Ainslie Ellis

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

In a problem-based learning (PBL) environment, students work in groups on real-life problems and have the opportunity to determine for themselves what they need to learn in the relevant subject area(s). A common feature of problem-based learning is to provide students with a range of resources that assist them in solving the problems. This paper attempts to classify resources according to the educational functions and activities for which they will be used. It also discusses communication patterns, assessment, and evaluation with respect to problem-based learning. Finally, it presents two case studies, one that illustrates a progression of problem development within the PBL environment and one that describes a practical application of PBL, with appropriate use of resources, for a first-year course in Java.

Interactive multimedia pedagogies: report of the working group on interactive multimedia pedagogy

This working group report proposes a set of criteria for effective design and use of educational multimedia. These criteria are organized around the mutually interdependent roles of teacher, learner, and technology in the educational process. The criteria constitute a first attempt, grounded in educational theory, at a response to important pedagogical and social issues that have been raised with respect to traditional instructional approaches. Some illustrations of potential uses of multimedia are discussed. Finally, recommendations are offered regarding public policy and institutional activities to promote development and dissemination of well-designed multimedia materials and equitable access to the technology necessary for their use.

A collaborative strategy for developing shared Java teaching resources to support first year programming

This paper discusses a strategy for developing shared teaching resources to support Java programming subjects taught using a variety of educational approaches (lectures and tutorials, problem-based learning, distance education) with differing computing focii (computer science, commercial computing, network computing).The strategy is a group process involving six distinct stages: selecting the topic areas considered integral to all subjects for which the resources will be used; defining the details and identifying areas / concepts of a topic; determining basic, intermediate and advanced levels of information; determining appropriate educational techniques that support the desired learning objectives for the concept; investigating existing resources and building new resources, both with and without the use of computer technology.

Design, implementation and testing techniques for multimedia industrial experience projects

This paper discusses the introduction of multimedia projects into the final year Industrial Experience subject as part of the Bachelor of Computing Degree at the Peninsula School of Computing and Information Technology, Monash University. It compares the more traditional models of the system development life cycle (ie. the waterfall technique and the prototyping approach) with that of a multimedia development life cycle, proposing a plan for a multimedia development life cycle that includes task analysis, design using storyboards and object hierarchy diagrams, iterative design and development, and incremental testing, with the aim of producing quality multimedia applications. Examples from a multimedia project produced in 1995 are included in the paper.

Toolbook multimedia demonstrations for Java programming

This paper describes a set of multimedia demonstrations built to facilitate the learning of introductory Java programming. They provide demonstrations of complex processes and concepts that are difficult, if not impossible, to present using more traditional media used in lectures.

Use of multimedia and World Wide Web resources in a traditional lecture/tutorial environment (poster)

Despite the use of Information Technology being cited as the way to go regarding the improvement of education and support of flexible learning modes, due to reduced funding to the higher education sector, and reduction in staff, most academics are still constrained to deliver subjects as lectures and tutorials. To meet these two somewhat opposed objectives, many lecturers resort to the expediency of “putting one’s lecture slides on the Web”. It is, however, possible to make effective use of multimedia and Web based resources that support the educational objectives of the subject and the learning objectives of the student in a more appropriate way.