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

Transnational Collaboration On Lifelong Learning Between Higher Engineering Education Institutions: A University Perspective

Lifelong learning (LLL) is in focus in all European countries. Workforce upskilling and reskilling are seen as central elements in ensuring national competitiveness. Universities are main players in this effort but often find it difficult to find sustainable models for LLL activities, in terms of e.g., economy, student intake, and academic resources. Collaboration between universities can be one possible way forward to overcome such obstacles, and given the enhanced post-Covid digitalization is also increasingly made possible, even across borders. However, many universities also find such collaboration challenging, e.g., due to outdated legislation, lacking financial predictability, lacking 1 J. Bennedsen [email protected] academic capacity, or other factors. Studies done by the authors indicate that universities’ perspectives are seldom present in the literature when barriers and enablers for LLL participation are analysed. This motivates us to particularly consider a university perspective here. This paper analyses responses to a questionnaire sent to 28 Nordic and Baltic universities, collecting information about successes, opportunities, and barriers for formal (i.e., ECTSawarding) university-level LLL with professional content within engineering and technology. The respondents were management representatives representing an institutional view and having good knowledge of the institution\u27s LLL offer (e.g., further education centre managers and LLL coordinators). 19 institutions answered, mostly with free text. Our analysis is done following constructivist grounded theory using an open and focused coding approach. The main aim is to identify the main barriers and success factors seen by the universities for upscaling LLL activities, and subsequently to suggest strategies for alleviating barriers and facilitating success factors

Fleksibel webundervisning vokser med opgaverne

Første gang publiceret i UNEV nr. 1: Undervisningsformer på nettet, november 2003, red. Simon Heilesen og Helle Bækkelund Jensen. ISSN 1603-5518.Er det muligt at omsætte praktisk orienterede kurser til netstøttede undervisningsforløb og på den måde udvikle og udfordre form, koncepter for teknologianvendelse, didaktisk tænkning og læring? Udfordringen er stor, netop når der er tale om kurser, der dybest set er egentlig mesterlære, hvor den studerende lærer af eksemplets magt. Ja, mener Jens Bennedsen og Michael Caspersen, begge undervisere ved Datalogisk Institut på Aarhus Universitet. Deres ønske er at udfordre og udvikle undervisningsformerne på netop de praktisk orienterede kurser. Som prøveballon blev Java-programmeringskurset Introducerende Objektorienteret Programmering valgt. Et grundkursus i programmering, som henvender sig specifikt til voksne deltidsstuderende med vidt forskellig baggrund, hovedparten med en humanistisk uddannelse

Using accreditation criteria for collaborative quality enhancement

International audienceThis paper describes a process to enhance the quality of higher education. At the heart of the process is a cross-sparring collaborative model, whereby institutions are critical friends. This is based on a prior self-evaluation, where the institution / programme identifies quality criteria it wants to improve. Part of the process is to ensure the documentation of best practices so that they can be shared with others in a so called market place. Linking the best practices to a criterion makes them searchable on a large scale. Optimal pairings of institutions can then take place for the cross-sparring activities