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Abstract |
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1. Introduction The project is called Virtual Certificate; high school students can take 15 credits of computer science studies in one and a half years via the internet. Courses will give students basic knowledge of three main domains: Introduction to Computer Science (5 credits), Basics of Programming with Java (7 credits), and Preliminaries of Computers (3 credits). In the Finnish system, each credit equals 40 hours of studying; 160 credits are required for the Master's degree. Thus, after passing all 15 credits in the program a student completes the first year of computer science studies. Moreover, if the student passes the program with grade 2/3, she is free to enter the university as a computer science major. Why are we offering computer science studies for high school students? We have three major objectives:
We created a model to support designing web-based instruction called the Candle model. Our main objective was to create a package that supplemented the textbook by challenging students to solve authentic learning problems or critical situations in a simple and meaningful way. By providing them with electronic candles to illuminate the learning path, (in the form of self evaluation), we assumed that students could obtain the required facilities by themselves, as they would from a textbook and an encouraging tutor. Basically, the Candle model of web-based learning requires students to assess the support they need to solve authentic learning problems. Although the system is not yet adaptive, approaches based on prerequisites for learning a given topic and outcomes of learned material, like those used in AHA (De Bra & Calvi 1998) and InterBook (Brusilovsky et al. 1998), may be utilized in our model. However, contrary to the common uses of these systems, students do not access the basic learning materials through the web; even in the future, we will make full use of textbooks. The Candle-based environment consists of various targeted tools that help students, who are studying textbook-based material, to solve authentic learning problems. Most of the discussion around web-based education, like that which surrounds virtual universities, stresses the importance of users' needs. After all, distance-learning technology, with little human contact compared to regular education, requires a highly motivated student. Whereas in the traditional setting face-to-face instruction or hand-to-hand-guidance compensates for obscure learning goals, the very same obscurity often shadows a web-learner's path, or learning process. Therefore, at least the final goal must be clear enough to encourage a lonely learner's walk. The Candle model is designed to illuminate the path as well. |
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2. Design Principles |
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2.1. Educational
Design: The Candle Model
We will elaborate the ideas as follows: In Candle, almost all teaching is carried out via the internet because the students come from all around the district of North Karelia. Students do not have to spend their time and money traveling from their home to the university. Thus, cANDle emphasizes real human contacts for the learners. The web site helps the students to communicate with the instructors and one another in multiple ways. Instructors are Master's level computer science teachers working at the university. Furthermore, each school has a tutor-teacher who supports students in different situations. Tutor-teachers do not need to be experts in computer science but their pedagogical knowledge is crucial. They are experienced teachers who can support the students' learning process sufficiently. The students also help each other, both locally and over the web. In our experience, sophisticated user interfaces in many web-based educational settings might be confusing for a novice. The features tend to be superficial or shallow, and often have no pedagogical importance. Therefore, candLe keeps the user interface simple. To make the interface of the learning environment more student-friendly, we hired a fresh high school graduate to design the pages. Another major design principle in candlE is to link the printed learning material with an activating learning environment on the web. The printed material gives students an overall structure and knowledge of the domain while the web materials guide the learners step by step. Activating visual tools like Jeliot, Excel, and BlueJ serve as students' virtual laboratory. Exercises play an important role in the learning process. Especially in programming, learning-by-doing is effective. Each student must complete at least 1/3 of all the course exercises; those who exceed the minimum requirement get bonus points for the grade. The bonus point system has been a motivating factor in increasing the response rate. Although we have restrictions about the number of exercises students may submit, we have been as flexible as possible concerning practical matters like timetables to meet the needs of most students. |
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2.2 Learning Environment
and Course Materials Course materials on the web that support the printed materials are composed mainly in HTML. The course textbooks provide primary information of the subject; web materials are designed to help students in critical situations. The web material brings the most essential parts of the course to the learners, and it quickly shows them the structure of the domain. Furthermore, web materials provide examples, visualizations, and interactive experimentation to the students. We designed the web material to provide active learning experiences and help the students in their learning process. In addition we are planning to use video clips as mini-lectures. These lectures will give extra information and improve comprehension in specific or more complicated areas. The clips will be approximately 5 minutes long because we think that longer clips will bore high school students. With short clips we can focus on one or two specific pieces of information or skills. |
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2.3 Visual Tools The Jeliot I environment allows a web user to animate Java programs of his own over the internet (Haajanen et al. 1997). The user writes a Java code in a text field of a web page, submits it and gets back its animation. The animation is generated automatically from the source code, and it is displayed on the user's screen. Built on an extensible architecture, Jeliot can be modified to animate most common data structures. Jeliot 2000 is a program animation system intended for teaching computer science, especially to high school students (Ben-Ari et al. 2000). The emphasis is on program animation that demonstrates the execution of input-output, assignment, selection, and loop statements. |
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![]() We have also been studying how to prepare animations of simple algorithms with a Microsoft Excel spreadsheet program. Excel offers a light, adaptive and inspiring platform for creating visualizations of various needs in computer science (Dybdahl et al. 1998, Rautama et al. 1997). A teacher can prepare visualizations for teaching or visualizations projects can be assigned to students. Two standard features of Excel, i.e. data visualization and macro programming with VBA, form together an environment to animate algorithms. |
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2.4 Additional Teaching
Methods
3 Evaluation
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3.1 Course: Programming,
Part 1 (2 credits) |
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![]() Figure 1. Distribution of the submitted exercises |
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![]() Figure 2. Grades of the exam |
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3.2 Discovered Difficulties
in Learning to Program Quite unexpectedly, as many as 48% of the students regarded if-statements as difficult to learn (Table 1). Surprisingly, a total of 72% considered arrays difficult. |
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![]() Table 1. Most difficult topics in the course |
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![]() Figure 3. How difficult topics appeared during the course |
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4 Future Work
Many computer science professionals think of their field as a truly universal one. However, learning difficulties identified at early stages, as when one is doing the first programming assignments at high school, might help us to recognize contextual difficulties a student might have in comprehending even abstract structures. For instance the terms of the assignments have to be different at the high school level than at the university level. Therefore, we will localize our environment to other cultural contexts, in order to analyze this problem. Although some high school teachers were involved in the planning phase of the courses, there were still difficulties in synchronizing the Virtual Certificate studies with the schedules of the high schools. Hence, the collaboration with the high schools has to be deepened. In this way we can eliminate unnecessary barriers in the student's learning process. Traditionally, elementary school teachers, especially those working at small village schools in rural areas, have been called folk candles, bringing the light of the civilization even into most remote places. Hopefully, our Candle model can work in the same direction, at the time when most of the people in the industrialized countries are moving into cities, like the misled children in the famous folklore story on the pied piper of Hamelin. The Candles remain as long as these areas belong to the rest of the networked civilization. |
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5 Acknowledgments
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![]() ![]() 6. References Brusilovsky, P., Eklund, J. & Schwarz, E. (1998). Web-based education for all: A tool for developing adaptive courseware. Computer Networks and ISDN Systems (Proceedings of Seventh International World Wide Web Conference, 14-18 April 1998) 30 (1-7), 291-300. De Bra, P. & Calvi, L. (1998). AHA! An open adaptive hypermedia architecture. The New Review of Hypermedia and Multimedia 4, 115-139. Dybdahl, A., Sutinen, E. & Tarhio, J. (1998). On animation features of Excel. Proc. ITiCSE '98, Dublin, Ireland. Haajanen, J., Pesonius, M., Sutinen, E., Tarhio, J., Teräsvirta, T. & Vanninen, P. (1997). Animation of user algorithms on the Web. Proc. Visual Languages '97, Capri, Italy. |
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![]() Kölling, M. (2000) BlueJ - The Interactive Java Environment. http://www.bluej.org/ Rautama, E., Sutinen, E. & Tarhio, J. (1997) Excel as an algorithm animation environment. Proc. ITiCSE '97, Integrating Technology into Computer Science Education, ACM, Uppsala. |
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