Cloud computing is a significant alternative in today's educational perspective. The technology gives the students and teachers the opportunity to quickly access various application platforms and resources through the web pages on-demand. Unfortunately, not all educational institutions often have an ability to take full advantages of the newest information technology. The paper analyzes possibilities of the cloud computing technology that can help educational institutions to support the process of teaching and learning.
There is also presented a cloud computing technology based solution introducing the MS Live@Edu environment as a means of communication and collaboration between lecturers and students. The authors have a successful experience of using MS Live@Edu during 3 academic years for delivering about 10 unique courses for approximately 700 students in Kaunas University of Technology (KTU). The use of MS Live@Edu environment for educational purposes is summarized by explaining the advantages of cloud computing gained both by lecturers and students.
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.
Motivation plays a key role in the learning process. This paper describes an experience in the context of undergraduate teaching of Artificial Intelligence at the Computer Science Department of the Faculty of Sciences in the University of Porto. A sophisticated competition framework, which involved Prolog programmed contenders and game servers, including an appealing GUI, was developed to motivate students on the deepening of the topics covered in class. We report on the impact that such a competitive setup caused on students' commitment, which surpassed our most optimistic expectations.
Program visualization (PV) is potentially a useful method for teaching programming basics to novice programmers. However, there are very few studies on the effects of PV. We have developed a PV tool called ViLLE at the University of Turku. In this paper, multiple studies on the effects of the tool are presented. In addition, new qualitative data about students' feedback of using the tool is presented. Both, the results of our studies and the feedback indicate that ViLLE can be used effectively in teaching basic programming concepts to novice programmers.
Extreme Programming (XP) shows several interesting approaches which are very attractive for education. It is centered around early and incremental creation of working software. In the following, the chances XP offers for class are shown - especially for use in a class project, but also for practical phases in all lessons where programming is useful. Finally several common problems which can occur with XP will be shown as well as how to deal with them to make the use in class as smooth as possible.