The use of functional programming languages in the first programming course at many universities is well-established and effective. Invariably, however, students must progress to study object-oriented programming. This article presents how the first steps of this transition have been successfully implemented at Seton Hall University. The developed methodology builds on the students' experience with type-based design acquired in their previous introduction to programming courses. The transition is made smooth by explicitly showing students that the design lessons they have internalized are relevant in object-oriented programming. This allows for new abstractions offered by object-oriented programming languages to be more easily taught and used by students. Empirical evidence collected from students in the course suggests that the approach developed is effective and that the transition is smooth.
Students introduced to programming using a design-based approach and a functional programming language become familiar with first-class functions. They rarely, however, connect first-class functions to objects and object-oriented program design. This is a missed opportunity because students inevitably go on to courses using an object-oriented programming language. This article describes how students are introduced to objects within the setting of a design-based introduction to programming that uses a functional language. The methodology exposes students to interfaces, classes, objects, and pol…
Design and Deployment of a Course-Aware AI Tutor in an Introductory Programming Course
Johannes Kepler University Linz, Institute of Business Informatics – Software Engineering（林茨约翰内斯·开普勒大学商业信息学研究所-软件工程）；University of Innsbruck, Department of Computer Science（因斯布鲁克大学生物科学系）
As more and more face-to-face classes move to online environments, it becomes increasingly important to explore any emerging barriers to students' learning. This work focuses on characterizing student barriers to active learning in synchronous online environments. The aim is to help novice educators develop a better understanding of those barriers and prepare more student-centered course plans for their active online classes. Towards this end, we adopt a qualitative research approach and study information from different sources: social media content, interviews, and surveys from students and e…
Exploring the Modular Integration of "AI + Architecture" Pedagogy in Undergraduate Design Education: A Case Study of Architectural Design III/IV Courses at Zhejiang University
E-Courseware Design and Implementation Issues and Strategies
在过去的几年里，电子学习主要由公司机构以计算机辅助教学和基于计算机的培训的形式使用。这种使用的范围不仅限于为初学者和工作人员开设的入门课程，而且还包括在高等教育部门传授知识。由于不断增加的市场需求和当前的法律和该地区的秩序情况（在此期间，大学在许多情况下仍然关闭不确定的时间段）Gomal University D.I.Khan，巴基斯坦正计划在计算机和管理科学的本科和研究生水平引入电子学习，以便顺利和不间断地向本地和远程学生提供优质教育。电子学习的明显结果将是双重的。首先，它将满足市场需求，同时顺利不间断地提供优质教育，其次将解决目前法律和秩序状况所引起的日益严重的专家短缺问题。本文探讨了设计和实施一个有效的电子课件的学生属于这个偏远地区的不同背景的主要问题。一些有效的策略，电子交付的课程，以本地和远程的学生也提出了一些实施的例子。
Online courses, as a pedagogical approach to teaching, boomed during this Coronavirus Disease 2019 pandemic era. Universities shifted from traditional face to face classes to online distance learning due to the cause of the pandemic. This study aimed to determine how effective an online course is in learning a programming course. The study utilized mixed method research applied through a validated survey questionnaire consisting of closed and open ended questions. Python programming was the course selected to undergo the study and underwent an evaluation to determine the students' responses. S…
A Guided Inquiry Approach to Students Co-Designing Generative AI Course Policies
Orfalea College of Business Cal Poly, San Luis Obispo, CA, USA（加州州立理工大学圣路易斯奥比斯波分校奥法利亚商学院）；College of Engineering & Computing George Mason University, Faifrax, VA, USA（乔治梅森大学工程与计算学院）
Deep learning models for learning analytics have become increasingly popular over the last few years; however, these approaches are still not widely adopted in real-world settings, likely due to a lack of trust and transparency. In this paper, we tackle this issue by implementing explainable AI methods for black-box neural networks. This work focuses on the context of online and blended learning and the use case of student success prediction models. We use a pairwise study design, enabling us to investigate controlled differences between pairs of courses. Our analyses cover five course pairs t…
Educators have faced new challenges in effective course assessment during the recent, unprecedented shift to remote online learning during the COVID-19 pandemic. In place of typical proctored, timed exams, instructors must now rethink their methodology for assessing course-level learning goals. Are exams appropriate---or even feasible---in this new online, open-internet learning environment? In this experience paper, we discuss the unique exams framework: our framework for upholding exam integrity and student privacy. In our Probability for Computer Scientists Course at an R1 University, we de…
This paper discusses Reusable Learning Objects (RLOs) and to what extent they have lived up to the promise, particularly of reusability. Reusable Learning Objects have actually been discussed in the literature for the last 20 years and yet true large scale sharing of learning and teaching materials remains relatively rare and challenging. This paper argues that part of the reason is that the granularity of the learning objects that are in use today is not conducive to true reuse. Certainly whole PowerPoint slide decks and word documents are kept in individual files and folders. It is not an id…
Modern engineering education tends to focus on mathematics and fundamentals, eschewing critical reflections on technology and the field of engineering. In this paper, I present an elective engineering course and a 3-lecture module in an introductory course that emphasize engaging with the social impacts of technology.
The intrinsic temporality of learning demands the adoption of methodologies capable of exploiting time-series information. In this study we leverage the sequence data framework and show how data-driven analysis of temporal sequences of task completion in online courses can be used to characterise personal and group learners' behaviors, and to identify critical tasks and course sessions in a given course design. We also introduce a recently developed probabilistic Bayesian model to learn sequence trajectories of students and predict student performance. The application of our data-driven sequen…
This Full Paper in the Research-To-Practice Category presents a long-term study about the effects of a student-centered course on communication and professional skills on students' thoughts, attitudes, and behavior. The course is offered at a European university as part of a computer science master's program. This paper shares the design and challenges of a longitudinal study that reaches ten years behind and employs a mixed-methods approach. Besides presenting and interpreting the findings, we shed light on which features tend to stay on students' minds and impact their way of being and actin…
Learning Science Lab（学习科学实验室）；Singapore University of Technology and Design（新加坡科技设计大学）；Information Systems Technology and Design（信息系统技术与设计）
Teaching is about constantly innovating strategies, ways and means to engage diverse students in active and meaningful learning. In line with this, SUTD adopts various student-centric teaching and learning teaching methods and approaches. This means that our graduate/undergraduate instructors have to be ready to teach using these student student-centric teaching and learning pedagogies. In this article, I share my experiences of redesigning this teaching course that is typically conducted face-to-face to a synchronous online course and also invite one of the participant in this course to refle…
