dongyongzhang的博客

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.

Abstract—Fundamental concepts of programming and data structures are usually taught with graphical tools such as simulations and animations. Conflictive animations have been proposed to improve students’ understanding of programming concepts. In conflictive animations, errors are introduced in the animations to motivate students to constantly check their knowledge against what is being animated. We have implemented a framework in an animation tool that allows the automatic generation of conflictive animations of statements, expressions, and other programming constructs. The automatic generation is challenging due to the alternative paths execution can take and their side effects. The architecture of the tool consists of several layers that can alter the normal interpretation or visualization of the program. The framework and the tool have been evaluated by creating conflictive animations of two programming concepts—for-loops and inheritance—and by running a set of 27 examples taken from Java textbooks. Of these, over two thirds (19) required no modification or only minor changes to create the conflictive animations. The reasons that the remaining examples did not generate conflictive animations automatically were divided between the layered architecture used and the example program itself.

Abstract—Pervasive learning is a branch of mobile learning with an emphasis on context-awareness. Pervasive learning spaces (PLSs) create bridges from the real world to the virtual world, allowing the context-sensitive utilization of real-world objects and information in the learning process. Thus far, no model of technology integration for PLSs exists. We present a three-year process during which several game-based PLSs were developed. Based on the development experiences and a series of literature analyses, we present a technology integration model for game-based PLSs. The model meets the requirements of context, pedagogy, and game-design with technology. From these requirements, we derive three critical factors for technology integration in PLSs: 1) contextawareness, 2) available resources, and 3) unobtrusiveness of the technology. The model is discussed and evaluated through applying the model to the development process of LieksaMyst, a game-based PLS for a museum. User perceptions and usability of our games are also evaluated. The model can be utilized by PLS designers and developers for determining which requirements must be considered when integrating technology into a PLS. While the foundations of a technology integration model are now laid, work remains to be done in identifying development and evaluation methods based on the model.

Abstract: Following experience elsewhere in the world, China has pinned its hopes for development on industrialisation and China’s economy has grown exceptionally fast in the last two decades. But many unintended environmental consequences have been recognised. This paper asks whether there really is a trade-off between economic and environmental performance. This is considered in the context of China’s macroeconomic performance as well as in the case study of a Chinese state-owned enterprise (SOE) (Zhengzhou Abrasive Company (ZZAC)). The feature of the paper is that stakeholders’ perceptions of the trade-off were considered. Our results indicate that the low economic performance of ZZAC to some extent resulted in its improved environmental performance. However, other factors like investment in pollution abatement, which is also influenced by the economic performance, have had a positive impact. Furthermore, ZZAC is found to have increased its labour productivity level, but is retreating from social commitments. Finally, our results clearly indicate that the characteristics of the stakeholders, as well as their positions in the local economy, make a significant difference to their perception of trade-offs between economic growth and the environment, which will finally affect environmental policy making in China. Copyright # 2007 John Wiley & Sons, Ltd.