An evaluation of scaffolding for virtual interactive tutorials

Scaffolding refers to a temporary support framework used during construction. Applied to teaching and learning it describes measures to support a learner to become confident and self-reliant in a subject. In a Web environment scaffolding features need to replace the instructor. We discuss our approach to Web-based scaffolding based on the cognitive apprenticeship and activity theories. We suggest a set of four scaffold types that have made our scaffolding-supported virtual interactive tutorial successful. We present a novel evaluation approach for virtual tutorials that is embedded into an iterative, evolutionary instructional design

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Supporting active database learning and training through interactive multimedia

The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches

Assessing the quality of a student-generated question repository

We present results from a study that categorizes and assesses the quality of questions and explanations authored by students, in question repositories produced as part of the summative assessment in introductory physics courses over the past two years. Mapping question quality onto the levels in the cognitive domain of Bloom's taxonomy, we find that students produce questions of high quality. More than three-quarters of questions fall into categories beyond simple recall, in contrast to similar studies of student-authored content in different subject domains. Similarly, the quality of student-authored explanations for questions was also high, with approximately 60% of all explanations classified as being of high or outstanding quality. Overall, 75% of questions met combined quality criteria, which we hypothesize is due in part to the in-class scaffolding activities that we provided for students ahead of requiring them to author questions.Comment: 24 pages, 5 figure

Enhancing Skills Transfer through Problem-based Learning. Department of Computer Science, Technical Report Series. NUIM-CS-TR-2005-13

Problem-based Learning (PBL) has proved itself as a successful teaching and learning environment in the medical field, and has slowly become the preferred teaching and learning method in other disciplines. In this report we look at the learning theories that have influenced PBL and investigate the use of PBL in computer science. We extend the boundaries of PBL and software engineering education with a proposal that fully integrates PBL into a computer science and software engineering degree structure. The objective of this proposal is to produce graduates who can successfully transfer their knowledge and skills into practical situations in new domains

Enhancing Skills Transfer through Problem-based Learning. Department of Computer Science, Technical Report Series. NUIM-CS-TR-2005-13

Problem-based Learning (PBL) has proved itself as a successful teaching and learning environment in the medical field, and has slowly become the preferred teaching and learning method in other disciplines. In this report we look at the learning theories that have influenced PBL and investigate the use of PBL in computer science. We extend the boundaries of PBL and software engineering education with a proposal that fully integrates PBL into a computer science and software engineering degree structure. The objective of this proposal is to produce graduates who can successfully transfer their knowledge and skills into practical situations in new domains

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

A Study of First Year Undergraduate Computing Students\u27 Experience of Learning Software Development in the Absence of a Software Development Process

Despite the ever-growing demand for software development graduates, it is recognised that a significant barrier for increasing graduate numbers lies in the inherent difficulty in learning how to develop software. This paper presents a study that is part of a larger research project aimed at addressing the gap in the provision of educational software development processes for freshman, novice undergraduate learners, to improve proficiency levels. As a means of understanding how such learners problem solve in software development in the absence of a formal process, this study examines the experiences and depth of learning acquired by a sample set of novice, freshman university learners. The study finds that without the scaffolding of an appropriate structured development process tailored to novices, students are in danger of failing to engage with the problem solving skills necessary for software development, particularly the skill of designing solutions prior to coding