The teaching of linear programming in different disciplines and in different countries

This paper discusses an online survey of linear programming (LP) lecturers in four countries in various disciplines. The study uses Biglan’s [1, 2] classification of disciplines to show that courses in hard-pure and hard-applied subjects were more likely to teach theoretical aspects of linear programming whilst the hard-applied and soft-applied subjects looked more at the application. Further, the soft-applied disciplines were more likely to utilize software during the teaching of the topic. Also, US lecturers were more likely to teach theoretical aspects of LP whilst the UK lecturers were more likely to use common software such as spreadsheets rather than dedicated LP or maths software

The social construction of educational technology through the use of proprietary software

Major strands of science and technology studies (STS) in recent decades have been the 'social shaping of technology' (SST) and 'social construction of technology' (SCOT) movements, whose adherents maintain that technological systems are determined just as much by social forces as by technological ones. Taking this 'co-construction' notion as a starting point, and putting a focus on the user, I look at some examples of the use of proprietary software in which the learner, instead of being constrained by a rather deterministic pedagogy of educational technology, can exploit the functionality of the software in ways far removed from the original design. For example, spreadsheets can be used to incorporate modelling assumptions directly to simulate digital signal transmission, or the workings of the binomial function. Audio editing software can be used to teach about the technology of music by allowing the student to explore waveform characteristics. The manipulation of images, if combined with a teaching of the principles behind data compression, can engender a deep understanding of the processes involved. And translation software can be used for language learning in a way very different from what was envisaged by the designers. Educational technology has tended to suffer from an emphasis on, and excessive claims for, technological innovation and novelty. Film, radio, television, programmed learning, interactive video discs, CD-ROMs, a 'computer in every classroom', 'one laptop per child', the web, computer-mediated communication, smartboards; and now mashups, Second Life, Facebook, YouTube and Twitter – all have all been seen as radical new technologies that would revolutionize learning. Here I make the case for the social construction of educational technology by users and teachers, based on exploiting to far better effect the possibilities of mature, often proprietary, software not originally designed for pedagogical purposes. The approach outlined here not only helps students gain experience with the sort of software they are likely to encounter in their professional life, but also fosters and sustains a healthy spirit of enquiry that too often is lacking in much educational software. Although the examples presented have been situated in the context of the individual learner, similar principles can be applied to a whole range of networked educational technologies

A "Module" Approach to the Integration of Computer Applications Throughout the Agribusiness Curriculum

Agribusiness, Teaching/Communication/Extension/Profession,

Computational sense: the role of technology in the education of digital librarians

The rapid progress of digital library technology from research to implementation has created a force for change in the curricula of library schools. The education of future librarians has always had to adapt to new technologies but the pace, complexity and implications of digital libraries pose considerable challenges. In this article we explore how we might successfully blend elements of computer science and library science to produce effective educational experiences for the digital librarians of tomorrow. We first outline the background to current digital librarian education and then propose the concept of computational sense as an appropriate meeting point for these two disciplines

Introducing TU100 ‘My Digital Life’: Ubiquitous computing in a distance learning environment

In this paper we describe the Open University’s progress towards delivering an introduction to ubiquitous computing within a distance-learning environment. Our work is strongly influenced by the philosophy of learning-through-play and we have taken technologies originally designed for children’s education and adapted them for adult learners, many of whom will have no formal experience of computer science or information technology. We will introduce two novel technologies; Sense, a drag-and-drop programming language based on Scratch; and the SenseBoard, an inexpensive hardware device that can be connected to the student’s computer, through which they can sense their environment and display outputs. This paper is not intended as a detailed discussion of individual technologies (they will follow in time), rather it should serve as an introduction to the Open University’s method of teaching and how we hope to continue to recruit new computer scientists and engineers using novel technologies

Using Technology as a Vehicle to Appropriately Integrate Mathematics and Science Instruction for the Middle School

At the College of William and Mary, pre-service middle school science and mathematics teachers enroll in their respective methods courses taught in the same time period. Both instructors emphasize the importance of the content pedagogy unique to their disciplines in their individual courses such as strategies for teaching problem solving, computation, proportional reasoning, algebraic and geometric thinking in mathematics, and strategies for teaching students how to investigate or design and conduct experiments in science. However, the two classes come together for sessions in which they examine the relationship of the two disciplines and the proper role of technology, both graphing calculator and computer, in their instruction Starting with resources such as Science in Seconds for Kids by Jean Potter [1], the science students collaborate with the math students to design and conduct brief experiments. The data generated is analyzed using spreadsheets and later graphing calculators. Various classes of mathematical curves are examined using data generated by sensors/probes and CBLs. Through this experience the pre-service teachers learn to work collaboratively with their colleagues on meaningful tasks, strengthening the effectiveness of all participants

Gradual structuring: Evolving the spreadsheet paradigm for expressiveness and learnability

© 2016 IEEE. Spreadsheets are arguably the most used form of programming and are frequently used in higher education to teach fundamental concepts about computation. Their success has shown that they are simple enough for a huge number of end users to learn and use. This is in contrast to traditional programming languages and the high dropout rate from introductory programming and computer science. However in comparison to traditional programming languages and structured modelling, spreadsheets are not expressive, placing a limit on the levels of computational thinking that can be taught using the spreadsheet paradigm. This limitation is imposed by the lack of programming language features and abstractions in the paradigm. Furthermore, more advanced spreadsheet features (e.g. array formulae, lookup formulae, R1C1 syntax) can be difficult to learn and use. This paper discusses the idea of adding language features to spreadsheets, enabling the gradual structuring of free-form spreadsheets to more structured models. We propose that this concept is termed Gradual Structuring, and is analogous to the programming language concept of gradual typing. In this analogy, spreadsheets take the place of dynamic programming and structured modelling of static programming. In programming languages, gradual typing allows dynamic programming to be mixed with static programming. It is our contention that dynamic programming is more learnable while static programming is more expressive and abstract. Gradual typing could be used to mitigate the issues in the teaching of traditional programming. Likewise Gradual Structuring can mitigate the conceptual limits that can be taught using current spreadsheets. The key language feature required to enable Gradual Structuring is the ability to logically group cells together so that a single formula can be applied to the grouped cells. This concept, termed cell grouping diminishes and can even eliminate the need for the ubiquitous and error-prone use of copy-pasted in spreadsheets. Moreover, it makes the structure present in spreadsheet models explicit. Cell grouping requires a cascade of other new languages features. Namely a more expressive referencing style, which in turned requires enabling labels to be moved to the row and column headers, and the hierarchical structuring of these headers. Respectively these language features are termed enhanced referencing and semantic axes. The ongoing research focusses on the usability and learnability of these language features. Spreadsheet applications exist that contain aspects of the features mentioned. However these applications do not enable Gradual Structuring and have taken a mainly technical, not human behavioural, approach to evolving the spreadsheet