Mirjana Ivanović,
Tomaš Pitner (Masaryk University, Brno, Czech)
Influences of Technology Enhanced Learning in
Teaching and Assessing Java Programming Serbian and Czech Experiences
DAAD project
“Joint Course on OOP using Java”
Humboldt University Berlin, University of Novi Sad, ‘Polytehnica’ University of Timisoara,
University of Plovdiv, University of Belgrade
Ivanjica, September 6, 2010
AGENDA
1. Research visit
2. Technology Enhanced Learning in University
Courses
1. Java as the Introductory OO Course: Why
and How?
2. Course Prole
3. Technology-enhanced Learning in Java
Courses
4. Key Findings and Recommendation
3. Conclusion
DAAD project „Joint Course on OOP using Java“ ©
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1. Research visit
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1. Research visit
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1. Research visit
 Receiving institution: Masaryk University, Brno
 Main topic of interest: Technology enhanced learning
 First week - Review of current research activities and
project at host University in the domain of elearning.
 Second week - Review of current state-of-the-art in the field
of e-Iearning 2.0, personalized and adaptive elearning and
Lifelong Learning.
 Third week - Definition of possible common research topics
and specification of possible common papers.
 Fourth week - Preparation of draft version of common
paper. Discussion of possibilities for further cooperation
between our two institutions in research and teaching.
DAAD project „Joint Course on OOP using Java“ ©
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AGENDA
1. Research visit
2. Technology Enhanced Learning in University
Courses
1. Java as the Introductory OO Course: Why
and How?
2. Course Profile
3. Technology-enhanced Learning in Java
Courses
4. Key Findings and Recommendation
3. Conclusion
DAAD project „Joint Course on OOP using Java“ ©
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2. Technology Enhanced Learning in
University Courses
 TEL in introductory programming courses at a
university level attract teachers' community
 It has not led to a generally applicable way of
teaching and learning that guarantee success
 We have examined issues affecting TEL positioning
in the curriculum, learning design, and quality
reached in introductory Java courses
DAAD project „Joint Course on OOP using Java“ ©
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AGENDA
1. Research visit
2. Technology Enhanced Learning in University
Courses
1. Java as the Introductory OO Course: Why
and How?
2. Course Profile
3. Technology-enhanced Learning in Java
Courses
4. Key Findings and Recommendation
3. Conclusion
DAAD project „Joint Course on OOP using Java“ ©
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2.1 Java as the Introductory OO Course:
Why and How?
 Still there are a lot of discussions/numerous papers presenting
dilemma
• which programming language to teach as a first
• which approach to adopt imperative or object first.
 Key principles
• To take any programming language designed for teaching
purposes
• From time to time students complain about choice of “oldfashioned" language
• Teach students essences of programming and algorithmic
style of thinking
• Not to bother students with particularities of concrete
programming language and allow them spending hours in
finding senseless errors in their programs
DAAD project „Joint Course on OOP using Java“ ©
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2.1 Java as the Introductory OO Course:
Why and How?
 Our Institutions:
• Within CS1 course, we use one of teaching languages (Pascal, Modula-2).
• Imperative first approach.
 Fashionable at many universities – start with Java.
 We agree with some authors.
• To concentrate first on the essential concepts of imperative programming.
• Later explain object-oriented concepts.
 Language, designed for teaching purposes, gives teachers the
best balance in separating:
• educational aspects of programming from the training aspects of coding,
• adopting algorithmic style of thinking and problem solving.
DAAD project „Joint Course on OOP using Java“ ©
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AGENDA
1. Research visit
2. Technology Enhanced Learning in University
Courses
1. Java as the Introductory OO Course: Why
and How?
2. Course Profile
3. Technology-enhanced Learning in Java
Courses
4. Key Findings and Recommendation
3. Conclusion
DAAD project „Joint Course on OOP using Java“ ©
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2.2 Course Profile
 UNS-PMF
• Content - majority of second year students master essentials of Java and
OO programming.
• Good bases further improve and upgraded in subsequent courses.
 MUNI-FI
• Java (second year course) focuses on understanding of the objectoriented paradigm.
• Students
- Become familiar with the basic Java and OO terminology.
- Be able to analyze, design and implement simple software solutions
with the appropriate tools.
 After completion, the students are able to follow consequent
courses.
 But, they are not skilled to build more serious programs.
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2.2 Course Profile
Context
 Same model (UNS-PMF, MUNI) according to
Bologna requirements.
• Object-Oriented Programming I, 3rd term.
• Java Programming, 3rd term.
 Similar context - algorithmic and procedural
programming is expected.
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2.2 Course Profile
Methodology
 UNS-PMF - traditional course with online tools for delivery of selfstudy instructional units.
 MUNI-FI - blended learning (combined face-to-face and online
learning), including principles of Person Centered Approach (PCA).
•
students achieve superior results, higher self-confidence, creativity, openness to
experience, and respect (according to core attitudinal conditions.)
 Both institutions are convinced: programming skills should be
best acquired in interaction.
 MUNI-FI explicitly employs PCA while UNS-FMP approaches the same
principles intuitively.
 In both cases: a blended-learning modus , semi-automated
assessment tools.
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2.2 Course Profile
Learning Design
 Both institutions apply similar assessment criteria: practical
tasks, in-lab activities, in-term tests, and a final test; UNSPMF + oral exam.
 Students are encouraged to react and put questions
immediately:
• interpersonal sharing,
• promoting the attitudes of acceptance, realness, and understanding.
 Diverge in the overall assessment model:
• UNS-PMF mixes practical tasks and theoretical (technology-supported)
tests.
• MUNI-FI concentrates on assessing practical achievements only: also
include homeworks, no oral examination. Linear grading model - points
are simply summed together.
DAAD project „Joint Course on OOP using Java“ ©
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AGENDA
1. Research visit
2. Technology Enhanced Learning in University
Courses
1. Java as the Introductory OO Course: Why
and How?
2. Course Profile
3. Technology-enhanced Learning in Java
Courses
4. Key Findings and Recommendation
3. Conclusion
DAAD project „Joint Course on OOP using Java“ ©
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2.3 Technology-enhanced Learning in Java Courses
TEL brings a number of advantages in
teaching OO programming
Both institutions apply blended learning
style using different educational tools
• LMS and Tutoring Systems
• Assessment Tools
• Communication and Cooperation
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2.3 Technology-enhanced Learning in Java Courses
LMS and Tutoring Systems
 UNS-PMF
• Moodle with extended personalization features (Komlenov et al.,
2010); Mag, a web-base tutoring system which is a part of the
integrated learning environment MILE (Ivanovic et al., 2008).
• eLessons are used, some of the quizzes as well, but also
glossaries, wikis, discussion forums
 MUNI-FI - learning patterns supported by services:
• delivery of learning materials (slides, demos and video
recordings from lectures, links to other learning resources)
• submission folders for collecting task solutions
• on-line tools for testing submitted solutions
• administration of assessment results
• discussion forums and other communication means
DAAD project „Joint Course on OOP using Java“ ©
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2.3 Technology-enhanced Learning in Java Courses
Assessment Tools
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2.3 Technology-enhanced Learning in Java Courses
Communication and Cooperation
 UNS-PMF - use e-mails and LMS Moodle: discussion forums,
instant messages, chat sessions, e-mail.
• allow students to share ideas,
• help each other to solve common issues,
• to post their inquiries or reactions to a course (or group)
discussion forum,
• to contact the teachers and get feedback just in time
 MUNI-FI - University IS is equipped with e-learning and
communication services.
• Integrated e-mail system: mass e-mail targeted to specific
groups e.g. students of a course, or members of a lab group.
• Students can post inquiries or reactions to a course (or group)
discussion forum.
DAAD project „Joint Course on OOP using Java“ ©
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2.3 Technology-enhanced Learning in Java Courses
Communication and Cooperation
 At both institutions
• Student are hesitating to massively use e-learning 2.0
services (blog, wiki, chat).
• Prefer discussion forums, and at UNS-PMF use direct emailing.
 MUNI-FI: most of the students tend to discuss things
directly at the lectures or contact the instructors in the
labs.
DAAD project „Joint Course on OOP using Java“ ©
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AGENDA
1. Research visit
2. Technology Enhanced Learning in University
Courses
1. Java as the Introductory OO Course: Why
and How?
2. Course Profile
3. Technology-enhanced Learning in Java
Courses
4. Key Findings and Recommendation
3. Conclusion
DAAD project „Joint Course on OOP using Java“ ©
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2.4 Key Findings and Recommendation
 The comparison of both Java courses - drawn common
useful conclusions.
• Java need not be a CS1 course.
• Object-first approach is not a must.
• Technology-enhanced learning rises popularity of a
course.
• It helps motivated students.
• Students are not ready for “e-learning 2.0” (yet?).
• Even grading can be automated.
• Keep the grading schema simple.
• Homeworks count to grading.
• Higher demand on teachers.
• Design surveys well.
DAAD project „Joint Course on OOP using Java“ ©
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AGENDA
1. Research visit
2. Technology Enhanced Learning in University
Courses
1. Java as the Introductory OO Course: Why
and How?
2. Course Profile
3. Technology-enhanced Learning in Java
Courses
4. Key Findings and Recommendation
3. Conclusion
DAAD project „Joint Course on OOP using Java“ ©
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3. Conclusion
 Technology-enhanced learning is routinely applied at both
institutions.
 Feedback is positive from both teachers and students.
 To achieve defined goals, it is necessary to employ a wide
variety of pedagogical methodologies and tools for TEL.
 There is still room for in-house solutions, but open-source
alternatives are gaining on importance (specifically when
extended to support adaptability and personalization).
 Key question: how and how far should we go in applications
of e-learning 2.0 patterns and tools?
DAAD project „Joint Course on OOP using Java“ ©
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Mirjana Ivanović,
Tomaš Pitner (Masaryk Univetsity, Brno, Czech)
Influences of Technology Enhanced Learning in
Teaching and Assessing Java Programming Serbian and Czech Experiences
DAAD project
“Joint Course on OOP using Java”
Humboldt University Berlin, University of Novi Sad, ‘Polytehnica’ University of Timisoara,
University of Plovdiv, University of Belgrade
Ivanjica, September 6, 2010
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