2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)最新文献

An Experiential Learning in Web Technology Course 网络技术体验式学习课程

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-10-01 DOI: 10.1109/LaTiCE.2016.20

Vijaykumar Bhajantri, C. Sujatha, Y. Shilpa, M. Pawar

{"title":"An Experiential Learning in Web Technology Course","authors":"Vijaykumar Bhajantri, C. Sujatha, Y. Shilpa, M. Pawar","doi":"10.1109/LaTiCE.2016.20","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.20","url":null,"abstract":"Web Technology is the development of the mechanism that allows two or more computer devices to communicate over a network. To understand such a complex system there is a need of experiential learning. Authors adopted an \"Experiential learning\" for teaching the web technology course. Teaching with a hands-on session where the teacher explains the concepts with demonstration and students simultaneously practice and also modify the fields to observe the change. After the end of chapter the students learning is verified by giving the structured enquiry category assignments and are evaluated. At the end of delivery of course that is one month before the term end the collective learning is verified through the course project. Two course projects are carried out by the students as a team of two. One is the intranet project, where student understands how to connect and work in a local area network and the other is internet project, where student learns how to host a website globally. In both the projects students used LINUX platform with LAMP as a framework and developed web apps using HTML5, CSS 3, JQuery, PHP and SQL. The experiential learning enhanced the student's domain knowledge of Linux architecture, computer networks, and web and database servers applying in real time scenarios. Finally, we conclude such practical/programming oriented courses should be designed as hands-on lab course to attain the best outcomes.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130854799","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}

引用次数: 5

A Foundation Programme Preparing Students for Future Study in Computing and Engineering Degrees 预科课程，为学生将来学习计算机和工程学位做准备

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-04-01 DOI: 10.1109/LATICE.2016.41

K. Spooner, T. Clear

引用次数: 2

Novis: A Notional Machine Implementation for Teaching Introductory Programming Novis:一种用于教学入门程序设计的概念机器实现

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-31 DOI: 10.1109/LATICE.2016.5

Michael Berry, Michael Kölling

引用次数: 13

Frame-Based Editing: Combining the Best of Blocks and Text Programming 基于框架的编辑:结合最好的块和文本编程

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-31 DOI: 10.1109/LATICE.2016.16

Neil C. C. Brown, Amjad AlTadmri, Michael Kölling

{"title":"Frame-Based Editing: Combining the Best of Blocks and Text Programming","authors":"Neil C. C. Brown, Amjad AlTadmri, Michael Kölling","doi":"10.1109/LATICE.2016.16","DOIUrl":"https://doi.org/10.1109/LATICE.2016.16","url":null,"abstract":"Editing program code as text has several major weaknesses: syntax errors (such as mismatched braces) interrupt programmer flow and make automated tool support harder, boilerplate code templates have to be typed out, and programmers are responsible for layout. These issues have been known about for decades, but early attempts to address these issues, in the form of structured editors, produced unwieldy, hard-to-use tools which failed to catch on. Recently, however, block-based editors in education like Scratch and Snap! have demonstrated that modern graphical structured editors can provide great benefits for programming novices, including very young age groups. These editors become cumbersome for more advanced users, due to their unbending focus on mouse input for block creation and manipulation, and poor scaling of navigation and manipulation facilities to larger programs. Thus, after a few years, learners tend to move from Scratch to text-based editing. In this paper, we present the design and implementation of a novel way to edit programs: frame-based editing. Frame-based editing improves text-based editing by incorporating techniques from block-based editing, and thus provides a suitable follow-on from tools like Scratch. Frame-based editing retains the easy navigation and clearer display of textual code to support manipulation of complex programs, but fuses this with some of the structured editing capabilities that block programming has shown to be viable. The resulting system combines the advantages of text and structured blocks. Preliminary experiments suggest that frame-based editing enables faster program entry than blocks or text, while resulting in fewer syntax errors. We believe it provides an interesting future direction for program editing for learners at all levels of proficiency.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129916829","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}

引用次数: 26

Creating a Supportive Learning Environment for Better Student Engagement 为更好的学生参与创造一个支持性的学习环境

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.26

Gayatri Venugopal-Wairagade

引用次数: 1

Different Perceptions of Computer Science 对计算机科学的不同看法

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.1

Alexandra Funke, Marc Berges, Peter Hubwieser

{"title":"Different Perceptions of Computer Science","authors":"Alexandra Funke, Marc Berges, Peter Hubwieser","doi":"10.1109/LaTiCE.2016.1","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.1","url":null,"abstract":"This research project aims to investigate, how young men and women differ regarding (1) their perceptions of Computer Science (CS) as a scientific discipline respectively as a professional field and (2) the experiences that had influenced their choice of major subject. For that purpose, we conducted a biographical study of CS freshmen at university. In total, 217 students (54 female, 163 male) participated on the survey. The qualitative analysis showed that young men and women do have different viewpoints on computer science. While the male students tend to focus on technical aspects like hardware, mathematics, or logical issues, the female students are attracted rather by creativity, communication, or job opportunities. Furthermore, we investigated the differences between several courses of study. While students of core Computer Science are emphasizing technical issues and their personal experience with computers, the students of Games Engineering, Information Systems, or Bioinformatics mainly focus on the application fields and regard CS as a tool. All these differences seem to influence the selection of the major subject of the students. They might explain the problem of low enrollment rates in Computer Science and the decreasing number of students in core Computer Science in comparison to the more interdisciplinary courses of study.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116478779","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}

引用次数: 18

Enhancing the Cognitive Level of Novice Learners Using Effective Program Writing Skills 利用有效的程序写作技巧提高新手学员的认知水平

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.14

P. Yalagi, T. S. Indi, M. Nirgude

{"title":"Enhancing the Cognitive Level of Novice Learners Using Effective Program Writing Skills","authors":"P. Yalagi, T. S. Indi, M. Nirgude","doi":"10.1109/LaTiCE.2016.14","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.14","url":null,"abstract":"Computer programming subject is a core ingredient for most of the engineering disciplines. However for the first year engineering, teaching and learning fundamentals of programming language like C has been considered as a great challenge to both teachers and novice learners. The challenges in learning the programming languages are: the learners are not able to analyze the flow of program, cannot fix errors or not able to debug the program, usually dependent on others for problem solving, bug fixing. Programming skills and documentation are the most important aspects of software development. The structure of C program with proper indentation, comments & proper named variables can reduce most of the general compiler errors. The study proposes a novice way of teaching C language programming with effective program writing skills for the beginners. The experiment is conducted for the First year Civil engineering students and the course is Computer Programming based on C language. A training session on effective program writing skills is conducted, to improve the ability of program writing skills with minimized compiler errors for novice learners. The effect of the experiment is verified with Pretest & Posttest before and after the training session. It is observed that the program written with proper indentation, comments and proper named variable can reduce the number of compiler errors and more than 60% of the student have written & executed the given C programs successfully in a stipulated time.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130276603","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}

引用次数: 5

Generating DFA Construction Problems Automatically 自动生成DFA结构问题

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.8

Varun Shenoy, Ullas Aparanji, K. Sripradha, Viraj Kumar

{"title":"Generating DFA Construction Problems Automatically","authors":"Varun Shenoy, Ullas Aparanji, K. Sripradha, Viraj Kumar","doi":"10.1109/LaTiCE.2016.8","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.8","url":null,"abstract":"Given a particular problem in some domain, an instructor may wish to generate new problems that are \"similar\" for several reasons: (a) to create personalized workflows for each student (i.e., by offering a harder or easier problem depending on how effectively the student has solved a given problem), (b) to create unique questions for each student on assignments and examinations (in order to minimize the risk of plagiarism), and (c) to avoid legal issues when the original problem is copyrighted material. Manual problem generation is infeasible, particularly in cases (a) and (b) when the number of students is large (e.g., in massive open online courses). Our contributions in this paper are: (1) a method for automatically generating problems in a core area of the undergraduate Computer Science curriculum: the construction of deterministic finite automata (DFA), (2) a measure of \"difficulty\" for such problems that instructors can easily tune to match the skills of students at their particular institutions, and (3) a tool that takes a given DFA construction problem P as input and generates an arbitrary number of distinct problems P1, P2, ⋯ in decreasing order of similarity to P (in terms of difficulty). The tool's output can be restricted to problems that are easier than, harder than, or about as hard as P. We also describe experimental evidence to validate the quality of problems generated by our tool.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130824897","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}

引用次数: 5

Building Inclusiveness in a PBL Based Online Robotics Competition: Challenges and Outcomes 在基于PBL的在线机器人竞赛中建立包容性:挑战和结果

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.39

Saraswathi Krithivasan, Saurav Shandilya, Sanam Shakya, K. Arya, Krishna Lala

{"title":"Building Inclusiveness in a PBL Based Online Robotics Competition: Challenges and Outcomes","authors":"Saraswathi Krithivasan, Saurav Shandilya, Sanam Shakya, K. Arya, Krishna Lala","doi":"10.1109/LaTiCE.2016.39","DOIUrl":"https://doi.org/10.1109/LaTiCE.2016.39","url":null,"abstract":"e-Yantra conducts an annual online competition, e-Yantra Robotics Competition (eYRC) which incorporates a Project-Based Learning (PBL) methodology to train students to implement a robotics project in a step-by-step manner over a five month period. The competition is designed to provide all the resources - robot, accessories, and a project - to each participating team to make the competition accessible to students from the remotest parts of India. Every year the goal is to increase the number of participating teams selected through an online selection test. Even though multiple teams from a college qualify, we restrict the number of teams from a college to the number of unique \"Themes\" -- projects abstracted into rulebooks -- assigned in the competition. In eYRC-2013, 72 teams (out of 232 teams) who had qualified through the selection test could not be included in the competition, as we had only 5 unique Themes. In 2014, we started a parallel competition, eYRC+ Pilot to include all the qualifying teams. In this paper we describe the methodology used in this competition where we experimented with a Theme involving an advanced topic -- Image Processing - such that we could assign the same theme to more number of teams. Our analysis of performance of teams show that contrary to our hypothesis, the learning outcomes of teams in the various tasks assigned in the competition are comparable to that of teams participated in the eYRC themes. Analyzing the effectiveness of the competition in imparting PBL, based on feedback received from the teams, we find that eYRC+ is as effective as eYRC. We present our analysis and how we have applied it in the current edition of the competition eYRC-2015.","PeriodicalId":281941,"journal":{"name":"2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115837002","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}

引用次数: 6

Case-Based Instruction in STEM: Analysis of Student Confidence 基于案例的STEM教学:学生信心分析

2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) Pub Date : 2016-03-01 DOI: 10.1109/LaTiCE.2016.46

Aman Yadav, V. Alexander, Swati Mehta

引用次数: 0