ViSCoS Mobile: Learning Computer Science on the Road Teemu H. Laine, Niko Myller and Jarkko Suhonen Department of Computer Science, University of Joensuu P.O. Box 111 FI-80101 Joensuu, FINLAND +358 13 251 7929 [email protected] ABSTRACT The aim in the ViSCoS Mobile is to allow more flexible ways to We have been running for several years an online study program study the first year computer science studies. Mobile technologies called ViSCoS where one can study the first year Computer have also potential to introduce totally new ways to support Science studies through the Internet. Currently, we are working learning, such as deepening the community awareness among the on transferring the program into mobile devices. The project for students. The purpose of this paper is not to evaluate or test expanding the current PC-based solution towards mobile devices already existing solutions, but to elaborate and discuss the has been given a name ViSCoS Mobile. We discuss the possibilities and challenges of the ViSCoS Mobile concept. We possibilities and problems related to the design of the ViSCoS also analyze the first potential solutions for implementing the Mobile and propose preliminary solutions to them. Three ViSCoS Mobile. development “threads” for the ViSCoS Mobile are identified: adaptation of the course materials and digital learning tools used 2. VISCOS ONLINE STUDY PROGRAM in the ViSCoS studies, a possibility to program with a mobile In ViSCoS (Virtual Studies of Computer Science) online learning device while learning Java programming and enhancement of program, students study the first year university-level computer student support via mobile learning solutions, such as science courses via the web. The curriculum of ViSCoS consists mobileBlogs. The limited capabilities of the mobile devices are a of three main areas – the preliminaries of ICT, basics of major obstacle, but we argue that with a proper tool development programming with Java, and an introduction to computer science this issue can be overcome. [7]. ViSCoS courses require about 600 hours of work (equals to 25 credit points in the European Credit Transfer System). The Keywords courses are given within three half-year semesters: the aim is to Mobile learning, mobile devices, distance education, content finish the studies in one and a half years time [18]. Table 1 shows adaptation. the content of the ViSCoS courses. 1. INTRODUCTION Table 1. Courses in ViSCoS. Mobile devices and services have potential to introduce new Course Content innovations in the area of education. This is also the case in the Computer Science Education community. The main advantages of Introduction to ICT and Introduction to preliminaries of ICT and Computing computing. Practical skills of using word these devices, namely limitless mobility and small size, can bring processing and spreadsheet applications, basics of new dimensions to the learning processes of the students. Unix However, despite of the advantages mobile devices are not yet Programming I Algorithmical thinking. Basic structures of commonly used, for instance, in the distance learning settings. programming with Java. Current course management systems, such as WebCT or Moodle, Programming II Introduction to object-oriented programming do not support the connection with mobile technologies [10]. (objects, classes, inheritance) Hardware, Computer An overview of architecture of computers, Mobile learning in our case is defined as the ability of using Architecture and parsers, system software, and databases mobile devices to access learning materials and environments. Operating Systems Mobile devices include wide range of technologies from mobile Programming Project Software design. Implementation, testing and phones with Internet connection to Personal Digital Assistants documentation of a small application. (PDA) designed to be personal information managers. Therefore, Introduction to the General understanding about the ethics of students are able to use several different platforms from diverse Ethics of Computing computing locations to study and learn. Learning is not necessarily tied to a Design of Algorithms Introduction to basic issues in computer science: specific environment or a learning space. algorithms, computation, and data structures Research Fields of Introduction to a selection of research fields in It has been argued that as long as computers are not ready-at- Computer Science computer science. Especially those carried out at hand, they will not be used in daily basis on learning and studying the University of Joensuu. [17]. Mobile devices have potential to reach this level. In an ideal situation, learners could use whatever device to conduct learning activities. With a mobile device, students could, for instance, ViSCoS studies started in September 2000. At first, ViSCoS was carry their study notes everywhere. offered solely to high school students in the surrounding area of Joensuu, and it was open and free for anyone who was interested. 143 Later, the program has expanded to other parts of Finland. From Three possible threads for the ViSCoS Mobile have been year 2004, ViSCoS is run together with the Continuing Education identified emerging from the challenges and possibilities of Center of the University of Joensuu. Adult students can also study mobile learning. First, the course content and applied digital in ViSCoS, and the whole program costs 250 euros for high learning tools in ViSCoS could be adapted according to mobile school students and 350 euros for other students. device characteristics. Content adaptation would support the Table 2 shows the number of students starting and graduating in portability of the ViSCoS studies, because students could use ViSCoS between years 2000-2005. Altogether 94 students have variety of devices to access the learning materials and digital completed the program during this time. If students pass the learning tools [14]. This would enable more versatile ways to program with marks high enough (grade 2 out of 3), they are free study the courses. to enter the organizing university as computer science majors. In Another challenging aspect is the programming with mobile other words: students, who start their university studies already at devices during the programming courses (Programming I and II, the high school, can finish their university degree earlier. Programming Project). It could bring new motivational Table 2. Number of students in ViSCoS. dimensions to the students’ learning experiences, if there were possibilities to develop and run programs in mobile devices. Group 2000 2001 2002 2003 2004 2005 Hence, a mobile device would be used as a tool to learn (starting year) programming. It is already possible to implement a program to a Student 89 184 156 94 101 70 mobile device in the Programming Project course, but starting programming with a mobile device could introduce new Graduated 22 42 14 16 - *) - *) interesting possibilities to the course. The problem with onboard programming is that there are only few programming *) studies are underway environments for mobile devices. Tools that are widely used in desktop environments are not applicable in mobile environments due to the technical restrictions of mobile devices, such as small 3. VISCOS MOBILE screen size, low processing power and small size of onboard In the ViSCoS Mobile project, the aim is to create more flexible memory. Inconvenient input methods add another challenge to the ways to study the ViSCoS courses. Although e-learning was road towards successful use of mobile devices to learn promoted by words “anywhere and any time”, this is not exactly programming. true. Currently, the students in the ViSCoS program have to use a Finally, there is a need in the ViSCoS program to enhance the computer connected to the Internet in order to be able to study. student support. For instance, drop out rates in some ViSCoS Normally, the computer is located at home with a broadband courses have been a major problem (see Table 2) [18]. If we want connection, thus limiting the mobility of the student. Following more students to finish their studies, new student counseling or the idea of ubiquitous computing [21], we would like to be able to supportive efforts are needed. A mobile device could be used, for offer the students a truly “anywhere and any time” education instance, to enhance social interactivity among the students via within the ViSCoS program. data exchange and collaboration [14]. Other natural activities Another issue that motivates us is the developing areas (e.g. in supported by mobile devices are the time management, Africa or Asia) where computers and land line connections are communication and productivity tools. According to Corlett et al. rare. In these environments, a mobile device is often the only way [3], communication tools and time management activities were to take contact to the rest of the world. Furthermore, there are few the most useful for students learning with mobile devices. possibilities to receive ICT education, even though those skills Possible student counseling activities implemented in the ViSCoS might have an impact on lives of the people in the form of Mobile are managing the timetables and sending instant messages employment or self-expression [4]. to peers and instructors. ViSCoS Mobile could also support Other issues affecting the implementation of the ViSCoS Mobile various learning tools, such as digital learning portfolios and are related to the characteristics