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The learning of programming presents many difficulties for students. Nowadays, a number of software tools are available that enable students in programming courses to develop and exercise their knowledge and skills. However, these tools do not examine their work or provide students with indications on their learning process. In this paper we introduce a learning approach for programming based on the analysis of students' mistakes during practical lessons in programming subjects. This approach makes use of compiler messages to analyse their quantity and semantic value, and report the individual and comparative learning progress. This approach is illustrated in practice by a case study conducted in a class of undergraduate students of computer science. This study makes it possible to provide an analytic representation of reflective learning practice, giving us a better understanding on programming learning processes.

SUMMARY This paper provides an insight into the process of developing comprehensive voice‐enabled and interoperable learning services. We provide a background on the Voice Interactive Classroom, a service‐oriented architecture that enables cross‐platform multichannel access to Internet‐based learning. Strategies and practices for designing, developing, documenting and evaluating service‐oriented applications are also presented, which allow aural access to existing e‐learning platforms. In addition, we summarise the development of four voice‐enabled learning services and report the findings obtained from evaluating their usability and didactic effectiveness. This research is intended to facilitate students and practitioners with planning, implementing and evaluating their own solutions. Copyright © 2012 John Wiley & Sons, Ltd.

Specifications such as RSS feeds are opening a new channel of communication for Internet-based learning, which gives a decentralized view of web resources while maintaining the privacy of teachers and students who are consulting the information. This philosophy can be used to create personalized learning tools in which users can take control of resources they want to have access to. In this regard, RSS is XML-based, which makes it easy to complement visual access with audio interfaces, adapting the feeds to different educational contexts and learning styles. This paper discusses the use of feed syndication to create personalized feed readers accessible in visual and voice formats.