Informatics in Education

The paper aims to analyse several scientific approaches how to evaluate, implement or choose learning content and software suitable for personalised users/learners needs. Learning objects metadata customisation method as well as the Method of multiple criteria evaluation and optimisation of learning software represented by the experts' additive utility function are analysed in more detail. The value of the experts' additive utility function depends on the learning software quality evaluation criteria, their ratings and weights. The Method is based on the software engineering Principle which claims that one should evaluate the learning software using the two different groups of quality evaluation criteria - `internal quality' criteria defining the general software quality aspects, and `quality in use' criteria defining software personalisation possibilities. The application of the Method and Principle for the evaluation and optimisation of learning software is innovative in technology enhanced learning theory and practice. Application of the method of the experts' (decision makers') subjectivity minimisation analysed in the paper is also a new aspect in technology enhanced learning science. All aforementioned approaches propose an efficient practical instrumentality how to evaluate, design or choose learning content and software suitable for personalised learners needs.

The paper presents the part of research for determining the link between technical knowledge of Lithuanian youth and their independence in performing jobs connected with engineering. It has also been attempted to trace whether exists any difference in this respect between the groups of boys and girls. For the research sample, young people from secondary and adult secondary schools, vocational schools, business and technical colleges, as well as university students have been chosen. Tests on theoretical technical knowledge and applied technical knowledge and questionnaire ``Young people and engineering'' have been employed as assessment instruments. The research leads to the conclusion independence in performing technical jobs is an important in acquiring applied technical knowledge for boys, while girls are less influenced by it. Analysis of the link between theoretical technical knowledge and experience gained in this field leads to the conclusion that level of theoretical knowledge of independent girls is higher than that of independent boys.

In order to improve the learning process for students with different pre-knowledge, personal characteristics and preferred learning styles, a certain degree of adaptability must be introduced to online courses. In learning environments that support such kind of functionalities students can explicitly choose different paths through course contents or can be directed to different parts of the instructional material depending on the pace of their advancement in acquiring new knowledge. This paper presents the implementation of such an environment by extending open source learning management system Moodle.

In this paper we present a small-scale study investigating the use of the MicroWorlds Pro multimedia programming environment as an authoring tool for constructing models, simulations and multimedia applications with students of Senior High School. We implemented the cross-thematic educational scenario ``Free fall simulation development'' as an open and flexible framework for activities in actual classroom circumstances, exploring two alternate instructional strategies: a) simulation development from scratch and b) use of a preconstructed microworld, and we observed how the students collaborate and interact with the programming environment. The findings highlight the overall process and the differences in the students' levels of engagement and performance, indicating some special features of the programming environment that contribute to or cause difficulty in the creation of an effective learning environment. We attempt to contribute to the discussion on the main parameters of designing, developing and implementing an effective constructionist approach aimed at engaging students in simulation development as a cross-thematic multimedia project.

This qualitative study explores how using Peer Learning Forums (PLF) in an online asynchronous computer programming course can be analyzed to derive information about Student Activity Focus (SAF) for adult Information Technology students. Three instruments are proposed to assist instructors classify questions posted by students on these forums, obtain easy quantitative measures of their SAF, and use it to gain a better understanding of the type of learning barriers they are encountering. In addition, we also look at the difference in SAF between passing and failing students based on their exam performance. The PLF learning activity and the classification instruments are easily adaptable to other disciplines or courses and allow instructors and students alike to gain a better understanding of what kind of participation is helpful in online asynchronous discussion forums.

While educators teach their students about decision making in complex environments, managers have to deal with the complexity of large projects on a daily basis. To make better decisions it is assumed, that the latter would benefit from better understanding of complex phenomena, as do students as the professionals of the future. The goal of this article is to evaluate the relevance of the use of simulation games for learning about the complexity of large-scale socio-technical projects. Relevant concepts from complex adaptive systems will be introduced or described. The conjecture is that complex adaptive systems can be simulated by games, in which players are able to experience the system workings, and retrieve more insight in their complex behaviour as a result. The multiplayer computer game SimPort-MV2 illustrates this by simulating the decision making process revolving around Maasvlakte 2 (MV2), an extension of the Port of Rotterdam into the North Sea. The game has been played by hundreds of students of higher education. Based on this study, we present preliminary indications of learning and conclusions on how simulation games can provide insights in a complex adaptive system and be used to educate both students and professionals.

Aggregating and sequencing of the content units is at the core of e-learning theories and standards. We discuss the aggregating/sequencing problems in the context of using generative learning objects (GLOs). Proposed by Boyle, Morales, Leeder in 2004, GLOs provide more capabilities, focus on quality issues, and introduce a solid basis for a marked improvement in productivity. We use meta-programming techniques to specify GLOs and then to automatically generate LO units on demand. Aggregating of the generated units to form a compound at a higher granularity level can be performed in various ways depending on the selected criteria or their trade-offs (e.g., complexity, granularity level, semantic density, time constraints, capabilities of modelling the learning process, etc.) that enable to evaluate units in advance. We describe aggregating as an internal sequencing of the content units derived from a GLO. Our contribution is a formal graph-based model to specify the problem when the variability of LO units is large. First we formulate the problem and consider properties of the proposed model; and then we analyze a case study, implementation capabilities, and evaluate the approach for e-learning.

The paper addresses the issue of unusual ICT tool application in the development of communicative competences during drama classes. It also presents the practical implementation of a case study method with the application of ICT tools. The case method was used for an interesting combination of acquiring communicative competences including drama skills by means of applying modern computer software. The target group was the 3rd form pupils of Klaipeda primary school. The activities planned to cover skills of language, drama and ICT.

The paper introduces Verificator, our learning programming interface aimed for learning programming in C++ at the university beginners' level. In teaching programming some specific problems concerning the teaching itself as well as the organization of the teaching process need to be considered. One of the biggest problems is that students tend to adopt certain bad programming habits in their attempt to more easily deal with their examinations, such as trying to write programs without any syntax and logical checking. It is very hard to help them correct those errors once they are deeply rooted. Our students' web questionnaire and its results show that the majority of problems in learning programming among our students arise from the gap between the understanding of programming language syntax and problem-solving algorithms. Verificator prevents students from making a lot of errors they are likely to make in learning programming and helps them to learn programming language syntax and adopt good programming habits.

The first specification for the informatics Matura examination in Poland was published in 2000, and since May 2005 the examination has been organized every year. This article includes some reflections and remarks about formulating examination tasks and pupils' difficulties in solving the tasks collected by the author during her work as an examiner. In the article, four examination tasks from 2008 are considered. These remarks could be useful especially for informatics teachers.