15,522 research outputs found

    Accessibility and adaptability of learning objects: responding to metadata, learning patterns and profiles of needs and preferences

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    The case for learning patterns as a design method for accessible and adaptable learning objects is explored. Patterns and templates for the design of learning objects can be derived from successful existing learning resources. These patterns can then be reused in the design of new learning objects. We argue that by attending to criteria for reuse in the definition of these patterns and in the subsequent design of new learning objects, those new resources can be themselves reusable and also adaptable to different learning contexts. Finally, if the patterns identified can be implemented as templates for standard authoring tools, the design of effective, reusable and adaptable resources can be made available to those with limited skills in multimedia authoring and result in learning resources that are more widely accessible

    Objects-First Vs. Structures-First Approaches To 00 Programming Education: A Replication Study

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    One of the essential elements of a successful organization is information technology, which has as its basis effective and efficient software development. The foundation of software development is computer programming. The last decade of computer programming education has been dominated by the object-oriented paradigm. While recent anecdotal accounts among computer science and computer information systems educators have often favored the objects-first approach to programming instruction (vis-a-vis the structures-first approach), very little empirical evidence has been offered. A field study by Johnson and Moses (2008) suggested that the objects-first approach is superior, but the experimental design was open to criticism. This replication study significantly improves upon the experimental design yielding results that indicate neither the objects-first or the structures-first approach is preferred. While an inconclusive result may seem unimportant, it does provide needed guidance to educators to make pedagogical decisions based on other perhaps more important factors to help ensure the students\u27 success. On the positive side, the study does suggest that learning object-oriented programming is more difficult for novices than learning procedural programming, which is also important for programming educators

    Simulation modelling and visualisation: toolkits for building artificial worlds

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    Simulations users at all levels make heavy use of compute resources to drive computational simulations for greatly varying applications areas of research using different simulation paradigms. Simulations are implemented in many software forms, ranging from highly standardised and general models that run in proprietary software packages to ad hoc hand-crafted simulations codes for very specific applications. Visualisation of the workings or results of a simulation is another highly valuable capability for simulation developers and practitioners. There are many different software libraries and methods available for creating a visualisation layer for simulations, and it is often a difficult and time-consuming process to assemble a toolkit of these libraries and other resources that best suits a particular simulation model. We present here a break-down of the main simulation paradigms, and discuss differing toolkits and approaches that different researchers have taken to tackle coupled simulation and visualisation in each paradigm

    Contemporary developments in teaching and learning introductory programming: Towards a research proposal

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    The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

    Reviews

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    Web‐Teaching ‐ A Guide to Interactive Teaching for the World‐Wide Web by David W. Brooks, New York: Plenum, 1997. ISBN: 0–306–45552–8. Paperback, 214 pages. $30

    Spartan Daily, November 10, 1997

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    Volume 109, Issue 51https://scholarworks.sjsu.edu/spartandaily/9198/thumbnail.jp

    Investigating heuristic evaluation as a methodology for evaluating pedagogical software: An analysis employing three case studies

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    This paper looks specifically at how to develop light weight methods of evaluating pedagogically motivated software. Whilst we value traditional usability testing methods this paper will look at how Heuristic Evaluation can be used as both a driving force of Software Engineering Iterative Refinement and end of project Evaluation. We present three case studies in the area of Pedagogical Software and show how we have used this technique in a variety of ways. The paper presents results and reflections on what we have learned. We conclude with a discussion on how this technique might inform on the latest developments on delivery of distance learning. © 2014 Springer International Publishing

    Clafer: Lightweight Modeling of Structure, Behaviour, and Variability

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    Embedded software is growing fast in size and complexity, leading to intimate mixture of complex architectures and complex control. Consequently, software specification requires modeling both structures and behaviour of systems. Unfortunately, existing languages do not integrate these aspects well, usually prioritizing one of them. It is common to develop a separate language for each of these facets. In this paper, we contribute Clafer: a small language that attempts to tackle this challenge. It combines rich structural modeling with state of the art behavioural formalisms. We are not aware of any other modeling language that seamlessly combines these facets common to system and software modeling. We show how Clafer, in a single unified syntax and semantics, allows capturing feature models (variability), component models, discrete control models (automata) and variability encompassing all these aspects. The language is built on top of first order logic with quantifiers over basic entities (for modeling structures) combined with linear temporal logic (for modeling behaviour). On top of this semantic foundation we build a simple but expressive syntax, enriched with carefully selected syntactic expansions that cover hierarchical modeling, associations, automata, scenarios, and Dwyer's property patterns. We evaluate Clafer using a power window case study, and comparing it against other notations that substantially overlap with its scope (SysML, AADL, Temporal OCL and Live Sequence Charts), discussing benefits and perils of using a single notation for the purpose
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