ethanporcaro/eric-fulltext-meta huggingface dataset:
A Stochastic Approach for Automatic and Dynamic Modeling of Students' Learning Styles in Adaptive Educational Systems
Author: Dorça, Fabiano Azevedo
Date: 2012-00-00
Type: Journal Articles
Subjects: Cognitive Style,Models,Automation,Probability,Statistical Analysis,Students,Computer Assisted Instruction,Identification,Markov Processes

Considering learning and how to improve students' performances, an adaptive educational system must know how an individual learns best. In this context, this work presents an innovative approach for student modeling through probabilistic learning styles combination. Experiments have shown that our approach is able to automatically detect and precisely adjust students' learning styles, based on the non-deterministic and non-stationary aspects of learning styles. Because of the probabilistic and dynamic aspects enclosed in automatic detection of learning styles, our approach gradually and constantly adjusts the student model, taking into account students' performances, obtaining a fine-tuned student model. Promising results were obtained from experiments, and some of them are discussed in this paper. [Additional copies of pages 199 and 200, which contain enhanced copies of Figures, are appended.]
Some Pitfalls in Introductory Programming Courses
Author: Teodosiev, Teodosi
Date: 2012-00-00
Type: Journal Articles
Subjects: Introductory Courses,Programming,Teaching Methods,Educational Practices,Educational Strategies,Barriers,Thinking Skills,Arithmetic,Computation,Mathematical Applications,Demonstration Programs,Problem Solving

This paper discusses some difficulties in teaching introductory courses to programming, paying particular attention to their mathematical nature. We consider some aspects, which have not been commented in detail in textbooks and often neglected by course outlines and schedules. Some of these are constructing complex conditions, exceeding array bound, calculating infinite series in conjunction with recursion, etc. We believe that those topics and accompanying notes along with appropriate teaching methodology could be and should be incorporated into introductory programming courses.
Approach to Dynamic Assembling of Individualized Learning Paths
Author: Lubchak, Vladimir
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Technology Uses in Education,Educational Technology,Computer Software,Internet,Search Engines,Hypermedia,Models,Cooperative Learning,Instructional Materials,Resource Units,Student Needs,Learning Activities,College Students

E-learning students are generally heterogeneous and have different capabilities knowledge base and needs. The aim of the Sumy State University (SSU) e-learning system project is to cater to these individual needs by assembling individual learning path. This paper shows current situation with e-learning in Ukraine, state-of-art of development of the adaptive e-learning systems and shows results of SSU research in this area. Nowadays the received solutions are different from the known analogues considering an expanded set of information about the features of a particular student's learning activities (19 indicators are analysed, including indicators of progress such as the level of knowledge and student individual features). The corresponding software solutions are being tested in the SSU e-learning environment
Improving the Evaluation Model for the Lithuanian Informatics Olympiads
Author: Skupiene, Jurate
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Science,Programming,Problem Solving,Competition,Secondary School Students,Questionnaires,Evaluation Methods,Models,Grading,Mathematics

The Lithuanian Informatics Olympiads (LitIO) is a problem solving programming contest for students in secondary education. The work of the student to be evaluated is an algorithm designed by the student and implemented as a working program. The current evaluation process involves both automated (for correctness and performance of programs with the given input data) and manual (for programming style, written motivation of an algorithm) grading. However, it is based on tradition and has not been scientifically discussed and motivated. To create an improved and motivated evaluation model, we put together a questionnaire and asked a group of foreign and Lithuanian experts having experience in various informatics contests to respond. We identified two basic directions in the suggested evaluation models and made a choice based on the goals of LitIO. While designing the model in the paper, we reflected on the suggestions and opinions of the experts as much as possible, even if they were not included into the proposed model. The paper presents the final outcome of this work, the proposed evaluation model for the Lithuanian Informatics Olympiads.
Understanding Complex Adaptive Systems by Playing Games
Author: van Bilsen, Arthur
Date: 2010-00-00
Type: Journal Articles
Subjects: Decision Making,Computer Games,Computer Simulation,College Students,Simulated Environment,Teaching Methods,Educational Technology,Evaluation Methods,Administrators,Concept Formation,Information Science,Planning,Observation,Questionnaires,Foreign Countries

While educators teach their students about decision making in complex environments, managers have to deal with the complexity of large projects on a daily basis. To make better decisions it is assumed, that the latter would benefit from better understanding of complex phenomena, as do students as the professionals of the future. The goal of this article is to evaluate the relevance of the use of simulation games for learning about the complexity of large-scale socio-technical projects. Relevant concepts from complex adaptive systems will be introduced or described. The conjecture is that complex adaptive systems can be simulated by games, in which players are able to experience the system workings, and retrieve more insight in their complex behaviour as a result. The multiplayer computer game SimPort-MV2 illustrates this by simulating the decision making process revolving around Maasvlakte 2 (MV2), an extension of the Port of Rotterdam into the North Sea. The game has been played by hundreds of students of higher education. Based on this study, we present preliminary indications of learning and conclusions on how simulation games can provide insights in a complex adaptive system and be used to educate both students and professionals.
Exploring the Usage of a Video Application Tool: Experiences in Film Studies
Author: Ali, Nazlena Mohamad
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Films,Video Technology,Undergraduate Students,Graduate Students,Foreign Countries,Student Attitudes,Positive Attitudes,Film Study,Technological Advancement,Course Descriptions,Questionnaires,Qualitative Research

This paper explores our experiences in deploying a video application tool in film studies, and its evaluation in terms of realistic contextual end-users who have real tasks to perform in a real environment. We demonstrate our experiences and core lesson learnt in deploying our novel movie browser application with undergraduate and graduate students completing a Film Studies course in Dublin City University over a semester. We developed a system called MOVIEBROWSER2 that has two types of browsing modes: Advanced and Basic. In general, students found that the features we provided were beneficial for their studies. Some issues or mismatches arose during the trial. A &quot;wish-list&quot; was drawn up that might be useful for the future system developer. The contribution and achievements reported in this article are on the demonstration and exploration of how advances in technology can be deployed, and media can be accessed in the context of a real user community. Exploring the usage indicates a positive acceptance among students, besides lessons learned that are important for further investigation.
Results of a Research Evaluating Quality of Computer Science Education
Author: Záhorec, Ján
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Science Education,Qualitative Research,Information Science,Course Content,Teaching Methods,Textbooks,Usability,Foreign Countries,Cross Cultural Studies,Secondary Education,Student Attitudes,Program Evaluation,Gender Differences,Statistical Analysis,Multivariate Analysis

The paper presents the results of an international research on a comparative assessment of the current status of computer science education at the secondary level (ISCED 3A) in Slovakia, the Czech Republic, and Belgium. Evaluation was carried out based on 14 specific factors gauging the students' point of view. The authors present qualitative findings from the following nine analyzed factors: the popularity of computer science/informatics as a subject, the potential of using knowledge gained by studying informatics at school in everyday life, the attractiveness and demands of the curriculum content, the clarity and attractiveness of teacher presentation of the subject matter to students, the engagement of tasks solved while studying informatics, the degree of comprehensibility of informatics textbooks, and the usability of knowledge acquired in school for solving practical problems. Based on the results, the authors identify the strengths and weaknesses of computer science education in the observed countries.
Towards a Personalised, Learning Style Based Collaborative Blended Learning Model with Individual Assessment
Author: Béres, Ilona
Date: 2012-00-00
Type: Journal Articles
Subjects: Cognitive Style,Blended Learning,Teaching Methods,Cognitive Psychology,Management Systems,Multimedia Materials,Taxonomy,Critical Thinking,Thinking Skills,Skill Development,Questionnaires,Task Analysis,Foreign Countries

In this paper we aim to describe the process by which our personalised web-based collaborative teaching/learning methodology (CECIP--Collaboration--Evaluation--Critical thinking--Individual assessment--learner Profile) evolved originating from Vygotsky's theory and based on the (C) collaborative construction of student's knowledge, (E) developing evaluation and assessment skills, (C) developing critical thinking skills, (I) integrating individual evaluation and (P) generating learner profile. Our CECIP methodology integrates individual learning style dimensions and their preferences into e-learning environment by filling out MBTI, Gardner, GEFT and Felder-Silverman questionnaires during our four-semester research. The paper covers the theoretical foundations of Learning Styles giving analogies to preferred learning strategies. A three-part-research process is described through which the described CECIP model emerged: (1) analysing Learning Styles and Learning Management Systems that claim to support their work; (2) raising the background knowledge of students in cognitive psychology in order to improve design and evaluation methodologies of multimedia learning materials; (3) personalising tasks and assessment based on Bloom's Taxonomy.
Situating Programming Abstractions in a Constructionist Video Game
Author: Weintrop, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Programming,Programming Languages,Introductory Courses,Constructivism (Learning),Video Games,Educational Technology,Novices,Learning Processes,Concept Formation,Computer Science Education,Learning Experience,Protocol Analysis,College Students,High School Students

Research on the effectiveness of introductory programming environments often relies on post-test measures and attitudinal surveys to support its claims; but such instruments lack the ability to identify any explanatory mechanisms that can account for the results. This paper reports on a study designed to address this issue. Using Noss and Hoyles' constructs of webbing and situated abstractions, we analyze programming novices playing a program-to-play constructionist video game to identify how features of introductory programming languages, the environments in which they are situated, and the challenges learners work to accomplish, collectively affect novices' emerging understanding of programming concepts. Our analysis shows that novices develop the ability to use programming concepts by building on the suite of resources provided as they interact with the computational context of the learning environment. In taking this approach, we contribute to computer science education design literature by advancing our understanding of the relationship between rich, complex introductory programming environments and the learning experiences they promote.
A Method for Rational Provision of Learning Syllabus
Author: Drasute, Vida
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Educational Environment,Course Descriptions,Outcomes of Education,Semantics,Mathematics,Learner Controlled Instruction,Artificial Intelligence,Foreign Countries

Distance, e-education supported by technological development have enhanced educational processes by combining achievements from various scientific fields. This techno-educational enhancement has happened within the last decade. Virtual learning has grown in popularity as a new way of learning that gives preference to learn in convenient time and places, using specially prepared learning materials. The progression of technological developments implies the rise of user demands. It also aspires to look for flexible, but qualitative, training and learning ways. One of the outcomes is adaptive and intelligent learning environments that show to become a common tool used for virtual learning. This paper focuses on the key feature elements of adaptive learning environments (ALE), also researching about intelligent agents and their behaviour in ALEs. The method to provide individual learning syllabus according student knowledge in rational way is proposed. It is based on latent semantic indexing algorithm and is featured with an ability to update syllabus according individual learning outcomes of the student. This is yet another tool in a teacher's tool box. The description of results obtained during the exploration of proposed method is presented as well.
A Few Observations and Remarks on Time Effectiveness of Interactive Electronic Testing
Author: Magdin, Martin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,Interaction,Time Factors (Learning),Instructional Effectiveness,Electronic Learning,Student Evaluation,Animation,Experimental Groups,Control Groups,Statistical Analysis

In the paper, we point out several observations and remarks on time effectiveness of electronic testing, in particular of its new form (interactive tests). A test is often used as an effective didactic tool for evaluating the extent of gained cognitive capabilities. According to authors Rudman (1989) and Wang (2003) it is provable that the relationship towards e-testing depends on the degree of previous experiences with this form of examination. Conducted experiments (not only by these authors) show that students using the traditional testing form (putting answers down on a paper) are happy to have the opportunity to use a computer for testing. The reason is the fact that they are usually used to a complete explanation of the educational content, frontal examination during the lesson and also in the course of the school year and more limited possibilities to use the Internet for educational purposes. Most of them do not even know about the possibilities of e-learning and electronic evaluation. On the other hand, the group of students who are being tested using the traditional form and at the same time using computers usually prefer the traditional form, while using multimedia tools is more or less normal to them.
Implementation of Abstract Data Types in Dynamic Sketches for Learning Geometry
Author: Jasute, Egle
Date: 2014-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Teaching Methods,Algebra,Learning Processes,Outcomes of Education,Information Technology,Definitions,Computer Software,Programming

A long-term observation of students' usage of a dynamic geometry in a classroom at all grade levels has challenged to develop an approach for learning and understanding mathematics in an easier way for both students and teachers. The paper deals with the results of a study that investigates the process and outcomes of the implementation of abstract data types in dynamic sketches (by composing scripts) for learning geometry. Four abstract data types have been developed and defined using algebraic specifications. The development of a dynamic sketch scenario with the implementation of these abstract data types is presented in detail. An example of creating an interactive microworld, using abstract data types, is presented and discussed as well.
Which Way with Informatics in High Schools in the Netherlands? The Dutch Dilemma
Author: van Diepen, Nico
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Information Science Education,Educational Practices,Educational Technology,Computer Literacy,Followup Studies,Investigations,Educational Trends,Educational Development,Opinions,Stakeholders,Student Attitudes,Educational Attitudes,Teacher Attitudes,Educational Objectives,Novices,Barriers,Performance Factors

Informatics is currently being taught in high schools all over the world. In the Dutch curriculum, computer literacy is taught in the lower grades as a compulsory subject, Informatics is taught as an elective in the higher grades of some schools. As a follow-up to the outline of Grgurina and Tolboom (2008), the discussion about the future of Informatics education in the Netherlands is investigated and elaborated in this paper. Our research brings forward four positions of the stakeholders in the field: the negative-critical view, the positive-realistic view, the no-nonsense view and the innovative view. Extreme positions are either &quot;to terminate the school subject, because teachers are not qualified and there is little relation with Informatics as a scientific discipline&quot;, or &quot;to strengthen the school subject because of its social relevance&quot;. The latter position will be substantiated by a discussion of the novice-expert approach for teaching and the importance of enculturation and situated learning. As a way to strengthen secondary Informatics teaching, especially in the Netherlands, Schoenfeld's framework is advised (Schoenfeld, 2010).
Interactive Methods of Teaching Physics at Technical Universities
Author: Krišták, L'uboš
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Instruction,College Science,Teaching Methods,Educational Innovation,Interaction,Science Experiments,Problem Solving,Video Technology,Feedback (Response),Instructional Effectiveness,Knowledge Level,Control Groups,Experimental Groups,Comparative Analysis,College Students,Questionnaires,Student Attitudes,Statistical Analysis,Hypothesis Testing,Pretests Posttests

The paper presents results of &quot;non-traditional&quot; teaching of the basic course of Physics in the first year of study at the Technical University in Zvolen, specifically teaching via interactive method enriched with problem tasks and experiments. This paper presents also research results of the use of the given method in conditions of Slovak universities and its comparison with traditional methods.
Teaching Programming in Secondary School: A Pedagogical Content Knowledge Perspective
Author: Saeli, Mara
Date: 2011-00-00
Type: Journal Articles
Subjects: Secondary School Science,Programming,Pedagogical Content Knowledge,Literature Reviews,Relevance (Education),Concept Teaching,Misconceptions,Teaching Methods,Problem Solving,Skill Development,Student Development,Computer Science Education,Behavioral Objectives,Educational Practices,Foreign Countries

The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students. The core questions to uncover this knowledge are: what are the reasons to teach programming; what are the concepts we need to teach programming; what are the most common difficulties/misconceptions students encounter while learning to program; and how to teach this topic. Some of the answers found are, respectively: enhancing students' problem solving skills; programming knowledge and programming strategies; general problems of orientation; and possible ideal chains for learning computer programming. Because answers to the four questions are in a way not connected with each other, PCK being an unexplored field in Informatics Education, we need research based efforts to study this field.
State-of-the-Art in Open Courseware Initiatives Worldwide
Author: Vladoiu, Monica
Date: 2011-00-00
Type: Journal Articles
Subjects: Courseware,Open Source Technology,Web Sites,Electronic Learning,Web 2.0 Technologies,Higher Education,Online Courses,Educational Technology,Access to Education,Educational History,Cooperation,Consortia,Foreign Countries

We survey here the state-of-the-art in open courseware initiatives worldwide. First, the MIT OpenCourseWare project is overviewed, as it has been the real starting point of the OCW movement. Usually, open courseware refers to a free and open digital publication of high quality university level educational materials that are organized as courses, and include course planning materials, evaluation tools, and thematic content, under a Creative Commons license. OCW is free and open, accessible to anyone, anywhere, and anytime via the Internet. The OCW initiative started in 2002, and it has been followed by many more programs that offer open access to courseware: Carnegie Mellon Open Learning Initiative, Harvard Medical School's MyCourses, Webcast.Berkeley, Rice University's Connexions, OpenCourseWare Consortium, Open Education Resources Commons, and The Saylor Foundation's Free Education Initiative, along with other major open courseware projects worldwide. The prospects for futur development of open courseware are taken into consideration, while its potential to provide for both social construction of knowledge and for development of open educational models, and therefore for E-Learning 2.0 and Web 2.0 is emphasized.
Development of an Information System for Diploma Works Management
Author: Georgieva-Trifonova, Tsvetanka
Date: 2011-00-00
Type: Journal Articles
Subjects: Information Systems,Databases,Client Server Architecture,Information Retrieval,Information Technology,Student Research,Programming,Programming Languages

In this paper, a client/server information system for the management of data and its extraction from a database containing information for diploma works of students is proposed. The developed system provides users the possibility of accessing information about different characteristics of the diploma works, according to their specific interests. The client/server architecture of the system is described as well as the services offered. The author presents the structure of the created database that stores the necessary information. A client application ADP (&quot;access data project&quot;) is implemented, providing the possibility for insertion, updating and searching, as well as a client application is fulfilled with Java for discovering the constraint-based association rules.