A number of instructional animation are discussed for teaching 3D computer graphics. They are effective in their assigned task because they focus on concepts and processes that are difficult or impossible to see without animation. They also use a minimalist approach making the animations as simple as possible, focussed on what is relevant, and interactive. One animation is a program that allows students to explore viewing systems, two are concerned with ray tracing transparent objects, and one visualises the formation of marble.
{"title":"Effective instructional animation in 3D computer graphics education","authors":"K. Suffern","doi":"10.1145/359369.359404","DOIUrl":"https://doi.org/10.1145/359369.359404","url":null,"abstract":"A number of instructional animation are discussed for teaching 3D computer graphics. They are effective in their assigned task because they focus on concepts and processes that are difficult or impossible to see without animation. They also use a minimalist approach making the animations as simple as possible, focussed on what is relevant, and interactive. One animation is a program that allows students to explore viewing systems, two are concerned with ray tracing transparent objects, and one visualises the formation of marble.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"348 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133009808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper summarises some of the key issues arising from the implementation of studio-based teaching in two IT-based undergraduate courses. The studios aim to provide students with experiential learning, in which they can `learn by doing'. They are based on a model of studio teaching advocated by Schon. The paper describes a wide variety of ideas which have been tried in the studios, and discusses student and staff responses. It indicates some of the lessons which have been learned, and identifies the key issues which need to be addressed when implementing studio teaching.
{"title":"Implementing studios for experiential learning","authors":"Christabel Gonsalvez, Martin Atchison","doi":"10.1145/359369.359386","DOIUrl":"https://doi.org/10.1145/359369.359386","url":null,"abstract":"This paper summarises some of the key issues arising from the implementation of studio-based teaching in two IT-based undergraduate courses. The studios aim to provide students with experiential learning, in which they can `learn by doing'. They are based on a model of studio teaching advocated by Schon. The paper describes a wide variety of ideas which have been tried in the studios, and discusses student and staff responses. It indicates some of the lessons which have been learned, and identifies the key issues which need to be addressed when implementing studio teaching.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131338915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Carbone, J. Hurst, Ian M. Mitchell, Dick Gunstone
In most introductory programming courses tasks are given to students to complete as a crucial part of their study. The tasks are considered important because they require students to apply their knowledge to new situations. However, often the tasks have not been considered as a vehicle that can direct learning behaviours in students. This paper aims to encourage academics to start thinking about the tasks they set, in particular it explores characteristics of programming tasks that affect student learning and understanding in a first year undergraduate course as part of a degree in Computer Science at Monash University. Attention is paid to features of programming tasks that led to three poor learning behaviours: Superficial Attention, Impulsive Attention and Staying Stuck. The data gathered for this study which describe the students' engagement in the tasks are provided by students and tutors. The paper concludes with a list of generic improvements to be considered when formulating programming exercises to minimise poor learning behaviours in students.
{"title":"Principles for designing programming exercises to minimise poor learning behaviours in students","authors":"A. Carbone, J. Hurst, Ian M. Mitchell, Dick Gunstone","doi":"10.1145/359369.359374","DOIUrl":"https://doi.org/10.1145/359369.359374","url":null,"abstract":"In most introductory programming courses tasks are given to students to complete as a crucial part of their study. The tasks are considered important because they require students to apply their knowledge to new situations. However, often the tasks have not been considered as a vehicle that can direct learning behaviours in students. This paper aims to encourage academics to start thinking about the tasks they set, in particular it explores characteristics of programming tasks that affect student learning and understanding in a first year undergraduate course as part of a degree in Computer Science at Monash University. Attention is paid to features of programming tasks that led to three poor learning behaviours: Superficial Attention, Impulsive Attention and Staying Stuck. The data gathered for this study which describe the students' engagement in the tasks are provided by students and tutors. The paper concludes with a list of generic improvements to be considered when formulating programming exercises to minimise poor learning behaviours in students.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123696685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been a significant change in the needs of our undergraduate business students in the last three to four years as more and more business graduates are developing PC applications for their own use or that of their department or organisation. The traditional business computer literacy subject that covers an introduction to hardware and software is no longer sufficient to meet the needs of many business graduates. There is ample evidence to suggest that businesses are only just realising the cost of these non-IS professionals developing applications. This paper discusses a new subject designed to provide students not only with the practical skills necessary to build a small-scale database using a 4GL but also to recognise the wider issues related to end-user development of applications. The paper explores the subject design, how the subject was delivered, whether the students achieved the learning outcomes/graduate qualities, and the current students' perceptions of the subject and its focus.
{"title":"Business students in information systems: wizards or apprentices?","authors":"S. Barker, Ann Monday","doi":"10.1145/359369.359371","DOIUrl":"https://doi.org/10.1145/359369.359371","url":null,"abstract":"There has been a significant change in the needs of our undergraduate business students in the last three to four years as more and more business graduates are developing PC applications for their own use or that of their department or organisation. The traditional business computer literacy subject that covers an introduction to hardware and software is no longer sufficient to meet the needs of many business graduates. There is ample evidence to suggest that businesses are only just realising the cost of these non-IS professionals developing applications. This paper discusses a new subject designed to provide students not only with the practical skills necessary to build a small-scale database using a 4GL but also to recognise the wider issues related to end-user development of applications. The paper explores the subject design, how the subject was delivered, whether the students achieved the learning outcomes/graduate qualities, and the current students' perceptions of the subject and its focus.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125214673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students have indicated that the waditional method of lecturing was ineffectual, as they lost interest, slxuggled to pay attention and attendance rates declined. The traditional method of teaching makes a presumption that the student has little to contn'bute to the learning process. Instructions become directives as information is delivered in a continual stream of facts and figures; ¢ommaniccation is tmidh'ectionaJ with limited interactive learning. This poster presentation is a report of a prel/m/nary study on how puzzles (problem solving and lateral thinlcin~ problems) can be used as interactive learnin~ agents for subjects requiring problem solving. Puzzles were viewed as a natural extension of knowledge based systems and were inlroduced into the lecture format. The puzzles were seen as having two initial benefits. The first benefit is an increase in the participation and interaction of the students. Three to four puzzles are employed at various intervals throughout the lecture. The I ~ l e s are of three to five minmes in duration. According to Bligh [1] the imroduction of a period of change during the lecture (a period where either a short break or a change in the teaching method occurs) can have a positive affect on the level of performance of the students The second benefit is as a tool to create an environment of problem awareness. The puzzles used are a natural extension of the learning process in knowledge based systems rather than an intrusion into it. The p-~les require admini~Uation of a level of problem solving ability, lateral-th/nlcin~ ~'lcillg and ~ p ~ l e s complexity is consistent with the aimg and objectives of the subject. This poster presentation reviews the preliminary survey, and cm'r~t findings, together with a ~rr~le of puzzles, com~e material used during the lecture series. Keyworde : Interactive learning; puzzles, learning, knowledge based systems. Reference: [1] Bfigh, D A (2000) What's the use of Lectures? Jossey-Bass Publishers, San Fra~isco, CA, USA
学生们表示，传统的教学方法是无效的，因为他们失去了兴趣，难以集中注意力，出勤率下降。传统的教学方法假定学生对学习过程没有什么贡献。随着事实和数据的不断传递，指令变成了指令;交流是中等受欢迎的，互动学习有限。这张海报是一份关于谜题(解决问题和横向思考问题)如何被用作需要解决问题的科目的交互式学习代理的prel/m/nary研究报告。谜题被视为基于知识的系统的自然延伸，并被引入到讲座形式中。这些谜题最初被认为有两个好处。第一个好处是增加了学生的参与度和互动性。在整个讲座中，在不同的时间间隔使用三到四个谜题。1 ~ 5分钟的时间为3 ~ 5分钟。根据Bligh b[1]的说法，在课堂上引入一段时间的改变(一段时间，要么是短暂的休息，要么是教学方法的改变)可以对学生的表现水平产生积极的影响。第二个好处是作为一种工具，可以创造一个问题意识的环境。所使用的谜题是基于知识的系统中学习过程的自然延伸，而不是入侵。这些课程要求对学生的问题解决能力、横向学习能力和学习能力进行一定程度的评估，因为课程的复杂性与课程的目的和目标是一致的。这张海报展示回顾了初步调查，以及cm ~t的发现，以及一系列讲座中使用的一些谜题、com~e材料。关键词:互动学习;谜题，学习，基于知识的系统。参考文献:b[1] bfight, D A(2000)讲座的用途是什么?乔西-巴斯出版社，旧金山，加州，美国
{"title":"Engaging students in information systems development - a detailed account of first encounters (poster session)","authors":"Ilona Box","doi":"10.1145/359369.359409","DOIUrl":"https://doi.org/10.1145/359369.359409","url":null,"abstract":"Students have indicated that the waditional method of lecturing was ineffectual, as they lost interest, slxuggled to pay attention and attendance rates declined. The traditional method of teaching makes a presumption that the student has little to contn'bute to the learning process. Instructions become directives as information is delivered in a continual stream of facts and figures; ¢ommaniccation is tmidh'ectionaJ with limited interactive learning. This poster presentation is a report of a prel/m/nary study on how puzzles (problem solving and lateral thinlcin~ problems) can be used as interactive learnin~ agents for subjects requiring problem solving. Puzzles were viewed as a natural extension of knowledge based systems and were inlroduced into the lecture format. The puzzles were seen as having two initial benefits. The first benefit is an increase in the participation and interaction of the students. Three to four puzzles are employed at various intervals throughout the lecture. The I ~ l e s are of three to five minmes in duration. According to Bligh [1] the imroduction of a period of change during the lecture (a period where either a short break or a change in the teaching method occurs) can have a positive affect on the level of performance of the students The second benefit is as a tool to create an environment of problem awareness. The puzzles used are a natural extension of the learning process in knowledge based systems rather than an intrusion into it. The p-~les require admini~Uation of a level of problem solving ability, lateral-th/nlcin~ ~'lcillg and ~ p ~ l e s complexity is consistent with the aimg and objectives of the subject. This poster presentation reviews the preliminary survey, and cm'r~t findings, together with a ~rr~le of puzzles, com~e material used during the lecture series. Keyworde : Interactive learning; puzzles, learning, knowledge based systems. Reference: [1] Bfigh, D A (2000) What's the use of Lectures? Jossey-Bass Publishers, San Fra~isco, CA, USA","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115794895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Getting student participation in tutorial and group discussion situations is always a challenge that can be difficult, time consuming and demoralising. As part of a Postgraduate Teaching Internship, a project is being initiated to try and determine the underlying causes for this refusal to participate by the undergraduates, and make attempts to resolve any problems or issues that may be causing the undergraduate students lack of participation. The preliminary results of a student survey into their lack of participation in group discussions are discussed, along with potential solutions that can be implemented to avoid future problems, which are in the process of being evaluated.
{"title":"Student participation in computer science tutorials: why are their shoes so interesting?","authors":"V. Chung","doi":"10.1145/359369.359376","DOIUrl":"https://doi.org/10.1145/359369.359376","url":null,"abstract":"Getting student participation in tutorial and group discussion situations is always a challenge that can be difficult, time consuming and demoralising.\u0000As part of a Postgraduate Teaching Internship, a project is being initiated to try and determine the underlying causes for this refusal to participate by the undergraduates, and make attempts to resolve any problems or issues that may be causing the undergraduate students lack of participation.\u0000The preliminary results of a student survey into their lack of participation in group discussions are discussed, along with potential solutions that can be implemented to avoid future problems, which are in the process of being evaluated.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121872314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The demand for and expectation of ubiquitous access to multimedia online learning resources are much higher amongst computer science students than in other fields of study. Previous systems providing internet access to digital video or audio recordings of lectures have been disappointing or ineffective as a learning experience or excessively complex and time-consuming from the educator's point of view. This paper describes a new approach to building an online presentation archive of lectures, based on a relatively new Recommendation from W3C called SMIL (Synchronized Multimedia Integration Language) [8]. It describes a highly efficient and integrated system for capturing, indexing, searching and delivering online presentations without relying upon proprietary technology.
{"title":"A streamlined system for building online presentation archives using SMIL","authors":"Darren James, J. Hunter","doi":"10.1145/359369.359391","DOIUrl":"https://doi.org/10.1145/359369.359391","url":null,"abstract":"The demand for and expectation of ubiquitous access to multimedia online learning resources are much higher amongst computer science students than in other fields of study. Previous systems providing internet access to digital video or audio recordings of lectures have been disappointing or ineffective as a learning experience or excessively complex and time-consuming from the educator's point of view. This paper describes a new approach to building an online presentation archive of lectures, based on a relatively new Recommendation from W3C called SMIL (Synchronized Multimedia Integration Language) [8]. It describes a highly efficient and integrated system for capturing, indexing, searching and delivering online presentations without relying upon proprietary technology.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125345051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students' learning difficulties in object-oriented technology are examined from the perspective of Constructivist Learning Theory. It is shown that more abstract types of learning are required by the student for object-oriented technology than for structured technology. An introductory subject in object-oriented modelling of user applications is described which uses object diagrams and concept maps to assist students to learn to perform abstractions.
{"title":"Experiences when migrating from structured analysis to object-oriented modelling","authors":"Roger Box, M. Whitelaw","doi":"10.1145/359369.359372","DOIUrl":"https://doi.org/10.1145/359369.359372","url":null,"abstract":"Students' learning difficulties in object-oriented technology are examined from the perspective of Constructivist Learning Theory. It is shown that more abstract types of learning are required by the student for object-oriented technology than for structured technology. An introductory subject in object-oriented modelling of user applications is described which uses object diagrams and concept maps to assist students to learn to perform abstractions.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130335598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
thi.Sg; (8) U-shaped furnitm'e arrangement and; (9) establishing and enforcing ground rules. An electronic bulletin board was used to aid the flow of information and documents amongst the students and lecturers. In order to encourage collaborative teamwork all submissions were posted as attachments to buUetiu board messages. Based on the results of formal evaluations the lecturer is confident the approach is successful and worth continuing. The approach is successfully integrating skills gained during learning exercises with the building and writing of the project deliverables. Reference: [1] Biggs, J. Teaching for quality learning at university. Society for Research into Higher Education and Open University, Buckingham, EngLand 0999).
{"title":"Digital documents in educational environment (poster session): misuse, appropriation and detection issues","authors":"K. Monostori, A. Zaslavsky, H. Schmidt","doi":"10.1145/359369.359411","DOIUrl":"https://doi.org/10.1145/359369.359411","url":null,"abstract":"thi.Sg; (8) U-shaped furnitm'e arrangement and; (9) establishing and enforcing ground rules. An electronic bulletin board was used to aid the flow of information and documents amongst the students and lecturers. In order to encourage collaborative teamwork all submissions were posted as attachments to buUetiu board messages. Based on the results of formal evaluations the lecturer is confident the approach is successful and worth continuing. The approach is successfully integrating skills gained during learning exercises with the building and writing of the project deliverables. Reference: [1] Biggs, J. Teaching for quality learning at university. Society for Research into Higher Education and Open University, Buckingham, EngLand 0999).","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128980149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tools for analysing student code offer great potential for enhancing student learning through informing both students and staff. One such tool, the datlab system, has been successfully employed in second year data structures courses and provides facilities for testing students' laboratory work, providing feedback to students, and assigning marks for completed tasks. While the system has proven successful, there is potential for significant improvement in the way that code is analysed and the quality of the feedback that is returned. This paper reports on new work investigating the use of evolutionary computation as a mechanism for generating appropriate test sequences. Our goal is to synthesize test sequences that efficiently uncover logical errors in student code, provide lecturers with models of common student errors, and provide students with more helpful feedback to use in locating errors themselves. We present encouraging preliminary results showing that significant improvements can be achieved using the evolutionary approach, and discuss some of the challenges in extending this approach.
{"title":"Evolutionary programming techniques for testing students' code","authors":"C. MacNish","doi":"10.1145/359369.359395","DOIUrl":"https://doi.org/10.1145/359369.359395","url":null,"abstract":"Tools for analysing student code offer great potential for enhancing student learning through informing both students and staff. One such tool, the datlab system, has been successfully employed in second year data structures courses and provides facilities for testing students' laboratory work, providing feedback to students, and assigning marks for completed tasks. While the system has proven successful, there is potential for significant improvement in the way that code is analysed and the quality of the feedback that is returned.\u0000This paper reports on new work investigating the use of evolutionary computation as a mechanism for generating appropriate test sequences. Our goal is to synthesize test sequences that efficiently uncover logical errors in student code, provide lecturers with models of common student errors, and provide students with more helpful feedback to use in locating errors themselves. We present encouraging preliminary results showing that significant improvements can be achieved using the evolutionary approach, and discuss some of the challenges in extending this approach.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132271829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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