Jeanine Meyer

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.

Dimensions of distance learning for computer education

In this paper, we explore what is variously termed distance learning (DL), asynchronous, online, Web-based, and Web-supported learning in terms of how it can support and perhaps even improve the fields of education involving computing. We use the term distributed education to cover all mentioned topics. We describe how the incorporation of these methods can benefit computer education. These benefits arise because of the nature of the computing field, the profound requirements for students to understand concepts and acquire skills as opposed to mere exposure to facts, and our assessment that distributed education has the potential to address many of the challenges identified. We conclude with suggestions on the incorporation of distributed methods into computer education.

On-Line Conferencing in a Marketing Course: Description, Analysis and Reflection

Several on-line conferencing products are available commercially, having quickly become popular for use on Web sites. This paper gives one experience using an on-line conferencing product called “WebBoard” in a ‘Strategic Internet Marketing’ class, resulting in greater group interaction outside class between students and between students and faculty. Further, this paper suggests a rubric for analysis of the quality of postings from WebBoard to focus teaching and analytical skills. Bloom’s Taxonomy of Educational Objectives is the source of the categories used in content analysis.

A survey of first computing course students (poster): new findings and their implications for the curriculum

1. BACKGROUND In the Fall 1997 semester, 404 students of Computer Information Systems 101 -the undergraduate core computing requirement at Pace University -were asked to complete a survey on me first day of class. The survey focused on the students’ prior experience with computers, their attitudes toward technology, their knowledge of current events relating to information technology (IT), expectations for the course, and general demographic data. The main premise of the study was that if we wish to improve instruction, we first need to know who are students are, what they know and don’t know, and what they are thinking. The study showed few gender differences, a rather low level of awareness of societal issues dealing with IT, but a largely positive and confident attitude toward computers and IT. Students also exhibited a surprisingly mature attitude regarding their learning goals for the course in that general understanding of concepts and issues tended to take priority over mastery of specific applications. An exit survey on the final day of class also was administered. Results are being analysed and will be ready for presentation shortly.