Constructive and collaborative learning of algorithms

Abstract

This research began by investigating the literature on student learning from algorithm animations and conducting experimental studies of an algorithm visualization system. The results led us to develop CAROUSEL (Collaborative Algorithm Representations Of Undergraduates for Self-Enhanced Learning), using which students created expository representations of algorithms, shared their representations with others, evaluated each other's representations and discussed them. The system and the activities of representation creation, sharing, evaluation and discussion that it supports were then studied in three experiments, which are summarized. They show a significant positive relationship between these constructive and collaborative activities and algorithm learning, which suggests that this is a beneficial pedagogical approach for introductory courses on algorithms.

Exploring studio-based instructional models for computing education

“…We found that when students construct their own visual solutions, discussions mediated by these learner-constructed solutions are educationally beneficial. Such discussions lead not only to improved learning outcomes, but also to a stronger sense of community, improved critical thinking skills, and prevention of premature convergence to incomplete knowledge [6][7][8][9]. We believe these benefits accrue because students' motivation and attention increase when they discuss artifacts of their own creation, and because such artifacts serve as powerful mediational resources [17] that bridge the gap between expert and novice understandings.…”

“…While implementations of the studio-based approach will clearly benefit from visualization or concept representation software, the approach is designed to be completely independent of any specific technology. Instructors can, in fact, choose to have students develop their representations using a variety of technologies, ranging from art supplies (as in [9]) to algorithm visualization technology that works with standard programming languages (e.g., [2,18]), to standalone program development and visualization technology (e.g., [3,4,10]), to online learning technology that allows students to share and critique artifacts independently of how the artifacts are produced (e.g., [7]). Such technology independence gives instructors broad latitude in implementing the approach, enabling them to make use of the specific technologies with which they are familiar and comfortable.…”

GreedExCol, A CSCL tool for experimenting with greedy algorithms

“…Thus, the CAROUSEL system [40] is intended to support students engaging in four activities of constructive and collaborative learning of algorithms: representation creation, sharing, evaluation and discussion. It allows students to display their representations, to rate those of others and to engage in discussions about representations.…”

“…The frontier between systems supporting programming and algorithm education is fuzzy, being very small the number of systems whose authors explicitly claim to be aimed at learning algorithms. Thus, the CAROUSEL system [40] is intended to support students engaging in four activities of constructive and collaborative learning of algorithms: representation creation, sharing, evaluation and discussion. It allows students to display their representations, to rate those of others and to engage in discussions about representations.…”

Teaching and learning data structure concepts via Visual Kinesthetic Pseudocode with the aid of a constructively aligned app

“…A driving motivator for this work is that textual pseudocode lacks engagement and is easily misinterpreted . VKP aims to reinforce the correct thought processes, which is a precursor for students understanding how to implement something in code.…”