Otto Seppälä

Review of recent systems for automatic assessment of programming assignments

This paper presents a systematic literature review of the recent (2006--2010) development of automatic assessment tools for programming exercises. We discuss the major features that the tools support and the different approaches they are using both from the pedagogical and the technical point of view. Examples of these features are ways for the teacher to define tests, resubmission policies, security issues, and so forth. We have also identified a list of novel features, like assessing web software, that are likely to get more research attention in the future. As a conclusion, we state that too many new systems are developed, but also acknowledge the current reasons for the phenomenon. As one solution we encourage opening up the existing systems and joining efforts on developing those further. Selected systems from our survey are briefly described in Appendix A.

Misconceptions in Visual Algorithm Simulation Revisited: On UI's Effect on Student Performance, Attitudes and Misconceptions

Mobile devices affect the way we access interactive learning material and exercises in the internet. There are changes both in the technologies used to implement software and in the possibilities and restrictions imposed by this platform. A set of visual algorithm simulation exercises - implemented using the JSAV library allowing them to work on both mobile and desktop machines - were tested on a CS majors data structures and algorithms course. As the problem formulation was not changed from previous years, we were able to study how changes in the UI might affect student performance and if there are any differences in student attitudes and mistakes or misconceptions detected. For the set of exercises studied, the results were in line with previous findings.

Research-based design of the first weeks of CS1

On the basis of cognitive load theory, theoretical models of instructional design, and empirical findings from computing education research, we propose three independent but compatible and complementary frameworks that can be used in introductory programming education. Motivate--isolate--practice--integrate is a framework that marries project-driven learning to careful management of cognitive load through the selection of learning activities and the isolation of partial tasks. Head Straight for Objects is an outline of an introduction to programming that emphasizes object-orientation early while mediating the cognitive load intrinsic to object-oriented concepts. Finally, the principle of explicit program dynamics states that the runtime dynamics of programs should be a continuous and explicit theme in introductory programming education. We illustrate the application of the three frameworks in the context of a university course.

Work in Progress: Automatic Generation of Algorithm Animations for Lecture Slides

Algorithm visualizations have not been widely adopted in teaching. One possible reason for this is that visualizations are often developed as standalone systems which can be difficult to integrate into lectures. Recently XML based formats for the two major presentation tools have been introduced. We present a method and a prototype implementation which allows creation of algorithm animations in the ODF format. This allows integrating the animation seamlessly within the lecture material.

Designing the First Finnish MOOCs

This publication will introduce how two different countries promote high quality learning with technology in very different educational systems. The book opens inspiring scenarios how new technological tools and services can be used for promoting students’ learning in schools and higher education, enhancing collaboration in educational communities and supporting teachers’ professional development. The publication focuses on three major themes: Students as knowledge and art creators in playful learning systems, personalized learning supported by mobiles and intelligent tutoring systems with games and new web-based tools identifying learning difficulties, and technology in digitalized learning environments. The book is based on systematic research work in universities.