Resources, tools, and techniques for problem based learning in computing

Various methods have been proposed in the past to improve student learning by introducing new styles of working with assignments. These include problem-based learning, use of case studies and apprenticeship. In most courses, however, these proposals have not resulted in a widespread significant change of teaching methods. Most institutions still use a traditional lecture/lab class approach with a strong separation of tasks between them. In part, this lack of change is a consequence of the lack of easily available and appropriate tools to support the introduction of new approaches into mainstream courses.In this paper, we consider and extend these ideas and propose an approach to teaching introductory programming in Java that integrates assignments and lectures, using elements of all three approaches mentioned above. In addition, we show how the BlueJ interactive programming environment [7] (a Java development environment aimed at education) can be used to provide the type of support that has hitherto hindered the widespread take-up of these approaches. We arrive at a teaching method that is motivating, effective and relatively easy to put into practice. Our discussion includes a concrete example of such an assignment, followed by a description of guidelines for the design of this style of teaching unit.

show abstract

“…A similar problem-driven motivation can be found in the use of problem-based learning environments [4,5] which also often feature group working.…”

Section: Previous Workmentioning

confidence: 96%

Enhancing apprentice-based learning of Java

Kölling

Barnes

2004

SIGCSE Bull.

View full text Add to dashboard Cite

show abstract

“…Many studies are focused on supporting student activities and contents. With this perspective, [15] classifies resources according to the educational functions and activities for which they will be used. Besides, it discusses communication patterns, assessment and evaluation.…”

Section: Previous Workmentioning

confidence: 99%

Supporting the design and development of Project Based Learning courses

Martín

López

Martínez

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

View full text Add to dashboard Cite

Abstract-The use of Project Based Learning has spread widely over the last decades, not only throughout countries but also among disciplines. One of the most significant characteristics of this methodology is the use of ill-structured problems as central activity during the course, which represents an important difficulty for both teachers and students. This work presents a model, supported by a tool, focused on helping teachers and students in Project Based Learning, overcoming these difficulties. Firstly, teachers are guided in designing the project following the main principles of this methodology. Once the project has been specified at the desired level of depth, the same tool helps students to finish the project specification and organize the implementation. Collaborative work among different users is allowed in both phases. This tool has been satisfactorily tested designing two real projects used in Computer Engineering and Software Engineering degrees.

show abstract

“…As described in (Ross, 1991) and (Ellis et al, 1998) the PBL approach is a life-cycle process which can be synopsized in the following six steps:…”

Section: Problem-based Learning In Computingmentioning

confidence: 99%

“…Based on their evaluation of the activities, the author concludes that the course was motivational and also promotes higher order thinking skills. Ellis et al (1998) refer to the full problem-based learning and the guided problem-based learning approaches. In full problem-based learning, the nature of the problem guides and drives the entire learning experience.…”

Section: Problem-based Learning In Computingmentioning

confidence: 99%

Cultural data and semantic technologies

Lazarinis¹

2012

The Electronic Library

View full text Add to dashboard Cite

PurposeThe purpose of this article is to present a problem‐based learning case on the use of XML technologies for semantically describing cultural data. Students of three higher and continuing education institutes were divided into groups and were encouraged to solve specific problems and eventually to understand the concepts and the deployment of semantic technologies through their practical involvement. The aims of the teaching approach are for students to become familiar with XML technologies, to annotate historical data and to understand the importance of annotating cultural information for enabling further processing and exploitation of the identified data relationships.Design/methodology/approachInitially the aims of the teaching case were set and specific problems associated with them were designed. A start‐up lecture on the basic concepts of XML was presented and then students were challenged with ill‐defined problems as the problem‐based learning method advises. Students then presented and discussed their solutions and approaches. At the end of each problem‐based section the knowledge of the students was assessed. On the completion of the teaching case, the students' opinions were surveyed and the results towards the approach were very positive.FindingsThe students provided solutions to the problems presented, and their opinions at the end of the teaching approach indicated that students preferred the problem‐based approach to the lecture‐based method. Students argued that, although learning on their own and with little help from the instructors is more demanding, it has specific advantages. They mentioned that they can work at their own pace and better understand the concepts involved. The skills and the knowledge acquired are transferrable to other situations.Originality/valueAlthough the problem‐based learning approach has been applied to medical and gifted education, minimal research has been conducted outside these fields. Therefore, this article focuses on the cultural heritage domain and presents a case of teaching a technical topic to non‐computer science students.

show abstract

Resources, tools, and techniques for problem based learning in computing

Cited by 29 publications

References 10 publications

Enhancing apprentice-based learning of Java

Enhancing apprentice-based learning of Java

Supporting the design and development of Project Based Learning courses

Cultural data and semantic technologies

Contact Info

Product

Resources

About