Canonical explorations of 'Tel' environments for computer programming

This paper applies a novel technique of canonical gradient analysis, pioneered in ecological sciences, with the aim of exploring student performance and behaviours (such as communication and collaboration) while undertaking formative and summative tasks in technology enhanced learning (TEL) environments for computer programming. The research emphasis is, therefore, on revealing complex patterns, trends, tacit communications and technology interactions associated with a particular type of learning environment, rather than the testing of discrete hypotheses. The study is based on observations of first year programming modules in BSc Computing and closely related joint-honours with software engineering, web and game development courses. This research extends earlier work, and evaluates the suitability of canonical approaches for exploring complex dimensional gradients represented by multivariate and technology-enhanced learning environments. The advancements represented here are: (1) an extended context, beyond the use of the ‘Ceebot’ learning platform, to include learning-achievement following advanced instruction using an industrystandard integrated development environment, or IDE, for engineering software; and (2) longitudinal comparison of consistency of findings across cohort years. Direct findings (from analyses based on code tests, module assessment and questionnaire surveys) reveal overall engagement with and high acceptance of collaborative working and of the TEL environments used, but an inconsistent relationship between deeply learned programming skills and module performance. The paper also discusses research findings in the contexts of established and emerging teaching practices for computer programming, as well as government policies and commercial requirements for improved capacity in computer-science related industries

Practical teaching programme online: Overcoming communication issues

A teaching practicum module is normally the learning activity that obligates student–teachers to be sent to different schools and localities, to experience teaching, or be trained in the real-world environment. Because of geographical boundaries, often times peer-to-peer and student–instructor communications are complicated and hard to manage. This has been a perennial problem for all teacher training schools, be it in local teacher training colleges or teacher education programs at the universities in Malaysia. One solution employed by the teacher education programme at Universiti Malaysia Sarawak (UNIMAS) is by using a Web-based learning environment. Student–teachers are now able to meet and discuss issues and challenges that they faced, thus overcoming geographical limits. As they are able to act and solve problems at Internet speed, many thrive on ideas and suggestions provided by the online community. This paper reports the numerous advantages obtained by the employment of a Web-based learning environment as a tool in overcoming communication problems faced in the traditional setting of a practical teaching programme. An unexpected outcome was also noted amongst the non-contributors to the discussion online whom the author called the silent participant. Nevertheless, for many of us involved in teacher education, the possibility of a web-based ‘communication site’ during a practical teaching course is a dream come true

Online cooperation learning environment : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Computer Science at Massey University, Albany, New Zealand

This project aims to create an online cooperation learning environment for students who study the same paper. Firstly, the whole class will be divided into several tutorial peer groups. One tutorial group includes five to seven students. The students can discuss with each other in the same study group, which is assigned by the lecturer. This is achieved via an online cooperation learning environment application (OCLE), which consists of a web based J2EE application and a peer to peer (P2P) java application, cooperative learning tool (CLT). It can reduce web server traffic significantly during online tutorial discussion time

Social technologies for online learning: theoretical and contextual issues

Three exemplars are presented of social technologies deployed in educational contexts: wikis; a photo-sharing environment; and a social bookmarking tool. Students were found to engage with the technologies selectively, sometimes rejecting them, in the light of their prior conceptions of education. Some students (a minority in all the studies) were unsympathetic to the educational philosophy underpinning the technology’s adoption. The paper demonstrates, through an examination of in-context use, the importance of socio-cultural factors in relation to education, and the non-deterministic nature of educational technology. The academic study of technology has increasingly called into question the deterministic views which are so pervasive in popular discourse and among policy makers. Instead, socio-cultural factors play a crucial role in shaping and defining technology and educational technology is no exception, as the examples in the paper show. The paper concludes by drawing out some implications of the examples for the use of social technologies in education

What did the Romans ever do for us? ‘Next generation’ networks and hybrid learning resources

Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education’ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things’ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact’ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid’ technologies of virtual and material components have may great potential for use in education. Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve

Developing students' information and research skills via Blackboard

This paper summarizes work undertaken at De Montfort University (Leicester, UK) to develop students’ information and research skills using the Blackboard Virtual Learning Environment. It outlines how a traditionally delivered and assessed program was reviewed and revised in order to produce a blended learning experience for students. The librarians involved undertook this project with students from the Faculty of Health and Life Sciences during March/April 2005, teaching two groups in parallel--one group using Blackboard and another using the traditional teaching method. Both groups were given a diagnostic evaluation to gauge their confidence levels with both information skills and using Blackboard, and to obtain their perceptions of their experiences. Both groups underwent a formal summative assessment with one group using Blackboard and the control group having a paper-based assignment. The Blackboard sessions were very popular with students and this method of teaching has subsequently been extended to other modules within the university. Students appeared to be more motivated and appreciated the constant availability of the learning materials. This project was the first example within the university of students undertaking a formal online assessment using Blackboard, and the librarians received a Curriculum Development and Innovation Award. The work was subsequently disseminated within the university, where it was well receive

A service-orientated architecture for adaptive and collaborative e-learning systems

This research proposes a new architecture for Adaptive Educational Hypermedia Systems (AEHS). Architectures in the context of this thesis refer to the components of the system and their communications and interactions. The architecture addresses the limitations of AEHS regarding interoperability, reusability, openness, flexibility, and limited tools for collaborative and social learning. It presents an integrated adaptive and collaborative Web-based learning environment. The new e-learning environment is implemented as a set of independent Web services within a service-oriented architecture (SOA). Moreover, it uses a modern Learning Management System (LMS) as the delivery service and the user interface for this environment. This is a two-way solution, whereby adaptive learning is introduced via a widely adopted LMS, and the LMS itself is enriched with an external - yet integrated - adaptation layer. To test the relevance of the new architecture, practical experiments were undertaken. The interoperability, reusability and openness test revealed that the user could easily switch between various LMS to access the personalised lessons. In addition, the system was tested by students at the University of Nottingham as a revision guide to a Software Engineering module. This test showed that the system was robust; it automatically handled a large number of students and produced the desired adaptive content. However, regarding the use of the collaborative learning tools, the test showed low levels of such usage

Engaging Students Through Collaboration: How Project FUN Works

Students from three disciplines designed, developed, and implemented exercise and nutrition interventions, online modules and videos, to benefit low-income middle school students. The process used to incorporate the scholarship of teaching into a collaborative college-level application of learning is described

Taking over someone else's design: implications for the tutor's role in networked learning

The experience of taking over an already designed Web-based course helps us to investigate the claims in the literature about the role that tutors have more generally in networked learning. This paper addresses this issue through a case study and brings together the tutor's experience and her reflective diary, as well as the interview data from a JISC/CALT phenomenographic study of tutors' and students' experiences. This particular case study raises issues about the tutors' role, teaching activity, design and the value of content resources and knowledge representation. Finally the paper reflects on the implications for the tutor in this situation and provides suggestions for future practice

Profile transformation in mobile technology based educational systems : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Science in Information Systems at Massey University, Palmerston North, New Zealand

In order to meet the learning needs from various types of students, computer aided education systems try to include new methods to provide personalized education to every student. From the early 1970s, a lot of adaptive educational systems have been created to provide training on a variety of subjects. Combined with the Internet, the adaptive educational systems have become web-based and even more popular. Recently, the development of mobile technology has made the web-based adaptive educational systems accessible through mobile phones. It is necessary that the students can also receive adaptive educational contents on mobile phones. This research project investigated the possible student's preference differences between Personal Computer (PC) and mobile phone, and then proposed a student profile transformation framework to address such differences. This research project conducted two surveys on the student profile transformation between PC and mobile phone. A demo web-based educational system that could be accessed from both PC and mobile phone was also developed for participants of the surveys to give more real and precise responses. Based on Felder-Silverman Learning Style Theory (Felder, 1993; Felder & Silverman, 1988) and the results of the surveys, this thesis proposes a student profile template and a student profile transformation framework, which both fully considered the influences of device capabilities and locations on students' preferences on mobile phones. Furthermore, the proposed framework integrates a solution for unsupported preferences and preference conflicts. By implementing the proposed template and framework, the students' preference changes between PC and mobile phone are automatically updated according to various device capabilities and locations, and then the students can receive adaptive educational contents that meet their updated preferences