Investigating post-completion errors with the alloy analyzer

Post-completion errors are a particular kind of error found in interactive systems. This type of error occurs through the incorrect sequencing of goals and sub-goals, when the primary goal is achieved before all of the prequisite sub-goals have been satisfied. This paper shows how we can check for this property in a formal model of an interactive system. Specifically, we suggest that lightweight formal methods, such as the Alloy structural modelling language, are particulary well suited for this task. As a case study we develop two example interactive systems. The first is the ubiquitous chocolate machine, where both the chocolate and change must be delivered to the customer. The second model is of a typical cash machine and explores the problems of returning the cash and the cash card in the correct order. Both of these models are developed in the Alloy language

Developing an ontology of mathematical logic

An ontology provides a mechanism to formally represent a body of knowledge. Ontologies are one of the key technologies supporting the Semantic Web and the desire to add meaning to the information available on the World Wide Web. They provide the mechanism to describe a set of concepts, their properties and their relations to give a shared representation of knowledge. The MALog project are developing an ontology to support the development of high-quality learning materials in the general area of mathematical logic. This ontology of mathematical logic will form the basis of the semantic architecture allowing us to relate different learning objects and recommend appropriate learning paths. This paper reviews the technologies used to construct the ontology, the use of the ontology to support learning object development and explores the potential future use of the ontology

Forum posting habits and attainment in a dual-mode MOOC

Discussion forums in massive open online courses (MOOCs) are a primary means of interaction among learners and instructors. Despite their widespread use there is concern that forums are not an effective means of promoting engagement and learning. This paper examines issues relating to forums through a brief literature review and by drawing on data from a specific MOOC run by the University of Warwick. Two parallel delivery modes allow comparison of forum participation. We analysed two users; those who contributed to forums and those who did not, using comparison of their final average grades in quizzes to analyse their performance rate. We classified super posters in our CfT forum as those who started a thread or more and at the same time contributed optionally in forum discussion posted by other participants. It was observed in our analyses that participants in the forum perform better within the top grades at the end of the course. However, results indicated that forum use overall is low and that tutor-moderation may close down participants’ discussion, while peer-support forums fail to offer adequate support

A tale of two modes : initial reflections on an innovative MOOC

Massive Open Online Courses (MOOCs) are offered by many universities, with hundreds thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been claimed for these courses to transform education, in practice the majority are deeply conservative in maintaining the educational status quo. Lacking innovative pedagogic foundation and with the need for approaches that scale, many courses rely heavily on very traditional methods such as mini-lectures and quizzes. In particular, learner support is proving to be insufficient for many participants. This paper reports initial results and experience from developing and presenting a MOOC which provides both “traditional” and supported modes. We present the motivation and objectives for the course, discuss initial results and reflect on lessons learned in the process

Experiences of teaching a lightweight formal method

This paper reports our experience of using a "lightweight" formal approach, Alloy, and its associated tool support for teaching a core undergraduate module introducing formal methods. It considers the benefits and drawbacks in terms of both the student experience and our own aims and objectives for the module. In addition, we link the practical, experimental approach supported by the Alloy Analyzer to educational theory and consider the implications of such an approach to teaching and learning

Intuition in software development revisited

The role of intuition in software development was discussed in a most original fashion by Peter Naur in 1984. Yet there has been little subsequent interest in elaborating on Naur's ideas. In seeking to explain this neglect, we argue that the accepted views of software development, both within the formal and pragmatic traditions, are deeply influenced by a conceptual framework inherited from computer science and that, within this framework, making sense of the relation between intuition and software development is inherently difficult. In much more recent publications, Naur himself has related his thinking about software development to the philosophical outlook of William James. We discuss the current status and potential implications of Naur's original reflections on the role of intuition with reference to trends in thinking about software development since 1984, and to an alternative conceptual framework for computing, afforded by Empirical Modelling, that can be directly related to a Jamesian philosophical stance

Dropout rates of massive open online courses : behavioural patterns

Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness. One of the major recurring issues raised in both academic literature and the popular press is the consistently high dropout rate of MOOC learners. Although many thousands of participants enrolled on these courses, the completion rate for most courses is below 13%. This paper investigates MOOC attrition from several different perspectives. Firstly, we review existing literature relating to MOOC dropout rates, bringing together existing findings on completion rates and analyses of specific courses which identify factors that correlate to likelihood of dropout. We provide a meta-analysis of the basic figures on overall dropout rates previously collected to identify relationships between course factors and dropout rates. In addition, the literature is reviewed from a qualitative perspective drawing together perspectives on reasons for dropout and methods suggested for resolving or reducing the dropout rate. Secondly, using themes emerging from the initial investigation, we provide a preliminary analysis of data gathered from a Computing MOOC run by the University of Warwick, UK and presented using a Moodle platform. Different aspects of students’ demographic data are examined to see if relationships to persistence exist. An important feature of this course is that it has been run in two different parallel modes (“traditional” MOOC mode with peer support, and “supported” mode with real time, tutored programming labs). This allows direct comparison between the dropout figures for the two different modes. Qualitative information from student evaluations is also considered. Finally, we discuss our findings relating MOOC dropout rates, considering what factors are within the control of a MOOC provider and suggesting the most promising avenues for improvement. Our results indicate that many participants who may be classed as dropouts (for example, because they do not complete the necessary components to gain a certificate) are still participating in the course in their own preferred way (either at a slower pace or with selective engagement). This suggests that the structure of “a course” may not be helpful to all participants and supporting different patterns of engagement and presentation of material may be beneficial

Evaluation of the BOSS online submission and assessment system

Computer programming lends itself to automated assessment. With appropriate software tools program correctness can be measured, along with an indication of quality according to a set of metrics. Furthermore, the regularity of program code allows plagiarism detection to be an integral part of the tools that support assessment. In this paper, we consider a submission and assessment system, called BOSS, that supports coursework assessment through collecting submissions, performing automatic tests for correctness and quality, checking for plagiarism, and providing an interface for marking and delivering feedback. We present the results of evaluating the tool from three perspectives - technical, usability, and pedagogy

Exploring the use of MOOC discussion forums

Discussion forums in massive open online courses (MOOCs) are a primary means of interaction among learners and instructors. Despite their widespread use there is concern that forums are not an effective means of promoting engagement and learning. This paper examines issues relating to forums through a brief literature review and by drawing on data from a specific MOOC run by the University of Warwick. Two parallel delivery modes allow comparison of forum participation. Results indicate that forum use overall is low and that tutor-moderation may close down participants’ discussion, while peer-support forums fail to offer adequate support

MALog : a new way to teach and learn mathematical logic

An international project entitled Mathematical and Applied Logic – MALog led by Tampere University of Applied Sciences (TAMK) aims to provide pedagogically high-quality learning materials, which are created, presented and distributed by innovative use of Information and Communication Technologies (ICT) based solutions. Learning materials will be produced in a manner which creates an individual adaptive learning path for each learner. Various studies indicate that students in high schools, universities and company employees need tools to help them learn mathematical logic effectively. Reform of curricula on competence-based on is an important core task at the moment in TAMK. MALog had the objective of developing learning materials to support development of mathematical and applied logic knowledge and competencies. In order to provide robust pedagogical support for the materials produced in MALog, an ontology of mathematical logic was created