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Title: Mirjana Ivanovic, Toma


1
Mirjana Ivanovic, Tomaš Pitner (Masaryk
University, Brno, Czech) Influences of
Technology Enhanced Learning in Teaching and
Assessing Java Programming - Serbian and Czech
Experiences
2
AGENDA
  • Research visit
  • Technology Enhanced Learning in University
    Courses
  • Java as the Introductory OO Course Why and How?
  • Course Prole
  • Technology-enhanced Learning in Java Courses
  • Key Findings and Recommendation
  • Conclusion

3
1. Research visit
4
1. Research visit
5
1. Research visit
  • Receiving institution Masaryk University, Brno
  • Main topic of interest Technology enhanced
    learning
  • First week - Review of current research
    activities and project at host University in the
    domain of elearning.
  • Second week - Review of current state-of-the-art
    in the field of e-Iearning 2.0, personalized and
    adaptive elearning and Lifelong Learning.
  • Third week - Definition of possible common
    research topics and specification of possible
    common papers.
  • Fourth week - Preparation of draft version of
    common paper. Discussion of possibilities for
    further cooperation between our two institutions
    in research and teaching.

6
AGENDA
  • Research visit
  • Technology Enhanced Learning in University
    Courses
  • Java as the Introductory OO Course Why and How?
  • Course Profile
  • Technology-enhanced Learning in Java Courses
  • Key Findings and Recommendation
  • Conclusion

7
2. Technology Enhanced Learning in University
Courses
  • TEL in introductory programming courses at a
    university level attract teachers' community
  • It has not led to a generally applicable way of
    teaching and learning that guarantee success
  • We have examined issues affecting TEL positioning
    in the curriculum, learning design, and quality
    reached in introductory Java courses

8
AGENDA
  • Research visit
  • Technology Enhanced Learning in University
    Courses
  • Java as the Introductory OO Course Why and How?
  • Course Profile
  • Technology-enhanced Learning in Java Courses
  • Key Findings and Recommendation
  • Conclusion

9
2.1 Java as the Introductory OO Course Why and
How?
  • Still there are a lot of discussions/numerous
    papers presenting dilemma
  • which programming language to teach as a first
  • which approach to adopt imperative or object
    first.
  • Key principles
  • To take any programming language designed for
    teaching purposes
  • From time to time students complain about choice
    of old-fashioned" language
  • Teach students essences of programming and
    algorithmic style of thinking
  • Not to bother students with particularities of
    concrete programming language and allow them
    spending hours in finding senseless errors in
    their programs

10
2.1 Java as the Introductory OO Course Why and
How?
  • Our Institutions
  • Within CS1 course, we use one of teaching
    languages (Pascal, Modula-2).
  • Imperative first approach.
  • Fashionable at many universities start with
    Java.
  • We agree with some authors.
  • To concentrate first on the essential concepts of
    imperative programming.
  • Later explain object-oriented concepts.
  • Language, designed for teaching purposes, gives
    teachers the best balance in separating
  • educational aspects of programming from the
    training aspects of coding,
  • adopting algorithmic style of thinking and
    problem solving.

11
AGENDA
  • Research visit
  • Technology Enhanced Learning in University
    Courses
  • Java as the Introductory OO Course Why and How?
  • Course Profile
  • Technology-enhanced Learning in Java Courses
  • Key Findings and Recommendation
  • Conclusion

12
2.2 Course Profile
  • UNS-PMF
  • Content - majority of second year students master
    essentials of Java and OO programming.
  • Good bases further improve and upgraded in
    subsequent courses.
  • MUNI-FI
  • Java (second year course) focuses on
    understanding of the object-oriented paradigm.
  • Students
  • Become familiar with the basic Java and OO
    terminology.
  • Be able to analyze, design and implement simple
    software solutions with the appropriate tools.
  • After completion, the students are able to follow
    consequent courses.
  • But, they are not skilled to build more serious
    programs.

13
2.2 Course Profile
  • Context
  • Same model (UNS-PMF, MUNI) according to Bologna
    requirements.
  • Object-Oriented Programming I, 3rd term.
  • Java Programming, 3rd term.
  • Similar context - algorithmic and procedural
    programming is expected.

14
2.2 Course Profile
  • Methodology
  • UNS-PMF - traditional course with online tools
    for delivery of self-study instructional units.
  • MUNI-FI - blended learning (combined face-to-face
    and online learning), including principles of
    Person Centered Approach (PCA).
  • students achieve superior results, higher
    self-confidence, creativity, openness to
    experience, and respect (according to core
    attitudinal conditions.)
  • Both institutions are convinced programming
    skills should be best acquired in interaction.
  • MUNI-FI explicitly employs PCA while UNS-FMP
    approaches the same principles intuitively.
  • In both cases a blended-learning modus ,
    semi-automated assessment tools.

15
2.2 Course Profile
  • Learning Design
  • Both institutions apply similar assessment
    criteria practical tasks, in-lab activities,
    in-term tests, and a final test UNS-PMF oral
    exam.
  • Students are encouraged to react and put
    questions immediately
  • interpersonal sharing,
  • promoting the attitudes of acceptance, realness,
    and understanding.
  • Diverge in the overall assessment model
  • UNS-PMF mixes practical tasks and theoretical
    (technology-supported) tests.
  • MUNI-FI concentrates on assessing practical
    achievements only also include homeworks, no
    oral examination. Linear grading model - points
    are simply summed together.

16
AGENDA
  • Research visit
  • Technology Enhanced Learning in University
    Courses
  • Java as the Introductory OO Course Why and How?
  • Course Profile
  • Technology-enhanced Learning in Java Courses
  • Key Findings and Recommendation
  • Conclusion

17
2.3 Technology-enhanced Learning in Java Courses
  • TEL brings a number of advantages in teaching OO
    programming
  • Both institutions apply blended learning style
    using different educational tools
  • LMS and Tutoring Systems
  • Assessment Tools
  • Communication and Cooperation

18
2.3 Technology-enhanced Learning in Java Courses
  • LMS and Tutoring Systems
  • UNS-PMF
  • Moodle with extended personalization features
    (Komlenov et al., 2010) Mag, a web-base tutoring
    system which is a part of the integrated learning
    environment MILE (Ivanovic et al., 2008).
  • eLessons are used, some of the quizzes as well,
    but also glossaries, wikis, discussion forums
  • MUNI-FI - learning patterns supported by
    services
  • delivery of learning materials (slides, demos
    and video recordings from lectures, links to
    other learning resources)
  • submission folders for collecting task solutions
  • on-line tools for testing submitted solutions
  • administration of assessment results
  • discussion forums and other communication means

19
2.3 Technology-enhanced Learning in Java Courses
Assessment Tools
20
2.3 Technology-enhanced Learning in Java Courses
  • Communication and Cooperation
  • UNS-PMF - use e-mails and LMS Moodle discussion
    forums, instant messages, chat sessions, e-mail.
  • allow students to share ideas,
  • help each other to solve common issues,
  • to post their inquiries or reactions to a course
    (or group) discussion forum,
  • to contact the teachers and get feedback just in
    time
  • MUNI-FI - University IS is equipped with
    e-learning and communication services.
  • Integrated e-mail system mass e-mail targeted to
    specific groups e.g. students of a course, or
    members of a lab group.
  • Students can post inquiries or reactions to a
    course (or group) discussion forum.

21
2.3 Technology-enhanced Learning in Java Courses
  • Communication and Cooperation
  • At both institutions
  • Student are hesitating to massively use
    e-learning 2.0 services (blog, wiki, chat).
  • Prefer discussion forums, and at UNS-PMF use
    direct e-mailing.
  • MUNI-FI most of the students tend to discuss
    things directly at the lectures or contact the
    instructors in the labs.

22
AGENDA
  • Research visit
  • Technology Enhanced Learning in University
    Courses
  • Java as the Introductory OO Course Why and How?
  • Course Profile
  • Technology-enhanced Learning in Java Courses
  • Key Findings and Recommendation
  • Conclusion

23
2.4 Key Findings and Recommendation
  • The comparison of both Java courses - drawn
    common useful conclusions.
  • Java need not be a CS1 course.
  • Object-first approach is not a must.
  • Technology-enhanced learning rises popularity of
    a course.
  • It helps motivated students.
  • Students are not ready for e-learning 2.0
    (yet?).
  • Even grading can be automated.
  • Keep the grading schema simple.
  • Homeworks count to grading.
  • Higher demand on teachers.
  • Design surveys well.

24
AGENDA
  • Research visit
  • Technology Enhanced Learning in University
    Courses
  • Java as the Introductory OO Course Why and How?
  • Course Profile
  • Technology-enhanced Learning in Java Courses
  • Key Findings and Recommendation
  • Conclusion

25
3. Conclusion
  • Technology-enhanced learning is routinely applied
    at both institutions.
  • Feedback is positive from both teachers and
    students.
  • To achieve defined goals, it is necessary to
    employ a wide variety of pedagogical
    methodologies and tools for TEL.
  • There is still room for in-house solutions, but
    open-source alternatives are gaining on
    importance (specifically when extended to support
    adaptability and personalization).
  • Key question how and how far should we go in
    applications of e-learning 2.0 patterns and
    tools?

26
Mirjana Ivanovic, Tomaš Pitner (Masaryk
Univetsity, Brno, Czech) Influences of
Technology Enhanced Learning in Teaching and
Assessing Java Programming - Serbian and Czech
Experiences
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