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Early experiences of computer-aided assessment and administration when teaching computer programming  [cached]
Steve Benford,Edmund Burke,Eric Foxley,Neil Gutteridge
Research in Learning Technology , 1993, DOI: 10.3402/rlt.v1i2.9481
Abstract: This paper describes early experiences with the Ceilidh system currently being piloted at over 30 institutions of higher education. Ceilidh is a course-management system for teaching computer programming whose core is an auto-assessment facility. This facility automatically marks students programs from a range of perspectives, and may be used in an iterative manner, enabling students to work towards a target level of attainment. Ceilidh also includes extensive courseadministration and progress-monitoring facilities, as well as support for other forms of assessment including short-answer marking and the collation of essays for later hand-marking. The paper discusses the motivation for developing Ceilidh, outlines its major facilities, then summarizes experiences of developing and actually using it at the coal-face over three years of teaching.
Dyslexia and learning computer programming
Norman Powell,David Moore,John Gray,Janet Finlay
ITALICS , 2004,
Abstract: This paper explores some of the issues associated with teaching computer science to students with dyslexia. Issues associated with both student learning generally and computer science specifically are considered. The accessibility of teaching materials made available through virtual learning environments (VLEs) is addressed. Twelve resulting guidelines particularly relevant to students with dyslexia are outlined. More specifically to computer science, the issues associated with programming are explored through the development of a mapping of the features of dyslexia to the tasks involved in writing a computer program. Preliminary evidence, from both the wider dyslexia community with computer programming experience and some early interview results, are presented to both support the mapping and draw out other important issues.
Theories and Methods of Urban Development Programming: “Identifying Urban Development Programming Methodologies”  [PDF]
Safiullah Rohani, Wenjun Ma
Current Urban Studies (CUS) , 2018, DOI: 10.4236/cus.2018.64029
Abstract:
Urban development programming counted one of the major important stages of planning and design. Urban projects process still has not enough consideration to urban development programming stage. This step sometimes missed in urban development projects or confused with tasks of urban development planning. It has been slow to achieve full existence. Methodology and strategies of urban development do not set clear the limits to the mission of urban development programming. The knowledge about the urban programming process and skilled programmers, architects or planners is one of the major issues of these days. This research investigates the concept of urban development programming in urban projects, to indicate the separation of architectural programming and urban programming tasks, and additionally, obtaining to innovate a new methodology and analyze the challenges and implementation. This methodology is determining the urban development programming task as well as strategies for implementation. The process of urban development programming and methods could give opportunities to programmers, planners, users, developers and urban authorities to implement this major important phase in urban projects. The research explicitly explains that urban development programming is a part of urban development planning and simplifying the process of planning.
Active Methodologies-Blended Learning: From the Complexity to the Sense of Learning Experiences by Means of Significant Learning in Digital Culture Time  [PDF]
Augusto Niche Teixeira, Vera Lúcia Ramirez, Claus Dieter Stob?us
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.79125
Abstract: This case report is the sharing of teaching practices and theoretical and epistemological reflections that bring together educational and methodological experiments in the Degree in Pedagogy in the field of higher education, the Centro Universitário La Salle-UNILASALLE, Canoas-RS, Brazil. The reported pedagogical proposition is founded on records and epistemological principles of the theory of complexity of Edgar Morin—highlighting the recursive thinking and dialogical perspective. Co-created pedagogical practices by professors and students in 2015, in graduate degrees in Education, in different subjects and distinct themed areas, are a clear intent to promote active methodologies, whose nature allows students and teachers to argue about the role of teaching and learning processes and the attribution of meaning to learning. Significant experiences were presented in this paper bordering on approaches based on logic of blended learning, under the influence of concepts related to digital culture contemplated from Marc Prensky’s ideas. This logic is configured on a methodology aimed at non-disjunction between classroom learning. The areas of knowledge of Pedagogy, Design and Information Technology are directly interrelated in this project. At the dawn of the third millennium, the introduction of educational and pedagogical practices under the logic of new languages becomes a sine qua non for the attribution of meaning and meaning to learning, when the priori new brain structures and cognitions emerge from new experiences and digital stimuli. The construction of knowledge through the prism of active methods is enhanced by the production of learning materials structured from the new languages derived from Digital Culture. It notes that the pedagogical practice based on active methods is not dogmatic and even absolutist, considering the required reading of the classics, philosophical thinking, reflective look about the art and the investigative approach enrolled in all forms of science. Active pedagogical practice must ensure the usefulness of teaching and learning processes that, in complex ways, can expand the possibilities of diverse practices and consequent investigations. Thinking the educational and pedagogical complex in the XXI century is therefore one of the greatest challenges of contemporary times.
The role of geoscientists in human progress  [cached]
Stefania Lucchesi,Marco Giardino
Annals of Geophysics , 2012, DOI: 10.4401/ag-5535
Abstract: Like any science, geology has a key role in the development and progress of human culture and society. In this context, scientists, professionals and practitioners of Earth sciences must inevitably confront themselves with the purposes, methods and results of their studies, concerning relationships between man and his environment, which thus deals with ethical questions. An essential base for any geo-environmental action should be respect for the natural ecosystem. This can be achieved by encouraging an ‘affectionate attitude’ towards Nature or ecology. Some ancient cultures had a great awareness of the close relationships between humankind and the Earth. The recent web-based ‘Museo Torino’ (Turin Museum) multimedia product shows the ‘history of a city’ (Turin, Italy) in a dimension of unity and as a continuum of space–time–life between the history of the Earth and of humans. Geoscientists are not limited to merely having a pragmatic vision of the Earth, but should pursue harmonious collaboration between man and Nature. Within complex Earth systems, scientists and professionals rediscover their geoethical roles by responsibly evaluating and managing georesources, for progress aimed at improving conditions of life and human dignity. Geoscientists can also promote respect for ‘human rights’ through appropriate educational and training actions, for the balanced exploitation of our georesources. An example from Mendoza (Argentina) is presented here, to encourage opportunities for meetings on environmental issues among people of different backgrounds and cultures. Last, but not least, there is the ethical role of geoscientists in ‘the service of the truth’. A misleading view of Earth systems by geoscientists can lead to fatalism or myths that often affect people from the psychological and sociological points of view.
Some experiences related to innovation methodologies within the university classroom  [cached]
Beatriz Amante García,María Martínez Martínez
Journal of Technology and Science Education , 2012, DOI: 10.3926/jotse.43
Abstract: In this second year of our Journal JOTSE our main challenge is to publish experiences related to innovation methodologies within the university classroom. Thus, allowing for the implementation and/or evaluation of competences throughout students’ learning process and, especially, in the scientific and technological fields. We understand competences as the combination of knowledge, skills and attitudes necessary to perform a task efficiently. Thereby, demonstrating abilities in action and developing them through activities that integrate all these aspects. In the area of higher studies in the scientific and/or technological fields it is rather common that the methodologies developed have a very practical component and, in addition, they are closely linked to the professional career our students are being trained for. Particularly, in the last academic years and at the end of their studies it is when students attend more applied subjects, such as Projects in the case of Engineering Studies that together with the Degree’s Final Project (PFC) allow to integrate a wide range of generic or cross-curricular competences and specific ones within the field. These types of subjects have shown to be very efficient to make students become closer to the professional reality that they will face at the end of their studies and where they will have to provide a solution for problematic situations or to meet the needs nowadays society demands. (Dochy et al. (2003), Prince (2004),Prince and Felder (2006)) Furthermore, with the incorporation to Bologna process, targeting a more active role of students during their learning process, it is even more relevant that students face real problems from the very beginning of their studies so that they gradually acquire generic competences, which are vital for their training both as individuals and as professionals in our present society. It is within this context that Problem-Based Learning (PBL) has proved its usefulness to reach such an objective. In this sense, several authors have shown that PBL can be successfully implemented in Engineering studies and as early as in the first year (Del Canto, 2011) by integrating teamwork among other competences.
Gamification in Education - Learn Computer Programming with Fun  [cached]
Balraj Kumar
International Journal of Computer and Distributed System , 2012,
Abstract: Today the IT industry provides a stimulating and robust career start to logic developers, but even then majority of the students pursuing higher education in computing field are not coming ahead with full competence and capabilities to meet the industry expectations. It has been observed that such students are not much focused on computer programming during regular study.Here the main point of concern is how to train, engage and make them learn to build real life applications in a better way by doing extensive programming in a computer language especially when there are big opportunities available in the market from the employment perspective in the form of software development, web development and most importantly mobile application development. The main reason of disinterest in programming is identified as the lack of motivation and engagement of students in learning the programming concepts. This paper proposes a solution that is the induction of gamification in teaching practices; since games can be used to create a motivating classroom environment where students are engaged in learning. This would improve the teaching/learning process in totality. In support of this fact, student engagement and motivation to learn programming was measured using a survey based on a questionnaire in which 207 students of post graduate programme participated. The result of the survey and questionnaire indicated a strong preference for the use of gamificationin imparting the programming knowledge.
Techniques for Engaging Students in an Online Computer Programming Course
Eman M. El-Sheikh
Journal of Systemics, Cybernetics and Informatics , 2009,
Abstract: Many institutions of higher education are significantly expanding their online program and course offerings to deal with the rapidly increasing demand for flexible educational alternatives. One of the main challenges that faculty who teach online courses face is determining how to engage students in an online environment. Teaching computer programming effectively requires demonstration of programming techniques, examples, and environments, and interaction with the students, making online delivery even more challenging. This paper describes efforts to engage students in an online introductory programming course at our institution. The tools and methods used to promote student engagement in the course are described, in addition to the lessons learned from the design and delivery of the online course and opportunities for future work.
Pair Programming as a Modern Method of Teaching Computer Science  [cached]
Irena Nan?ovska ?erbec,Branko Kau?i?,Jo?e Rugelj
International Journal of Emerging Technologies in Learning (iJET) , 2008,
Abstract: At the Faculty of Education, University of Ljubljana we educate future computer science teachers. Beside didactical, pedagogical, mathematical and other interdisciplinary knowledge, students gain knowledge and skills of programming that are crucial for computer science teachers. For all courses, the main emphasis is the absorption of professional competences, related to the teaching profession and the programming profile. The latter are selected according to the well-known document, the ACM Computing Curricula. The professional knowledge is therefore associated and combined with the teaching knowledge and skills. In the paper we present how to achieve competences related to programming by using different didactical models (semiotic ladder, cognitive objectives taxonomy, problem solving) and modern teaching method “pair programming”. Pair programming differs from standard methods (individual work, seminars, projects etc.). It belongs to the extreme programming as a discipline of software development and is known to have positive effects on teaching first programming language. We have experimentally observed pair programming in the introductory programming course. The paper presents and analyzes the results of using this method: the aspects of satisfaction during programming and the level of gained knowledge. The results are in general positive and demonstrate the promising usage of this teaching method.
Computer-Aided Diagnosis Systems for Lung Cancer: Challenges and Methodologies  [PDF]
Ayman El-Baz,Garth M. Beache,Georgy Gimel'farb,Kenji Suzuki,Kazunori Okada,Ahmed Elnakib,Ahmed Soliman,Behnoush Abdollahi
International Journal of Biomedical Imaging , 2013, DOI: 10.1155/2013/942353
Abstract: This paper overviews one of the most important, interesting, and challenging problems in oncology, the problem of lung cancer diagnosis. Developing an effective computer-aided diagnosis (CAD) system for lung cancer is of great clinical importance and can increase the patient’s chance of survival. For this reason, CAD systems for lung cancer have been investigated in a huge number of research studies. A typical CAD system for lung cancer diagnosis is composed of four main processing steps: segmentation of the lung fields, detection of nodules inside the lung fields, segmentation of the detected nodules, and diagnosis of the nodules as benign or malignant. This paper overviews the current state-of-the-art techniques that have been developed to implement each of these CAD processing steps. For each technique, various aspects of technical issues, implemented methodologies, training and testing databases, and validation methods, as well as achieved performances, are described. In addition, the paper addresses several challenges that researchers face in each implementation step and outlines the strengths and drawbacks of the existing approaches for lung cancer CAD systems. 1. Introduction Lung cancer remains the leading cause of cancer-related deaths in the US. In 2012, there were approximately 229,447 new cases of lung cancer and 159,124 related deaths [1]. Early diagnosis can improve the effectiveness of treatment and increase the patient’s chance of survival [2]. Positron emission tomography (PET), computed tomography (CT), low-dose computed tomography (LDCT), and contrast-enhanced computed tomography (CE-CT) are the most common noninvasive imaging modalities for detecting and diagnosing lung nodules. PET scans are used to discriminate between malignant and benign lung nodules. Early detection of the nodules can be based on CT and LDCT scans that allow for reconstructing the anatomy of and detecting the anatomic changes in the chest. The CE-CT allows for reconstructing the anatomy of the chest and assessing the detected nodule’s characteristics. A wealth of known publications have investigated the development of computer-aided diagnosis (CAD) systems for lung cancer from a host of different image modalities. The success of a particular CAD system can be measured in terms of accuracy of diagnosis, speed, and automation level. The goal of this paper is to overview different CAD systems for lung cancer proposed in literature. A schematic diagram of a typical CAD system for lung cancer is shown in Figure 1. The segmentation of lung tissues on chest images is a
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