Robert M. Aiken

Validity and Temporal Stability Issues Regarding Two Measures of Computer Aptitudes and Attitudes

Psychometric information regarding the Computer Aptitude, Literacy, and Interest Profile and the Computer Attitude Scale was obtained from an NSF retraining project preparing computer science teachers for the secondary school level. Data address: (1) pre-/post-training stability; and (2) validity information involving (2.a.) course achievement predictions, (2.b.) CALIP-CAS interrelationships, and (2.c.) intra-instrument relationships.

Review of animation systems for algorithm understanding

We survey how several algorithm animation systorns are used in Computer Science instruction. Reported student reactions to the use of these systems is favorable, but little information is available on their effectiveness for learning. We examine several formal studies that have implications for how animation systems can most effectively be used to teach algorithms.

A repository that supports teaching and cooperation in the introductory AI course

This paper describes the development of FLAIR (Flexible Learning with an Artificial Intelligence Repository), a repository of educational material and of a highly visual computing environment for use in laboratories associated with the introductory undergraduate Artificial Intelligence (AI) course. This repository supports sharing of pedagogic material and of development tools, and cooperation in their use, while allowing diversity in content and in use at different institutions. Thus the development of the repository has stressed the production of system tools, extensible object-oriented libraries, and strong programming frameworks. Some modules currently available are on Search and Automated Reasoning. Examples of the presentation techniques used are conceptual maps, hypertext, and graphic animations of algorithms. Initial experience in the use of the repository in teaching the introductory AI course is taking place in the 1993/94 academic year.

Using complex IT in specific domains: developing and assessing a course for nonmajors

Growth in the use of complex, domain-specific information technology (IT) applications by professionals in a number of non-IT disciplines, such as anthropology, chemistry, and sociology, has led to a demand for second-level IT courses that teach students who are not computer science majors how IT can be used to solve complex problems in specific professional domains. The authors provide and assess a solution to this problem by developing and evaluating a course in which complex IT concepts and tools are taught from the perspective of different disciplines. The course presents IT concepts through case studies of complex and specialized IT systems that are used to solve problems in well-defined domains. In this paper, the underlying ideas and design of this course are described. A pilot implementation of the course, with case studies in anthropology, sociology, and chemistry, is analyzed, and its impact on a variety of student perceptions about IT is discussed. The anthropology case uses a geographic information system with simulation capabilities to examine the expansion of tropical forest farmers and the accompanying deforestation in Central Panama. The sociology case uses advanced features of Microsoft Excel to examine and evaluate possible explanations for the shifts in occupational distribution that have occurred in the United States between 1980 and 1990. The chemistry case uses a molecular modeling system to examine methods for correlating measured physical properties of simple organic molecules with their structures.

The golden rule and the ten commandments of teleteaching: harnessing the power of technology in education

Few will disagree that ‘teleteaching’ or teaching using computers and telecommunications technology is becoming increasingly popular among educators. There is much more uncertainty, however, about whether technology is as effective a mode of teaching as its proponents claim. This hesitation in endorsing technology is undoubtedly a result of the inconclusive results of teaching experiments using technology with out an adequate pedagogical base. This paper proposes guidelines for the effective use of technology. These may help the educator to avoid frustrating and stultifying practices that may prejudice the educator and student against using a rich educational resource. While the golden rule urges a two-way constructivist approach to teaching, the ten commandments draw the educators attention to issues of access, hardware and software selection, learner and teacher preparedness for technology, and human factors in the use of technology

Interaction and Collaboration Using an Intelligent Collaborative Learning Environment

The goal of this research is to design and prototype an intelligent collaborative learning environment. Within this environment, we study synchronous interaction among group members (students) working on a problem/project. Students use an Intelligent Collaborative Support System (ICSS) and a shared activity space: the Tulka Whiteboard. Two main interaction spaces have been implemented: a planning-communication space and a production space. Dialogue and negotiation are supported through the ICSS permitting exchange and evaluation of free-text communication messages that are initiated by students choosing sentence openers from a menu. Using the whiteboard, a virtual room is dedicated to a group of students who share documents, annotations on documents, drawing tools, and text tools. Each group is provided a dynamic assessment of their collaborative skills based on a communication skills model.

Teaching the Use of Complex IT in Specific Domains: Developing, Assessing and Refining a Curriculum Development Framework

Information technology holds the promise of increased productivity. However, rapidly evolving tools require a professional able to incorporate these tools into their careers effectively, which signals the need for IT curriculum development initiatives that incorporate the use of complex, domain-specific IT applications in specific professional fields. This paper reports on a study that addresses this need, by developing, assessing and refining a curriculum development framework. The Information Technology Fluency (ITF) framework is a methodology for constructing components (case studies) for inclusion into existing or newly proposed courses to help students develop the skills needed for this challenge. Results obtained using the framework are reported, compared to similar work at a different institution, and used to suggest improvements to the framework.

A novice programmer's support environment

Abstract This paper presents a model of how programming knowledgecan be represented by five cognitive levels: lexical, syntactic,semantic, schematic, and conceptual. These levels are formedinto a network of knowledge that can be used to annotateexample programs for programming novices. The schematiclevel provides a new means by which semantics car-ibe added toexample programs for groups of statements, which collectivelyform programming plans. A hypertext environment whichlinks each token and program statement in an example programto detailed explanations of their lexical, syntactic, andsemantic significance is described. In addition, the schematiclevel provides a means of documenting the relationships ofgroups of program statements in a hierarchical fashion. 1 Introduction Students have difficulties learning how to program for a varietyof reasons. One reason appears to be that the pace of thepresentation of new information in the standardl instructionmodel is not under a student’s control. As a result, if the studentshould fall behind in his or her understanding of the materialbeing presented by the instructor, the likelihood is that he/shewill continue to fall further behind.A further observation is that textbooks, which can’t help butfollow the same pattern of presentation of material as theinstructors (or, perhaps, vice versa), suffer from the samedifficulty, especially as regards the use of example programs.

The new hurrah: Creating a fundamental rôle for artificial intelligence in the computing science curriculum

Abstract This paper outlines why artificial intelligence ( ai ) topics should assume a more prominent role in the discipline of computing science. Moreover, an argument is presented for considering ai as the cultural foundation for computing science. Key ai topics are discussed, as well as the importance of the laboratory component. Emphasis is placed on what could be done in the laboratory and in courses “outside” the ai course to reinforce the central concepts. A proposal is made that, given the importance of this material, the core topics should be required for students in mathematics, science and engineering, in addition to those in computing science.

Using e-collaboration to improve management education: three scenarios

This paper explores the potential impact of collaborative technologies in improving management education. The first goal is to expose students to tools and practices that not only assist them with their current studies, but also serve to reinforce individual and team competencies that can facilitate their entry into the workforce. In their positions as future managers they will be expected to not only be familiar with common business practices but also to understand the implications of information technology for business; in this case with emphasis on tools and techniques that can help businesses flourish in the networked economy. With an ever-increasing recognition that e-learning tools are important for (re-)training employees, these three scenarios offer examples of how business schools might expand the boundaries of e-collaboration to help their students. These experiments have been conducted in management programs. In the first two scenarios, students use collaborative platforms in some of their daily work. The third experiment is based on a student-centred design of a learning portal. Our experience reinforces a certain number of hypotheses influencing the impact of collaborative technologies in management education. To begin with, information systems are often flawed mirrors of the managerial system that they are designed to represent. Secondly, the potential value of collaborative technologies is strongly influenced by organizational contexts, both in and between the university and the business community. Thirdly, the effectiveness of collaborative technologies depends to a large degree upon the depth and coherence of learning objectives fixed for learning and work places. Finally, improving the effectiveness of collaborative technologies requires aligning the design of learning environments with the corporate cultures and visions we are trying to reproduce.