DAAD project “Joint Course on OOP using Java” Humboldt University Berlin, University of Novi Sad, ‘Polytehnica’ University of Timisoara, University of Plovdiv, University of Belgrade Ivanjica, September 6, 2010 Mirjana Ivanović, Tomaš Pitner (Masaryk University, Brno, Czech) Influences of Technology Enhanced Learning in Teaching and Assessing Java Programming - Serbian and Czech Experiences

DAAD project „Joint Course on OOP using Java“ © 2 AGENDA 1.Research visit 2.Technology Enhanced Learning in University Courses 1.Java as the Introductory OO Course: Why and How? 2.Course Prole 3.Technology-enhanced Learning in Java Courses 4.Key Findings and Recommendation 3.Conclusion

DAAD project „Joint Course on OOP using Java“ © 3 1. Research visit 3/99

DAAD project „Joint Course on OOP using Java“ © 4 1. Research visit

DAAD project „Joint Course on OOP using Java“ © 5 1. Research visit  Receiving institution: Masaryk University, Brno  Main topic of interest: Technology enhanced learning  First week - Review of current research activities and project at host University in the domain of elearning.  Second week - Review of current state-of-the-art in the field of e-Iearning 2.0, personalized and adaptive elearning and Lifelong Learning.  Third week - Definition of possible common research topics and specification of possible common papers.  Fourth week - Preparation of draft version of common paper. Discussion of possibilities for further cooperation between our two institutions in research and teaching.

DAAD project „Joint Course on OOP using Java“ © 6 AGENDA 1.Research visit 2.Technology Enhanced Learning in University Courses 1.Java as the Introductory OO Course: Why and How? 2.Course Profile 3.Technology-enhanced Learning in Java Courses 4.Key Findings and Recommendation 3.Conclusion

DAAD project „Joint Course on OOP using Java“ © 7 2. Technology Enhanced Learning in University Courses  TEL in introductory programming courses at a university level attract teachers' community  It has not led to a generally applicable way of teaching and learning that guarantee success  We have examined issues affecting TEL positioning in the curriculum, learning design, and quality reached in introductory Java courses

DAAD project „Joint Course on OOP using Java“ © 8 AGENDA 1.Research visit 2.Technology Enhanced Learning in University Courses 1.Java as the Introductory OO Course: Why and How? 2.Course Profile 3.Technology-enhanced Learning in Java Courses 4.Key Findings and Recommendation 3.Conclusion

DAAD project „Joint Course on OOP using Java“ © Java as the Introductory OO Course: Why and How?  Still there are a lot of discussions/numerous papers presenting dilemma which programming language to teach as a first which approach to adopt imperative or object first.  Key principles To take any programming language designed for teaching purposes From time to time students complain about choice of “old- fashioned" language Teach students essences of programming and algorithmic style of thinking Not to bother students with particularities of concrete programming language and allow them spending hours in finding senseless errors in their programs

DAAD project „Joint Course on OOP using Java“ © Java as the Introductory OO Course: Why and How?  Our Institutions: Within CS1 course, we use one of teaching languages (Pascal, Modula-2). Imperative first approach.  Fashionable at many universities – start with Java.  We agree with some authors. To concentrate first on the essential concepts of imperative programming. Later explain object-oriented concepts.  Language, designed for teaching purposes, gives teachers the best balance in separating: educational aspects of programming from the training aspects of coding, adopting algorithmic style of thinking and problem solving.

DAAD project „Joint Course on OOP using Java“ © 11 AGENDA 1.Research visit 2.Technology Enhanced Learning in University Courses 1.Java as the Introductory OO Course: Why and How? 2.Course Profile 3.Technology-enhanced Learning in Java Courses 4.Key Findings and Recommendation 3.Conclusion

DAAD project „Joint Course on OOP using Java“ © Course Profile  UNS-PMF Content - majority of second year students master essentials of Java and OO programming. Good bases further improve and upgraded in subsequent courses.  MUNI-FI Java (second year course) focuses on understanding of the object- oriented paradigm. Students -Become familiar with the basic Java and OO terminology. -Be able to analyze, design and implement simple software solutions with the appropriate tools.  After completion, the students are able to follow consequent courses.  But, they are not skilled to build more serious programs.

DAAD project „Joint Course on OOP using Java“ © Course Profile Context  Same model (UNS-PMF, MUNI) according to Bologna requirements. Object-Oriented Programming I, 3rd term. Java Programming, 3rd term.  Similar context - algorithmic and procedural programming is expected.

DAAD project „Joint Course on OOP using Java“ © Course Profile Methodology  UNS-PMF - traditional course with online tools for delivery of self- study instructional units.  MUNI-FI - blended learning (combined face-to-face and online learning), including principles of Person Centered Approach (PCA). students achieve superior results, higher self-confidence, creativity, openness to experience, and respect (according to core attitudinal conditions.)  Both institutions are convinced: programming skills should be best acquired in interaction.  MUNI-FI explicitly employs PCA while UNS-FMP approaches the same principles intuitively.  In both cases: a blended-learning modus, semi-automated assessment tools.

DAAD project „Joint Course on OOP using Java“ © Course Profile Learning Design  Both institutions apply similar assessment criteria: practical tasks, in-lab activities, in-term tests, and a final test; UNS- PMF + oral exam.  Students are encouraged to react and put questions immediately: interpersonal sharing, promoting the attitudes of acceptance, realness, and understanding.  Diverge in the overall assessment model: UNS-PMF mixes practical tasks and theoretical (technology-supported) tests. MUNI-FI concentrates on assessing practical achievements only: also include homeworks, no oral examination. Linear grading model - points are simply summed together.

DAAD project „Joint Course on OOP using Java“ © 16 AGENDA 1.Research visit 2.Technology Enhanced Learning in University Courses 1.Java as the Introductory OO Course: Why and How? 2.Course Profile 3.Technology-enhanced Learning in Java Courses 4.Key Findings and Recommendation 3.Conclusion

DAAD project „Joint Course on OOP using Java“ © Technology-enhanced Learning in Java Courses  TEL brings a number of advantages in teaching OO programming  Both institutions apply blended learning style using different educational tools LMS and Tutoring Systems Assessment Tools Communication and Cooperation

DAAD project „Joint Course on OOP using Java“ © Technology-enhanced Learning in Java Courses LMS and Tutoring Systems  UNS-PMF Moodle with extended personalization features (Komlenov et al., 2010); Mag, a web-base tutoring system which is a part of the integrated learning environment MILE (Ivanovic et al., 2008). eLessons are used, some of the quizzes as well, but also glossaries, wikis, discussion forums  MUNI-FI - learning patterns supported by services: delivery of learning materials (slides, demos and video recordings from lectures, links to other learning resources) submission folders for collecting task solutions on-line tools for testing submitted solutions administration of assessment results discussion forums and other communication means

DAAD project „Joint Course on OOP using Java“ © Technology-enhanced Learning in Java Courses Assessment Tools

DAAD project „Joint Course on OOP using Java“ © Technology-enhanced Learning in Java Courses Communication and Cooperation  UNS-PMF - use s and LMS Moodle: discussion forums, instant messages, chat sessions, . allow students to share ideas, help each other to solve common issues, to post their inquiries or reactions to a course (or group) discussion forum, to contact the teachers and get feedback just in time  MUNI-FI - University IS is equipped with e-learning and communication services. Integrated system: mass targeted to specific groups e.g. students of a course, or members of a lab group. Students can post inquiries or reactions to a course (or group) discussion forum.

DAAD project „Joint Course on OOP using Java“ © Technology-enhanced Learning in Java Courses Communication and Cooperation  At both institutions Student are hesitating to massively use e-learning 2.0 services (blog, wiki, chat). Prefer discussion forums, and at UNS-PMF use direct e- mailing.  MUNI-FI: most of the students tend to discuss things directly at the lectures or contact the instructors in the labs.

DAAD project „Joint Course on OOP using Java“ © 22 AGENDA 1.Research visit 2.Technology Enhanced Learning in University Courses 1.Java as the Introductory OO Course: Why and How? 2.Course Profile 3.Technology-enhanced Learning in Java Courses 4.Key Findings and Recommendation 3.Conclusion

DAAD project „Joint Course on OOP using Java“ © Key Findings and Recommendation  The comparison of both Java courses - drawn common useful conclusions. Java need not be a CS1 course. Object-first approach is not a must. Technology-enhanced learning rises popularity of a course. It helps motivated students. Students are not ready for “e-learning 2.0” (yet?). Even grading can be automated. Keep the grading schema simple. Homeworks count to grading. Higher demand on teachers. Design surveys well.

DAAD project „Joint Course on OOP using Java“ © 24 AGENDA 1.Research visit 2.Technology Enhanced Learning in University Courses 1.Java as the Introductory OO Course: Why and How? 2.Course Profile 3.Technology-enhanced Learning in Java Courses 4.Key Findings and Recommendation 3.Conclusion

DAAD project „Joint Course on OOP using Java“ © Conclusion  Technology-enhanced learning is routinely applied at both institutions.  Feedback is positive from both teachers and students.  To achieve defined goals, it is necessary to employ a wide variety of pedagogical methodologies and tools for TEL.  There is still room for in-house solutions, but open-source alternatives are gaining on importance (specifically when extended to support adaptability and personalization).  Key question: how and how far should we go in applications of e-learning 2.0 patterns and tools?

DAAD project “Joint Course on OOP using Java” Humboldt University Berlin, University of Novi Sad, ‘Polytehnica’ University of Timisoara, University of Plovdiv, University of Belgrade Ivanjica, September 6, 2010 Mirjana Ivanović, Tomaš Pitner (Masaryk Univetsity, Brno, Czech) Influences of Technology Enhanced Learning in Teaching and Assessing Java Programming - Serbian and Czech Experiences