The Effectiveness of Aural Instructions with Visualisations in E-Learning Environments

Based on Mayer’s (2001) model for more effective learning by exploiting the brain’s dual sensory channels for information processing, this research investigates the effectiveness of using aural instructions together with visualisation in teaching the difficult concepts of data structures to novice computer science students. A small number of previous studies have examined the use of audio and visualisation in teaching and learning environments but none has explored the integration of both technologies in teaching data structures programming to reduce the cognitive load on learners’ working memory. A prototype learning tool, known as the Data Structure Learning (DSL) tool, was developed and used first in a short mini study that showed that, used together with visualisations of algorithms, aural instructions produced faster student response times than did textual instructions. This result suggested that the additional use of the auditory sensory channel did indeed reduce the cognitive load. The tool was then used in a second, longitudinal, study over two academic terms in which students studying the Data Structures module were offered the opportunity to use the DSL approach with either aural or textual instructions. Their use of the approach was recorded by the DSL system and feedback was invited at the end of every visualisation task. The collected data showed that the tool was used extensively by the students. A comparison of the students’ DSL use with their end-of-year assessment marks revealed that academically weaker students had tended to use the tool most. This suggests that less able students are keen to use any useful and available instrument to aid their understanding, especially of difficult concepts. Both the quantitative data provided by the automatic recording of DSL use and an end-of-study questionnaire showed appreciation by students of the help the tool had provided and enthusiasm for its future use and development. These findings were supported by qualitative data provided by student written feedback at the end of each task, by interviews at the end of the experiment and by interest from the lecturer in integrating use of the tool with the teaching of the module. A variety of suggestions are made for further work and development of the DSL tool. Further research using a control group and/or pre and post tests would be particularly useful

Using an e-learning tool to overcome difficulties in learning object-oriented programming

This study was motivated by the need to overcome the pedagogical hindrances experienced by introductory object-oriented programming students in order to address the high attrition rate evident among novice programmers in distance education. The initial phase of the research process involved exploring a variety of alternative visual programming environments for novices. Thereafter the selection process detailed several requirements that would define the ideal choice of the most appropriate tool. An educational tool Raptor was selected. Lastly, the core focus of this mixed method research was to evaluate undergraduate UNISA students’ perceptions of the Raptor e-learning tools with respect to the perceived effectiveness in enhancing novices’ learning experience, in an attempt to lower the barriers to object-oriented programming. Students’ perceptions collectively of the Raptor visual tool were positive and despite the fact that the sample size was too small to achieve statistical significance, these quantitative and qualitative results provide the practical basis for implementing Raptor in future. Thus providing learning opportunities suited to learner interests and needs, can lead to an enormous potential to stimulate individuals’ motivation and development in creating a more positive learning experience to overcome barriers in programming and enhance concept understanding to address the diverse needs of students in distance education that could lead to a reduced dropout rate.ComputingM. Sc. (Computing

Investigation and development of a tangible technology framework for highly complex and abstract concepts

The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations

End-userApplication for Early Forest Fire Detection and Prevention

n this paper, we describe a Web application that has been designed and implemented by Fulda University of Applied Sciences in the context of the ASPires project. The application extends the functionality available to Crisis Management Centers (CMC). Actual readings from sensors installed in the test areas, for example national parks, are made available to CMC personnel, as well as pictures from cameras that are either mounted on stationary observation towers or taken by Unmanned Aerial Vehicles (UAVs) in the area of an actual of supposed forest fire. Data are transmitted to the Aspires cloud and delivered swiftly to the Web application via an open interface. Furthermore, fire alarms raised by novel detection algorithms are forwarded automatically to the application. This clearly improves the potential for the early detection of forest fires in rural areas

Standard Interfaces and Protocols at Sensor Network and Cloud Level Definition

In this paper we presented full design of the system for monitoring forest which consists of cloud platform, sensor networks and mobile (drone) technologies for data collection and cameras. We first present the advanced design and structural model of an advanced system for monitoring of forest area. This model integrate sensor networks and mobile (drone) technologies for data collection and acquisition of those data at existing Crisis Management Information Systems (CMIS). Then we demonstrate the possibility to map different technological solutions and the main result was the definition of the set of standard interfaces and protocols for network interoperability

Teaching and learning introductory programming : a model-based approach

The dissertation identifies and discusses impact of a model-based approach to teaching and learning introductory object-oriented programming both for practitioners and for computer science education research.Learning to program is notoriously difficult. This dissertation investigates ways to teach introductory object-oriented programming at the university level. It focuses on a model-based approach, describes and argues for this approach and investigates several of its aspects. It gives an overview of the research in teaching introductory programming in an objects-first way. The dissertation also investigates ways for university teachers to share and document best practices in teaching introductory object-oriented programming through pedagogical patterns. The dissertation addresses both traditional young full-time students and experienced programmers (although not in object-orientation) participating in part-time education. It examines whether the same success factors for learning programming apply to a model-based approach as to introductory programming courses in general for full-time students and gives a general overview of research in success factors for introductory programming. Some factors are the same, because students‘ math competence is positively correlated with their success. The dissertation examines how experienced programmers link a model-based programming course to their professional practices. The general answer is that the part-time students do not need to have a direct link to their specific work-practice, they expect to create the link themselves; but the teacher must be aware of the conditions facing the part-time students in industry. Furthermore, the dissertation addresses interaction patterns for part-time students learning model-based introductory programming in a net-based environment. A previously prepared solution to an exercise is found to mediate the interaction in three different ways. Design patterns have had a major impact on the quality of object-oriented software. Inspired by this, researchers have suggested pedagogical patterns for sharing best practices in teaching introductory object-oriented programming. It was expected that university teachers‘ knowledge of pedagogical patterns was limited, but this research proved that to be wrong; about half of the teachers know pedagogical patterns. One of the problems this dissertation identifies is the lack of a structuring principle for pedagogical patterns; potential users have problems identifying the correct patterns to apply. An alternative structuring principle based on a constructivist learning theory is suggested and analysed