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Creating Reusable Learning Objects for First Year Programming

Creating Reusable Learning Objects for First Year Programming. Terence Charlton, Lindsay Marshall, Marie Devlin Newcastle University.

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Creating Reusable Learning Objects for First Year Programming

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  1. Creating Reusable Learning Objects for First Year Programming Terence Charlton, Lindsay Marshall, Marie Devlin Newcastle University

  2. “...anyone who has presented an introductory programming module will be all too familiar with students who appear to be totally unable to grasp the basic concepts.” Jenkins & Davy Diversity and Motivation in Introductory Programming ITALICS. (1)1 (2002)

  3. Challenges • Students have problems learning to program, especially when using object-oriented languages • In large heterogeneous classes, it is difficult to design instruction that is beneficial for everyone • Students come to university with varying degrees of computing experience, skills, motivations and expectations • Need to adopt new and innovative approaches

  4. Extra Support • How to provide the “right information in the right context at the right time to the right person” • Explosive growth in mobile technologies capable of delivering on-demand learning content to students • iPods and mobile phones in particular are an integral part of a student’s daily life • Undergraduate survey revealed 83% of students own and use a video-capable mobile device

  5. Going Mobile • Newcastle University is currently creating a series of visually engaging Reusable Learning Objects...

  6. Going Mobile • Designed to visualise and reinforce abstract object-oriented programming concepts • Examples include: objects versus classes, inheritance, polymorphism, and encapsulation • Non-interactive video-podcast for use on mobile phone and iPod devices by students “on-the-go” • Act as useful primers before instruction and as reinforcement and revision aids afterwards

  7. Going Mobile

  8. Technology • Developed in Adobe Flash (using Adobe Flash 8) • Can be delivered on multiple platforms, and easily converted to video for use on mobile devices • Emphasising episodic delivery (exploring one single concept at a time), each RLO runs for 10 minutes • Instructional material for each “episode” derived mainly from our current introductory programming course content

  9. Design • Familiar visual setting that is analogous to the students’ real-world learning environment • Simple graphics and animations used in place of text wherever relevant • A “virtual narrator“ introduces and summarises the key concepts discussed in each episode • Students believe they are “active participants” in the dialogue

  10. Early Findings • Feedback so far has been extremely positive • Students feel the RLOs “provide a great way to reinforce the topics covered in class, and make ideal revision aids” • The majority also felt that, although largely passive, the learning content managed to engage them and encourage critical, independent thinking • Appeals to different learning styles

  11. iQuiz • In addition to the primary instructional content, we have developed a ten-question iQuiz to complement each episode • An iQuiz is an interactive game that utilises the iPod’s built-in quiz functionality • Features true/false and multiple choice questions • The “just-for-fun” quizzes allow the student to review, revise and test their basic understanding

  12. iQuiz

  13. Thank you for listeningQuestions? t.j.charlton@ncl.ac.uk

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