Analysis of existing decision support systems to provide current baseline applications, implementation methodologies, problem areas, hardware and communication complexities

Issued as Monthly report and Final report, Project no. G-36-66

Teaching for transfer of assembly language concepts to C programming using computer-based instruction and traditional instruction

The aim of teaching assembly language in a computer application course is to introduce students to abstract concepts before delving into programming details. For a novice, it is difficult to understand and learn assembly language in a short amount of time. Hence, the use of a series of computer-based programs may be helpful. Based on this perspective, a computer-based assembly language program LEARNIT was designed to establish a meaningful introduction for students to programming;The purpose of this study was twofold: (1) to evaluate the effectiveness of using computer-based instruction in learning assembly language at the undergraduate level and (2) to investigate whether learning assembly language by two instructional methods (traditional lecture/demonstration/ practice vs. computer-based instruction) was transferred to writing programs in the C language to the same degree;Forty-nine subjects participated in this study. The experimental group consisted of 25 subjects who received instruction on assembly language using the computer-based program LEARNIT. The control group consisted of 24 subjects who received instruction on assembly language using live instruction (traditional lecture/demonstration/practice);Three types of instruments were designed to measure student\u27s knowledge regarding the computer organization, assembly language, and the ability to program in C language. The results revealed that the subjects\u27 performance on a test covering assembly language was not affected by the instructional method (traditional lecture vs. computer-based instruction) in which they participated. Also, the subjects\u27 performance on a test covering the C language was not affected by the prior learning of assembly language between the experimental and control groups

An investigation into computer and network curricula

This thesis consists of a series of internationally published, peer reviewed, journal and conference research papers that analyse the educational and training needs of undergraduate Information Technology (IT) students within the area of Computer and Network Technology (CNT) Education. Research by Maj et al has found that accredited computing science curricula can fail to meet the expectations of employers in the field of CNT: “It was found that none of these students could perform first line maintenance on a Personal Computer (PC) to a professional standard with due regard to safety, both to themselves and the equipment. Neither could they install communication cards, cables and network operating system or manage a population of networked PCs to an acceptable commercial standard without further extensive training. It is noteworthy that none of the students interviewed had ever opened a PC. It is significant that all those interviewed for this study had successfully completed all the units on computer architecture and communication engineering (Maj, Robbins, Shaw, & Duley, 1998). The students\u27 curricula at that time lacked units in which they gained hands-on experience in modern PC hardware or networking skills. This was despite the fact that their computing science course was level one accredited, the highest accreditation level offered by the Australian Computer Society (ACS). The results of the initial survey in Western Australia led to the introduction of two new units within the Computing Science Degree at Edith Cowan University (ECU), Computer Installation & Maintenance (CIM) and Network Installation & Maintenance (NIM) (Maj, Fetherston, Charlesworth, & Robbins, 1998). Uniquely within an Australian university context these new syllabi require students to work on real equipment. Such experience excludes digital circuit investigation, which is still a recommended approach by the Association for Computing Machinery (ACM) for computer architecture units (ACM, 2001, p.97). Instead, the CIM unit employs a top-down approach based initially upon students\u27 everyday experiences, which is more in accordance with constructivist educational theory and practice. These papers propose an alternate model of IT education that helps to accommodate the educational and vocational needs of IT students in the context of continual rapid changes and developments in technology. The ACM have recognised the need for variation noting that: There are many effective ways to organize a curriculum even for a particular set of goals and objectives (Tucker et al., 1991, p.70). A possible major contribution to new knowledge of these papers relates to how high level abstract bandwidth (B-Node) models may contribute to the understanding of why and how computer and networking technology systems have developed over time. Because these models are de-coupled from the underlying technology, which is subject to rapid change, these models may help to future-proof student knowledge and understanding of the ongoing and future development of computer and networking systems. The de-coupling is achieved through abstraction based upon bandwidth or throughput rather than the specific implementation of the underlying technologies. One of the underlying problems is that computing systems tend to change faster than the ability of most educational institutions to respond. Abstraction and the use of B-Node models could help educational models to more quickly respond to changes in the field, and can also help to introduce an element of future-proofing in the education of IT students. The importance of abstraction has been noted by the ACM who state that: Levels of Abstraction: the nature and use of abstraction in computing; the use of abstraction in managing complexity, structuring systems, hiding details, and capturing recurring patterns; the ability to represent an entity or system by abstractions having different levels of detail and specificity (ACM, 1991b). Bloom et al note the importance of abstraction, listing under a heading of: “Knowledge of the universals and abstractions in a field” the objective: Knowledge of the major schemes and patterns by which phenomena and ideas arc organized. These are large structures, theories, and generalizations which dominate a subject or field or problems. These are the highest levels of abstraction and complexity\u27\u27 (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956, p. 203). Abstractions can be applied to computer and networking technology to help provide students with common fundamental concepts regardless of the particular underlying technological implementation to help avoid the rapid redundancy of a detailed knowledge of modem computer and networking technology implementation and hands-on skills acquisition. Again the ACM note that: “Enduring computing concepts include ideas that transcend any specific vendor, package or skill set... While skills are fleeting, fundamental concepts are enduring and provide long lasting benefits to students, critically important in a rapidly changing discipline (ACM, 2001, p.70) These abstractions can also be reinforced by experiential learning to commercial practices. In this context, the other possibly major contribution of new knowledge provided by this thesis is an efficient, scalable and flexible model for assessing hands-on skills and understanding of IT students. This is a form of Competency-Based Assessment (CBA), which has been successfully tested as part of this research and subsequently implemented at ECU. This is the first time within this field that this specific type of research has been undertaken within the university sector within Australia. Hands-on experience and understanding can become outdated hence the need for future proofing provided via B-Nodes models. The three major research questions of this study are: •Is it possible to develop a new, high level abstraction model for use in CNT education? •Is it possible to have CNT curricula that are more directly relevant to both student and employer expectations without suffering from rapid obsolescence? •Can WI effective, efficient and meaningful assessment be undertaken to test students\u27 hands-on skills and understandings? The ACM Special Interest Group on Data Communication (SJGCOMM) workshop report on Computer Networking, Curriculum Designs and Educational Challenges, note a list of teaching approaches: ... the more \u27hands-on\u27 laboratory approach versus the more traditional in-class lecture-based approach; the bottom-up approach towards subject matter verus the top-down approach (Kurose, Leibeherr, Ostermann, & Ott-Boisseau, 2002, para 1). Bandwidth considerations are approached from the PC hardware level and at each of the seven layers of the International Standards Organisation (ISO) Open Systems Interconnection (OSI) reference model. It is believed that this research is of significance to computing education. However, further research is needed

Design and implementation of a generalised computer aided learning system

This thesis surveys the development of computer aided learning and outlines the tools that are used for creating computer aided learning systems. A project to create and port over a computer aided learning system from a VAX 11/750 to a PDF model 11/44 based on the UNIX operating system is described. The computer aided learning system makes extensive use of existing software tools available on UNIX and is hence named CALUNIX for Computer Aided Learning on UNIX

The application of computer based instructions in MET

Today-computers had been developed from Charles Babbage\u27s Difference Engine and Herman Hollerith\u27s Tabulating Machine, which were invented many decades ago. The development nowadays is dynamic, both in hardware and software, it makes the prices fall dramatically. It became possible and reasonable for developing countries to use the computers in their MET institutions and start teaching the cadets and officers. I believe that, in one day, microcomputers may take the workload of a tutor in classes in different forms (e.g. full mission-simulators). Microcomputers may also become one of the solutions for the shortage of lecturers. When the institution is furnished with computers, it is important to make sure that computers are used effectively. It is possible that teaching can be enhanced by using CBI (Computer Based Instructions) lessons and by using Computer Managed Learning(CML) systems. There are advantages and disadvantages in CBI use. The teacher should know them how they can affect the students’ learning psychology, so that he or she can avoid demotivation among the students. One should also be aware of computerphobia and should take care of the students who are computerphobic. In designing the CBI lessons, it is important to have the knowledge of the use of text, color, and graphic for presenting information as well as formulating questions and providing feedback. In developing the CBI lessons, aiming at the achievement of creativity and student motivation, one should plan the procedure step by step to minimize the drawbacks. There are eight steps needed to be taken for developing a CBI program. Like in a task analysis, the first step is to define the objectives of the subject that we are going to develop as a CBI program, after correctly selecting the level of the students. Details of the steps are explained in chapter III. It also explains the use of a hand scanner to produce the graphic and text that will be used in the lesson programs. Following the step-by-step procedure, a tutorial program on Lifeboat Equipments has been produced. This is to share my knowledge to the other maritime educators as a practical experience. Even the commercially produced software existing on the market is not perfect for every user nor are the CBI programs or this program. It is a start and is intended to encourage other lecturers in maritime institutions to begin, to develop CBI program. For further development of the teaching environment, we should look forward to using multi-media application packages that may include CD-ROM drive, sound card, video frame grabber card, etc. Updating of knowledge is necessary and this can be done by: (a) reading books, magazines on the computers and applications, and papers from conferences such as IMLA (International Maritime Lecturers’ Association), INSLC (International Navigation Simulator Lecturers’ Conference), (b) participating in regional and international computer associations, and (c) exchanging experiences among the institutes through writing and electronic mail

A STUDY ON VARIOUS PROGRAMMING LANGUAGES TO KEEP PACE WITH INNOVATION

A programming language is a formal computer language designed to communicate instructions to a machine, particularly a computer. Programming languages can be used to create programs to control the behaviour of a machine or to express algorithms. The earliest known programmable machine preceded the invention of the digital computer and is the automatic flute player described in the 9th century by the brothers Musa in Baghdad, "during the Islamic Golden Age". From the early 1800s, "programs" were used to direct the behavior of machines such as Jacquard looms and player pianos. Thousands of different programming languages have been created, mainly in the computer field, and many more still are being created every year. Many programming languages require computation to be specified in an imperative form (i.e., as a sequence of operations to perform) while other languages use other forms of program specification such as the declarative form (i.e. the desired result is specified, not how to achieve it). The description of a programming language is usually split into the two components of syntax (form) and semantics (meaning). Some languages are defined by a specification document (for example, the C programming language is specified by an ISO Standard) while other languages (such as Perl) have a dominant implementation that is treated as a reference. Some languages have both, with the basic language defined by a standard and extensions taken from the dominant implementation being common. An attempt is made in this paper to have a study on various programming languages