinder deep conceptual engagement. We developed CodeAid, an LLM-powered programming assistant delivering helpful, technically correct responses, without revealing code solutions. CodeAid answers conceptual questions, generates pseudo-code with line-by-line explanations, and annotates student's incorrect code with fix suggestions. We deployed CodeAid in a programming class of 700 students for a 12-week semester. A thematic analysis of 8,000 usages of CodeAid was performed, further enriched by weekly surveys, and 22 student interviews. We then interviewed eight programming educators to gain further insights. Our findings reveal four design considerations for future educational AI assistants: D1) exploiting AI's unique benefits; D2) simplifying query formulation while promoting cognitive engagement; D3) avoiding direct responses while encouraging motivated learning; and D4) maintaining transparency and control for students to asses and steer AI responses.Comment: CHI 2024 Paper - The paper includes 17 pages, 8 figures, 2 tables, along with a 2-page appendi

50 Years of Economic Instruction in the Journal of Economic Education

With 2019 marking the fiftieth year of publication of the Journal of Economic Education (JEE), it seems fitting to examine the evolution of economic instruction as portrayed in the Journal. Born of the American Economic Association (AEA), and first edited by members of the AEA’s Committee on Economic Education (Saunders 2012), it is not surprising that the Journal’s focus as chronicler, proponent, and outlet for economic education activity reflects the educational component of the American Economic Association’s mission. The creation of the Journal signaled a self-awareness in the discipline that we needed to be more deliberate in thinking about how we teach economics and, as a discipline, take responsibility for the teaching enterprise at all levels in the United States. Further, it has “serve[d] as a journal of ‘natural history’ of the teaching of economics” and a resource designed to document successful “techniques and patterns” so that future generations do not face the pitfalls that “human knowledge [as] a very perishable commodity” generates (Boulding 1969, 9, 10). We provide an overview of the evolution of economic pedagogy over the past five decades as conveyed by the Journal of Economic Education. In so doing, we consider pedagogical choice along with the underlying factors that potentially drive our activity. What is the purpose of such a review? Perhaps we bask in the notion that we have seen growth as a discipline and we have evolved as economic educators, making us more enlightened and more effective practitioners. Or perhaps this exercise serves to highlight our shortcomings as a profession and provides a point of comparison to other disciplines with the possibility that, as a discipline, we have fallen behind or in some way are lacking. But ultimately, an article that chronicles the past also points the way for the future and allows for more thoughtful choices as we, in our role as economic educators, continue to grow and adapt to the teaching climate in the United States in the coming decades

Survey of Educational Modelling Languages (EMLs)

CEN/ISSS WS/LT Learning Technologies WorkshopThe reports compares several approaches to educational modelling. The work has been performed under the umbrella of the CEN/ISSS, the European workshop for learning technologies. (http://dspace.ou.nl/bitstream/1820/227/2/eml-report-cen-isss.pdf

Weald College: report from the Inspectorate (FEFC inspection report; 66/95 and 29/99)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1998-99

Catalog Denison University 2004-2005

Denison University Course Catalog 2004-2005https://digitalcommons.denison.edu/denisoncatalogs/1101/thumbnail.jp