Supporting the Construction of Programs on a Mobile Device: A Scaffolding Framework

Computer programming is a difficult subject for most novice learners. Providing support that complements classroom learning could contribute to tackling the difficulties. Due to the ubiquity of mobile devices, such support can be provided by scaffolding the construction of programs on a mobile device. In order to design such a mobile intervention, learners’ needs and limitations of mobile devices need to be placed at the center of the design process. This paper combines learners’ needs and limitations of mobile devices to identify scaffolding strategies. Identification of scaffolding strategies is based on a scaffolding framework. Using specific examples, this paper will then show how the scaffolding strategies have been implemented on a mobile device

Scaffolding Java programming on a mobile phone for novice learners

The ubiquity of mobile phones provides an opportunity to use them as a resource for construction of programs beyond the classroom. However, limitations of mobile phones impede their use as typical programming environments. This research proposes that programming environments on mobile phones should include scaffolding techniques specifically designed for mobile phones, and designed based on learners’ needs. This paper discusses the effectiveness of theoretically-derived scaffolding techniques to construct Java programs on a mobile phone. The results indicate that even though scaffolding techniques could support learners to program on a mobile phone, further modifications of the designed scaffolding techniques may be necessary in order to more effectively support programming on a mobile phone

Evaluating the effect of using scaffolding techniques to support Java programming on a mobile phone

The ubiquity of mobile phones provides an opportunity to use them as a resource for construction of programs beyond the classroom. However, limitations of mobile phones impede their use as typical programming environments. This research proposed that programming environments on mobile phones could include scaffolding techniques specifically designed for mobile phones, and designed based on learners’ needs. Experiments were conducted with 142 learners from three universities in Kenya and South Africa in order to investigate the effect on learners of using the theoretically-derived scaffolding techniques to construct Java programs on a mobile phone. The results provided empirical evidence that scaffolding techniques specifically designed for mobile phones and designed based on learners’ needs could effectively support the construction of programs on a mobile phone

An Investigation of Software Scaffolds Supporting Modeling Practices

Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even more complex models. One way of bringing the design of models within reach is through the use of scaffolds. Scaffolds are intentional assistance provided to learners from a variety of sources, allowing them to complete tasks that would otherwise be out of reach. Currently, our understanding of how scaffolds in software tools assist learners is incomplete. In this paper the scaffolds designed into a dynamic modeling software tool called Model-It are assessed in terms of their ability to support learners' use of modeling practices. Four pairs of middle school students were video-taped as they used the modeling software for three hours, spread over a two week time frame. Detailed analysis of coded videotape transcripts provided evidence of the importance of scaffolds in supporting the use of modeling practices. Learners used a variety of modeling practices, the majority of which occurred in conjunction with scaffolds. The use of three tool scaffolds was assessed as directly as possible, and these scaffolds were seen to support a variety of modeling practices. An argument is made for the continued empirical validation of types and instances of tool scaffolds, and further investigation of the important role of teacher and peer scaffolding in the use of scaffolded tools.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43636/1/11165_2004_Article_5112115.pd

Proceedings of the 1993 Conference on Intelligent Computer-Aided Training and Virtual Environment Technology, Volume 1

These proceedings are organized in the same manner as the conference's contributed sessions, with the papers grouped by topic area. These areas are as follows: VE (virtual environment) training for Space Flight, Virtual Environment Hardware, Knowledge Aquisition for ICAT (Intelligent Computer-Aided Training) & VE, Multimedia in ICAT Systems, VE in Training & Education (1 & 2), Virtual Environment Software (1 & 2), Models in ICAT systems, ICAT Commercial Applications, ICAT Architectures & Authoring Systems, ICAT Education & Medical Applications, Assessing VE for Training, VE & Human Systems (1 & 2), ICAT Theory & Natural Language, ICAT Applications in the Military, VE Applications in Engineering, Knowledge Acquisition for ICAT, and ICAT Applications in Aerospace

Teaching and Collecting Technical Standards: A Handbook for Librarians and Educators

Technical standards are a vital source of information for providing guidelines during the design, manufacture, testing, and use of whole products, materials, and components. To prepare students—especially engineering students—for the workforce, universities are increasing the use of standards within the curriculum. Employers believe it is important for recent university graduates to be familiar with standards. Despite the critical role standards play within academia and the workforce, little information is available on the development of standards information literacy, which includes the ability to understand the standardization process; identify types of standards; and locate, evaluate, and use standards effectively. Libraries and librarians are a critical part of standards education, and much of the discussion has been focused on the curation of standards within libraries. However, librarians also have substantial experience in developing and teaching standards information literacy curriculum. With the need for universities to develop a workforce that is well-educated on the use of standards, librarians and course instructors can apply their experiences in information literacy toward teaching students the knowledge and skills regarding standards that they will need to be successful in their field. This title provides background information for librarians on technical standards as well as collection development best practices. It also creates a model for librarians and course instructors to use when building a standards information literacy curriculum.https://docs.lib.purdue.edu/pilh/1004/thumbnail.jp

Scaffolding Java Programming on a Mobile Phone for Novice Learners

The ubiquity of mobile phones provides an opportunity to use them for learning programming beyond the classroom. This would be particularly useful for novice learners of programming in resource-constrained environments. However, limitations of mobile phones, such as small screens and small keypads, impede their use as typical programming environments. This study proposed that mobile programming environments could include scaffolding techniques specifically designed for mobile phones, and designed based on learners’ needs. A six-level theoretic framework was used to design scaffolding techniques to support construction of Java programs on a mobile phone. The scaffolding techniques were implemented on an Android platform. Using the prototype, three experiments were conducted with 182 learners of programming from four universities in South Africa and Kenya. Evaluation was conducted to investigate: (i) which scaffolding techniques could support the construction of Java programs on a mobile phone; and (ii) the effect on learners of using these scaffolding techniques to construct Java programs on a mobile phone. Data was collected using computer logs, questionnaires, and image and video recordings. It was found that static scaffolding, such as a program overview and constructing a program one part at a time, supported the construction of programs on a mobile phone. It was also found that automatic scaffolding, such as error prompts and statement dialogs, and user-initiated scaffolding, such as viewing of the full program while creating parts of a program, supported learners to construct programs on the mobile phone. The study also found that the scaffolding techniques enabled learners to attempt and complete more tasks than a non-scaffolded environment. Further, the scaffolding techniques enabled learners to complete programs efficiently, and captured syntactical errors early during program creation. The results also indicated that after the initial familiarization with the scaffolded environment, the scaffolding techniques could enable faster completion of programs. Learners’ feedback indicated that they found the scaffolding techniques useful in supporting programming on a mobile phone and in meeting learners’ needs. This study provides empirical evidence that scaffolding techniques specifically designed for mobile phones and designed based on learners’ needs could support the construction of programs on a mobile phone

Natural Language Tutoring and the Novice Programmer

For beginning programmers, inadequate problem solving and planning skills are among the most salient of their weaknesses. Novices, by definition, lack much of the tacit knowledge that underlies effective programming. This dissertation examines the efficacy of natural language tutoring (NLT) to foster acquisition of this tacit knowledge. Coached Program Planning (CPP) is proposed as a solution to the problem of teaching the tacit knowledge of programming. The general aim is to cultivate the development of such knowledge by eliciting and scaffolding the problem solving and planning activities that novices are known to underestimate or bypass altogether. ProPL (pro-PELL), a dialogue-based intelligent tutoring system based on CPP, is also described. In an evaluation, the primary findings were that students who received tutoring from ProPL seemed to exhibit an improved ability compose plans and displayed behaviors suggestive of thinking at greater levels of abstraction than students in a read-only control group. The major finding is that NLT appears to be effective in teaching program composition skills

Supporting Collaborative Learning in Computer-Enhanced Environments

As computers have expanded into almost every aspect of our lives, the ever-present graphical user interface (GUI) has begun facing its limitations. Demanding its own share of attention, GUIs move some of the users\u27 focus away from the task, particularly when the task is 3D in nature or requires collaboration. Researchers are therefore exploring other means of human-computer interaction. Individually, some of these new techniques show promise, but it is the combination of multiple approaches into larger systems that will allow us to more fully replicate our natural behavior within a computing environment. As computers become more capable of understanding our varied natural behavior (speech, gesture, etc.), the less we need to adjust our behavior to conform to computers\u27 requirements. Such capabilities are particularly useful where children are involved, and make using computers in education all the more appealing. Herein are described two approaches and implementations of educational computer systems that work not by user manipulation of virtual objects, but rather, by user manipulation of physical objects within their environment. These systems demonstrate how new technologies can promote collaborative learning among students, thereby enhancing both the students\u27 knowledge and their ability to work together to achieve even greater learning. With these systems, the horizon of computer-facilitated collaborative learning has been expanded. Included among this expansion is identification of issues for general and special education students, and applications in a variety of domains, which have been suggested