Developing a highly interactive ebook for CS instruction

Fenwick, James B.; Kurtz, Barry L.; Meznar, Philip; Phillips, Reed; Weidner, Alex

doi:10.1145/2445196.2445241

Cited by 21 publications

(19 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Recently, several works have demonstrated the potential benefit of using e-books for students [27] as well as the ease to develop new interactive content for CS instructors [28]. Nevertheless, the creation of interactive elements within these platforms requires considerable programming skills as well as familiarity with various authentication and authorisation schemes.…”

Section: Framework Architecturementioning

confidence: 99%

“…This enables it to feature dynamic content offered by external online sources. Thus educators can leverage this functionality to offer a richer version of their lectures as demonstrated in [28]. While other e-book formats such as ePub3 also have promising interactive features, they are not mature nor are they fully supported in e-readers yet.…”

Section: A Integration With E-books and Lmsmentioning

confidence: 99%

“…The application contains templates for a large number of interactive containers including galleries, quizzes, keynote presentations, and interactive images. Alternatively, users can create and embed their own HTML5 widgets as explained in [28]. In the context of our project, we make full use of the interactive capabilities offered by the iBooks format, by developing and embedding in our e-books interactive self-assessment exercises, such as quizzes, as well as HTML5 widgets that offer access to FIRE facilities in a transparent manner for the students.…”

Section: A Integration With E-books and Lmsmentioning

confidence: 99%

See 2 more Smart Citations

FORGE Toolkit: Leveraging Distributed Systems in eLearning Platforms

Jourjon

Marquez-Barja

Rakotoarivelo

et al. 2017

IEEE Trans. Emerg. Topics Comput.

View full text Add to dashboard Cite

While more and more services become virtualized and always accessible in our society, laboratories supporting computer science (CS) lectures have mainly remained offline and class-based. This apparent abnormality is due to several limiting factors, discussed in the literature, such as the high cost of deploying and maintaining computer network testbeds and the lack of standardization for the presentation of eLearning platforms. In this paper, we present the FORGE toolkit, which leverages experimentation facilities currently deployed in international initiatives for the development of e-learning materials. Thus, we solve the institutional challenge mentioned in the ACM/IEEE 2013 CS curricula concerning the access and maintenance of specialized and heterogeneous hardware thanks to a seamless integration with the networking test-bed community. Moreover, this project builds an ecosystem, where teaching and educational materials, tools, and experiments are available under open scheme and policies. We demonstrate how it already meets most of the requirements from the network and communication component of CS 2013 and some of the labs of the Cisco academy. Finally, we present experience reports illustrating the potential benefits of this framework based on the first deployments in four post-graduate courses in prestigious institutions around the world.INDEX TERMS eLearning, networking, testbeds.

show abstract

Section: Framework Architecturementioning

confidence: 99%

Section: A Integration With E-books and Lmsmentioning

confidence: 99%

Section: A Integration With E-books and Lmsmentioning

confidence: 99%

See 1 more Smart Citation

FORGE Toolkit: Leveraging Distributed Systems in eLearning Platforms

Jourjon

Marquez-Barja

Rakotoarivelo

et al. 2017

IEEE Trans. Emerg. Topics Comput.

View full text Add to dashboard Cite

show abstract

“…The interactive nature of these tutorials may also increase attention of the students and simulates their interest in the topic (Bell & O'Keefe, 1987;Fenwick et al 2013). However, there is little role for the instructor when teaching in the classroom.…”

Section: Using Guided Software Simulation As a Startupmentioning

confidence: 99%

Using Office Simulation Software in Teaching Computer Literacy Using Three Sets of Teaching/Learning Activities

Ali

Wibowo

2016

IISIT

View full text Add to dashboard Cite

The most common course delivery model is based on teacher (knowledge provider) -student (knowledge receiver) relationship. The most visible symptom of this situation is over-reliance on textbook's tutorials. This traditional model of delivery reduces teacher flexibility, causes lack of interest among students, and often makes classes boring. Especially this is visible when teaching Computer Literacy courses. Instead, authors of this paper suggest a new active model which is based on MS Office simulation. The proposed model was discussed within the framework of three activities: guided software simulation, instructor-led activities, and self-directed learning activities. The model proposed in the paper of active teaching based on software simulation was proven as more effective than traditional.

show abstract

“…In one research study (Fenwick et al, 2013) interactive exercises are integrated in an e-book. It is a textbook for the programming language "Prolog".…”

Section: Related Workmentioning

confidence: 99%