Guido Rößling

Exploring the role of visualization and engagement in computer science education

Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Blooms well-recognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.

Evaluating the educational impact of visualization

The educational impact of visualization depends not only on how well students learn when they use it, but also on how widely it is used by instructors. Instructors believe that visualization helps students learn. The integration of visualization techniques in classroom instruction, however, has fallen far short of its potential. This paper considers this disconnect, identifying its cause in a failure to understand the needs of a key member in the hierarchy of stakeholders, namely the instructor. We describe these needs and offer guidelines for both the effective deployment of visualizations and the evaluation of instructor satisfaction. We then consider different forms of evaluation and the impact of student learning styles on learner outcomes.

Enhancing learning management systems to better support computer science education

Many individual instructors -- and, in some cases, entire universities -- are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed--and continue to develop-computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a CALMS. However, we do not go into details of creating a plug-in for some specific LMS. Further, the report does not favor one LMS over another as the foundation for a CALMS.

Merging interactive visualizations with hypertextbooks and course management

As a report of a working group at ITiCSE 2006, this paper provides a vision of how visualizations and the software that generates them may be integrated into hypertextbooks and course management systems. This integration generates a unique synergy that we call a Visualization-based Computer Science Hypertextbook (VizCoSH). By borrowing features of both traditional hypertextbooks and course management systems, VizCoSHs become delivery platforms that address some of the reasons why visualizations have failed to find widespread use in education.The heart of the paper describes these features and explains, from both a student and teacher perspective, how each feature adds educational value to a visualization. In some cases, this value focuses on pedagogical issues, taking advantage of known strategies for making visualizations more engaging and effective. In other cases, the emphasis is on making it easier for teachers to use visualizations. A set of possible use scenarios and approaches for increasing interest in adopting a VizCoSH are also presented.

Extending moodle to better support computing education

Learning Management Systems such as Moodle are popular teaching tools with a broad spectrum of features. However, several aspects relevant for computing education are typically missing. This includes the annotation of materials, such as scripts or exercises, the inclusion of slides, and the integration of algorithm visualizations. We present Moodle activities that add these features to Moodle.

Development of XML-based tools to support user interaction with algorithm visualization

As a report of a working group at ITiCSE 2005, this paper represents a vision of the use of XML specifications and tools in algorithm visualization, particularly with regard to supporting user interaction. A detailed description is given of how an interesting event to be visualized is decomposed, combined with interactive questions, narratives, control flow code and metadata, and finally rendered into graphical primitive and transformation specifications. The heart of the paper is our discussion of XML specifications for content generation (the object being visualized), interactive questions, and graphical primitives and transformations, with briefer discussions of narratives and metadata. Examples are provided for each in an appendix, with fuller details to be published on an associated website that we hope will become a source of future standards in this area. In conclusion, the approach of the working group is discussed, and important remaining challenges are identified.

First Steps Towards a Visualization-Based Computer Science Hypertextbook as a Moodle Module

Hypertextbooks for Computer Science contents present an interesting approach to better support learners and integrate algorithm animations into the learning materials. We have developed a prototype for integrating a selection of the functionality of such a hypertextbook into the established Moodle LMS. This paper describes the goals and realization of this module together with an example.

How will future learning work in the third dimension

In this paper, we describe the possibilities of virtual worlds for educational purposes, and justify the need for special design and usability concepts for learning applications within these worlds.

A Family of Tools for Supporting the Learning of Programming

Both learning how to program and understanding algorithms or data structures are often difficult. This paper presents three complementary approaches that we employ to help our students in learning to program, especially during the first term of their study. We use a web-based programming task database as an easy and risk-free environment for taking the first steps in programming Java. The Animal algorithm visualization system is used to visualize the dynamic behavior of algorithms and data structures. We complement both approaches with tutorial videos on using the Eclipse IDE. We also report on the experiences with this combined approach.

JHAVÉ -- More Visualizers (and Visualizations) Needed

We recap the results of an ITiCSE 2002 Working Group report [Naps, T. L., G. Roszling, V. Almstrum, W. Dann, R. Fleischer, C. Hundhausen, A. Korhonen, L. Malmi, M. McNally, S. Rodger and J. A. Velazquez-Iturbide, Exploring the role of visualization and engagement in computer science education, ACM SIGCSE Bulletin 35 (2003), pp. 131-152], which set the stage for the work described here. That work has resulted in the newest release of a system called JHAVE, which fosters active engagement on the part of learners by providing a set of standard support tools for certain types of Algorithm Visualization (AV) systems. These AV engines must implement the JHAVEVisualizer interface. In return, such engines have convenient access to the engagement-based tools offered by JHAVE. The details of adapting one such engine, Animal, are also described.