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Effect of Medium of Instruction on programming Ability Acquired through Screencast

Effect of Medium of Instruction on Programming Ability Acqui...

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Learning and Teaching in Computing and Engineering (LaTiCE)

作者： Yogendra Pal Sridhar Iyer Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay Mumbai India Department of Computer Science and Engineering Indian Institute of Technology Bombay Mumbai India

Students who have studied in their native language face difficulty in acquiring programming skills through English medium instruction. One solution for this is to create screen casts of live coding along with instructor explanations in the native language. In this paper we examine the impact of screen cast based self-paced learning for Hindi medium (native language) students. Our study had three groups - One group had Hindi as the medium of prior instruction, and learned programming through screen casts in Hindi. Another group, also had Hindi as the medium of prior instruction, but learned through screen casts in English. The third group had English as the medium of prior instruction, and learned through screen casts in English. We compared the performance of the three groups using a post-test having items of fact, concept and process content types. We found that Hindi medium students who studied from Hindi screen casts performed as well as English medium students who studied from English screen casts. Both groups performed better than Hindi medium students who studied from English screen casts. The effect of medium of instruction was significant for the content types of fact, process and concept.

关键词： Education programming profession Computers Standards Analysis of variance Encoding

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Self-assessment rubrics as metacognitive scaffolds to improve design thinking 22

Self-assessment rubrics as metacognitive scaffolds to improv...

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22nd international Conference on Computers in Education, ICCE 2014

作者： Mavinkurve, Madhuri Murthy, Sahana Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay India

ISBN: (纸本)9784990801427

An important goal of engineering education is to develop design thinking competency among students. These competencies include: structuring open problem, information gathering, divergent and convergent thinking, and multiple representations. We have developed Engineering Design interactive Visualizations (EDIVs), a technologyenhanced learning environment for students' self-learning of engineering design competency. The EDIVs contain activities to promote decision-making, concept integration and overall synthesis, which are necessary cognitive mechanisms to attain design competencies. However, in addition to cognitive strategies, students require metacognitive scaffolds to help them reflectively and mindfully apply these strategies to new contexts. Hence, we included self-assessment rubrics in EDIVs to act as metacognitive scaffolds for the process of design. In this paper, we describe the role and structure of self-assessment rubrics for the engineering design competency of Structure Open Problem, and report results of an experiment where students worked with EDIVs in two conditions - with and without rubrics. We find that the rubrics prompt students to perform formative assessment of their own performance, and correct themselves if necessary, thus leading to improved performance in a new design problem.

关键词： Students

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Development of predict-test-revise modeling abilities via a self-study learning environment 22

Development of predict-test-revise modeling abilities via a ...

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22nd international Conference on Computers in Education, ICCE 2014

作者： Kenkre, Anura Murthy, Sahana Mavinkurve, Madhuri Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay India

ISBN: (纸本)9784990801410

In addition to developing students' content knowledge, an important goal of science instruction is to improve students' ability of modeling, such as, the ability to create and use simplified representations to describe and explain phenomena, and predict outcomes of new phenomena. It has been shown that students face difficulty in developing these abilities unless they are explicitly addressed in the curriculum. ICT-based solutions to this problem have been developed, such as the WISE and MARS, have mostly been implemented at the middle and high school levels and the teacher facilitates the process. In this paper we describe the design of LEMA, which addresses modeling abilities in college level science topics. LEMA is a self-regulated learning environment in which students are given various activities and customized formative assessment to achieve the above goals. We tested the effectiveness of LEMA through a two-group post-test controlled experiment. Students who learnt with LEMA performed significantly better on abilities of prediction, testing and revision of models. We also identified student perceptions of which features of LEMA helped them develop these abilities.

关键词： Students

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Think-pair-share in a large CS1 class: Does learning really happen? 14

Think-pair-share in a large CS1 class: Does learning really ...

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2014 Innovation and technology in Computer Science Education Conference, ITICSE 2014

作者： Kothiyal, Aditi Murthy, Sahana Iyer, Sridhar Inter-Disciplinary Program in Educational Technology IIT Bombay India Department of Computer Science and Engineering IIT Bombay India

ISBN: (纸本)9781450328333

Think-pair-share (TPS) is a classroom active learning strategy in which students work on activities, first individually, then in pairs and finally as the whole class. TPS allows students to express their reasoning, reflect on their understanding and obtain prompt feedback on their learning. While TPS is recommended to foster classroom engagement and learning, there is a lack of research based evidence in computer science education on the benefits of TPS for learning. In this study, we investigate the learning effectiveness of TPS in a CS1 course. We performed a quasiexperimental study and found that students who learned via TPS performed significantly better on a post-test than students who learned the same concept via lecture. We also conducted a survey and focus group interviews to understand student perceptions of learning with TPS. The majority of students agreed that TPS activities helped improve their conceptual understanding. From an instructor's point of view, TPS was useful to address the challenges of a large class, such as students tuning out or getting distracted and was easy to implement even in a large class. © 2014 ACM.

关键词： Students

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A Self Study Learning Environment for Modeling Abilities: Do All Learners Take the Same Learning Path?

A Self Study Learning Environment for Modeling Abilities: Do...

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international Workshop on technology for Education, T4E

作者： Anura. B. Kenkre Sahana Murthy Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay India

LEMA (Learning Environment for Modeling Abilities) is an ICT based tool developed in order to promote students' modeling abilities such as developing explanations of phenomena based on microscopic models, predicting the outcome of new phenomena and revising explanations in the light of experimental evidence. It is developed for the context of self study. In a prior study, we have reported that students learning with LEMA showed statistically significant difference in their learning outcomes on a modeling ability based test than the control group. While we know that LEMA helped develop students modeling skills, the prior study did not address how it helped or why. In order to gain insight into this, in this study we investigate the different paths that different learners take as they interact with LEMA. Using screen capture logs of students' interaction with LEMA, we characterize the difference in behavior between students who score low and students who score high in a modeling based post test. We find that in spite of the fact that the total time spent by all students while interacting with LEMA is the same, the duration of time spent on each feature of LEMA and the action taken within, varies for high and low scorers.

关键词： Cognition Predictive models Animation Testing Materials Electron microscopy

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How does representational competence develop? Explorations using a fully controllable interface and eye-tracking 22

How does representational competence develop? Explorations u...

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22nd international Conference on Computers in Education, ICCE 2014

作者： Kothiyal, Aditi Majumdar, Rwitajit Pande, Prajakt Agarwal, Harshit Ranka, Ajit Chandrasekharan, Sanjay Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay India Homi Bhabha Centre for Science Education Tata Institute of Fundamental Research India Indian Institute of Technology Roorkee India Birla Institute of Technology and Science Pilani India

ISBN: (纸本)9784990801427

Representational competence (RC), defined as "the ability to simultaneously process and integrate multiple external representations (MERs) in a domain", is a marker of expertise in science and engineering. However, the cognitive mechanisms underlying this ability, and how this ability develops in learners, are poorly understood. In this paper, we present a fully manipulable interface, designed to help school students develop RC, and a pilot eye and mouse tracking study, which sought to develop a detailed understanding of how students interacted with our interface. We developed an analysis methodology for eye and mouse tracking data that characterizes the interaction process in analytical terms, and operationalizes the process of MER integration. We present preliminary results of applying our analysis methodology to student data obtained in our pilot study.

关键词： Students

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Improvement of Problem Solving Skills in Engineering Drawing Using Blender Based Mental Rotation Training

Improvement of Problem Solving Skills in Engineering Drawing...

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international Conference on Advanced Learning Technologies (ICALT)

作者： Kapil Kadam Sridhar Iyer Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay Department of Computer Science and Engineering Indian Institute of Technology Bombay

First year undergraduate students in engineering often face difficulties in solving engineering drawing (ED) problems. The potential reasons for this could be either the students' deficiency in visualizing spatial relationships or the instructional method used. We have developed a three-hour MR training using Blender 3D, an open source 3D animation software. In this paper, we present experimental evidence of the effect of our training on the improvement of problem solving skills in ED. We analyzed the results and found them to be significant. Also, the qualitative analysis of students' responses to the open ended questions revealed that, they found training useful in resolving their difficulties in solving ED problems.

关键词： Training Engineering drawings Problem-solving Visualization Three-dimensional displays Engineering students

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Using Stratified Attribute Tracking (SAT) Diagrams for Learning Analytics

Using Stratified Attribute Tracking (SAT) Diagrams for Learn...

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international Conference on Advanced Learning Technologies (ICALT)

作者： Rwitajit Majumdar Sridhar Iyer Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay Department of Computer Science and Engineering Indian Institute of Technology Bombay

We have created a visual representation called Stratified Attribute Tracking (SAT) Diagram to explicate trends that are otherwise implicit in learning analytics data. SAT Diagram is a unified graph that enables tracking individual attribute values in a dataset and stratifying them according to criteria set by the researcher. SAT diagram represents the transition of samples between strata across attributes. In this paper we introduce the SAT diagram and illustrate how to generate, interpret and analyze them. We believe the process of SAT diagram generation would enable exploring deeper research questions on learning data.

关键词： educational technology Aggregates Visualization Data visualization Data mining Conferences Market research

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Guidelines and Templates for Planning, Conducting and Reporting educational technology Research

Guidelines and Templates for Planning, Conducting and Report...

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international Workshop on technology for Education, T4E

作者： Sridhar Iyer Sahana Murthy Inter-Disciplinary Program in Educational Technology Indian Institute of Technology Bombay Department of Computer Science and Engineering Indian Institute of Technology Bombay

educational technology (ET) research encompasses a wide range of areas, including the development of technology tools for learning and teaching, pedagogies for technology enhanced learning, and use of ICT-based materials or tools for learning. The interdisciplinary nature of ET leads to a wide variation in the focus and quality of research articles. Hence there is a need for guidelines for planning, conducting and reporting ET research studies. Such guidelines are also useful to instructors, as they are often well-positioned to carry out applied ET research studies. This article is a mini-tutorial that provides guidelines and templates to conduct ET research studies. The emphasis of this tutorial is on criteria that reviewers use to evaluate research papers and how the criteria can be met. This tutorial is designed to be used with an accompanying set of templates that we have created. The templates offer scaffolds to the researcher during various stages of research, so that reviewers. criteria are effectively addressed.

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LAMP: A Framework for Large-Scale Addressing of Muddy Points

LAMP: A Framework for Large-Scale Addressing of Muddy Points

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international Workshop on technology for Education, T4E

Muddy Points (MP) is a strategy to elicit and address individual students' doubts. While this can be effectively implemented in small classes, it is a challenge to do so in a large class. In this paper we propose LAMP, a framework for Large-scale Addressing of Muddy Points, as a mechanism for instructors to ensure that every individual student's doubts are addressed even in large classes. LAMP has three phases: Collection, Addressal, and Closure. In the collection phase, MPs are systematically collected through four different modes. In the addressal phase, MPs are categorized into six categories and addressed accordingly. In the closure phase, the discussions on MPs are summarized. We investigated the effectiveness of LAMP in an introductory computer science course having 450 students. We found that 68% of students confirmed they were able to pose their questions and 57% of students confirmed that there was closure to their questions.

关键词： Systematics Computer science Education Message systems Multicore processing Physics

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