The Comparability Between Modular and Non-Modular
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Compiler Error Messages Considered Unhelpful: the Landscape of Text-Based Programming Error Message Research
Working Group Report ITiCSE-WGR ’19, July 15–17, 2019, Aberdeen, Scotland Uk Compiler Error Messages Considered Unhelpful: The Landscape of Text-Based Programming Error Message Research Brett A. Becker∗ Paul Denny∗ Raymond Pettit∗ University College Dublin University of Auckland University of Virginia Dublin, Ireland Auckland, New Zealand Charlottesville, Virginia, USA [email protected] [email protected] [email protected] Durell Bouchard Dennis J. Bouvier Brian Harrington Roanoke College Southern Illinois University Edwardsville University of Toronto Scarborough Roanoke, Virgina, USA Edwardsville, Illinois, USA Scarborough, Ontario, Canada [email protected] [email protected] [email protected] Amir Kamil Amey Karkare Chris McDonald University of Michigan Indian Institute of Technology Kanpur University of Western Australia Ann Arbor, Michigan, USA Kanpur, India Perth, Australia [email protected] [email protected] [email protected] Peter-Michael Osera Janice L. Pearce James Prather Grinnell College Berea College Abilene Christian University Grinnell, Iowa, USA Berea, Kentucky, USA Abilene, Texas, USA [email protected] [email protected] [email protected] ABSTRACT of evidence supporting each one (historical, anecdotal, and empiri- Diagnostic messages generated by compilers and interpreters such cal). This work can serve as a starting point for those who wish to as syntax error messages have been researched for over half of a conduct research on compiler error messages, runtime errors, and century. Unfortunately, these messages which include error, warn- warnings. We also make the bibtex file of our 300+ reference corpus ing, and run-time messages, present substantial difficulty and could publicly available. -
Today's Education Terminology
Baldwinsville Central School District 29 East Oneida Street Baldwinsville, NY 13027 Today’s Education Terminology A guide to the terms used in education today in the Baldwinsville Central School District, OCM BOCES, New York State, and around the country Updated 10/17 Academic Intervention Services (AIS) The provision of extra services to pupils who have been identified as being at risk of not achieving the state designated performance level in each subject. ACCESS-VR Office of Vocational and Educational Services for Individuals with Disabilities ADP Average Daily Participation (Food Service) Age Appropriate The term used to describe lessons and activities that are geared to appropriate age levels. ADT Adolescent Day Treatment—One of the several programs serving students whose management and behavioral needs are determined to be highly intensive. AIMSWeb Benchmarking Are powerful assessments that provide useful data that covers skill areas within grade levels. The data is used to inform instruction of students and is pre- dictive of success on state assessments. The fol- lowing are AIMSWeb testing probes: Reading LNF = Letter Naming Fluency Benchmark LSF = Letter Sound Fluency Benchmark PSF = Phoneme Segmentation Fluency Bench- mark NWF = Nonsense Word Fluency Benchmark R-CBM = Oral Reading Fluency Benchmark MAZE = Reading Comprehension Benchmark Math OCM = Oral Counting Measure Benchmark NIM = Number ID Measure Benchmark QDM = Quantity Discrimination Measure Benchmark MNM = Missing Number Measure Benchmark M-COMP = Mathematical Computation Bench- mark MCAP = Mathematical Concepts and Applica- tions Benchmark 2 Annual Review A mandatory meeting at which a child's IEP is modi- fied, adjusted or terminated based on the effective- ness of meeting the child's need. -
Microworlds: Building Powerful Ideas in the Secondary School
US-China Education Review A 9 (2012) 796-803 Earlier title: US-China Education Review, ISSN 1548-6613 D DAVID PUBLISHING Microworlds: Building Powerful Ideas in the Secondary School Craig William Jenkins University of Wales, Wales, UK In the 1960s, the MIT (Massachusetts Institute of Technology) developed a programming language called LOGO. Underpinning this invention was a profound new philosophy of how learners learn. This paper reviews research in the area and asks how one notion in particular, that of a microworld, may be used by secondary school educators to build powerful ideas in STEM (science, technology, engineering, and mathematics) subjects. Keywords: microworlds, programming, STEM (science, technology, engineering, and mathematics), constructionism, education Theories of Knowing This paper examines the microworld as a tool for acquiring powerful ideas in secondary education and explores their potential role in making relevant conceptual learning accessible through practical, constructionist approaches. In line with this aim, the paper is split into three main sections: The first section looks at the underlying educational theory behind microworlds in order to set up the rest of the paper; The second section critically examines the notion of a microworld in order to draw out the characteristics of a microworlds approach to learning; Finally, the paper ends with a real-world example of a microworld that is designed to build key, powerful ideas within a STEM (science, technology, engineering, and mathematics) domain of knowledge. To begin to understand the educational theory behind microworlds, a good starting point is to consider the ways in which learners interact with educational technology. In 1980, Robert Taylor (1980) provided a useful framework for understanding such interactions. -
A Simplified Introduction to Virus Propagation Using Maple's Turtle Graphics Package
E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package A simplified introduction to virus propagation using Maple's Turtle Graphics package Eugenio Roanes-Lozano Instituto de Matemática Interdisciplinar & Departamento de Didáctica de las Ciencias Experimentales, Sociales y Matemáticas Facultad de Educación, Universidad Complutense de Madrid, Spain Carmen Solano-Macías Departamento de Información y Comunicación Facultad de CC. de la Documentación y Comunicación, Universidad de Extremadura, Spain Eugenio Roanes-Macías Departamento de Álgebra, Universidad Complutense de Madrid, Spain [email protected] ; [email protected] ; [email protected] Partially funded by the research project PGC2018-096509-B-100 (Government of Spain) 1 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package 1. INTRODUCTION: TURTLE GEOMETRY AND LOGO • Logo language: developed at the end of the ‘60s • Characterized by the use of Turtle Geometry (a.k.a. as Turtle Graphics). • Oriented to introduce kids to programming (Papert, 1980). • Basic movements of the turtle (graphic cursor): FD, BK RT, LT. • It is not based on a Cartesian Coordinate system. 2 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package • Initially robots were used to plot the trail of the turtle. http://cyberneticzoo.com/cyberneticanimals/1969-the-logo-turtle-seymour-papert-marvin-minsky-et-al-american/ 3 E. Roanes-Lozano, C. Solano-Macías & E. Roanes-Macías.: A simplified introduction to virus propagation using Maple's Turtle Graphics package • IBM Logo / LCSI Logo (’80) 4 E. -
Open the Entire Book
PRoGRaAMS an PRACTICES Writing Across the Secondary School Curriculum Edited by Pamela Farrell-Childers • Anne Ruggles Gere • Art Young Boynton/Cook Publishers Heinemann Portsmouth, NH Boynton/Cook Publishers, Inc. A Subsidiary of Reed Publishing (USA) Inc. 361 Hanover Street, Portsmouth, NH 03801-3912 Offices and agents throughout the world Copyright © 1994 by Pamela B. Farrell-Childers, Anne Ruggles Gere, and Art Young. All rights reserved. No part of this book may be reproduced in any form or by electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review. Editor: Peter Stillman Production: J. B. Tranchemontagne Cover design: Julie Hahn Every effort has been made to contact the copyright holders for permission to reprint borrowed material. We regret any oversights that may have occurred and would be happy to rectify them in the future printings of this work. Library of Congress Cataloging-in-Publication Data Programs and practices: writing across the secondary school curriculum/edited by Pamela B. Farrell-Childers, Anne Ruggles Gere, Art Young. p. em. Includes bibliographical references. ISBN 0-86709-334-X 1. English language- Composition and exercises- Study and teaching (Secondary)- United States. 2. Interdisciplinary approach in education- United States. I. Farrell-Childers, Pamela B., 1943- ll. Gere, Anne Ruggles, 1944- III. Young, Art, 1943- LB1631.P698 1994 808'042'0712- dc20 93-5996 CIP Printed in the United States of America Contents Introduction 1 Contexts for Change: Problems and Possibilities 7 1 Resistance as Inspiration in a Language and Learning Program Bernadette Glaze and Christopher Thaiss 9 References 19 2 Teachers as Decision Makers: Creating Classroom, School, and Systemwide Changes Marcella Emberger and Clare Kruft with Sally McNelis and Sharon Robbins 20 Appendix A 35 Appendix B 36 References 37 3 Letters from the (Cutting) Edge: Promoting Writing Across the Curriculum Through Assessment Lois E. -
Papert's Microworld and Geogebra: a Proposal to Improve Teaching Of
Creative Education, 2019, 10, 1525-1538 http://www.scirp.org/journal/ce ISSN Online: 2151-4771 ISSN Print: 2151-4755 Papert’s Microworld and Geogebra: A Proposal to Improve Teaching of Functions Carlos Vitor De Alencar Carvalho1,4, Lícia Giesta Ferreira De Medeiros2, Antonio Paulo Muccillo De Medeiros3, Ricardo Marinho Santos4 1State University Center of Western, Rio de Janeiro, RJ, Brazil 2CEFET/RJ, Valença, RJ, Brazil 3Rio de Janeiro Federal Institute (IFRJ), Pinheiral, RJ, Brazil 4Vassouras University, Vassouras, RJ, Brazil How to cite this paper: De Alencar Car- Abstract valho, C. V., De Medeiros, L. G. F., De Me- deiros, A. P. M., & Santos, R. M. (2019). This paper discusses how to improve teaching of Mathematics in Brazilian Papert’s Microworld and Geogebra: A Pro- schools, based on Seymour Papert’s Constructionism associated with Infor- posal to Improve Teaching of Functions. mation Technology tools. Specifically, this work introduces the construction- Creative Education, 10, 1525-1538. https://doi.org/10.4236/ce.2019.107111 ist microworld, a digital environment where students are able to build their knowledge interactively, in this case, using dynamic mathematics software Received: June 6, 2019 GeoGebra. Accepted: July 14, 2019 Published: July 17, 2019 Keywords Copyright © 2019 by author(s) and Microworld, GeoGebra, Seymour Papert, Information Technologies in Scientific Research Publishing Inc. Education This work is licensed under the Creative Commons Attribution International License (CC BY 4.0). http://creativecommons.org/licenses/by/4.0/ Open Access 1. Introduction This research’s main goal is to present a proposal to help Brazilian teachers im- prove their educational practices. -
4 MICRO WORLDS: TRANSFORMING EDUCA TION 1 Seymour Papert
MICRO WORLDS: 4 TRANSFORMING EDUCA TION 1 Seymour Papert Arts and Media Technology Center Massachusetts Institute of Technology Cambridge. MA Looking at how computers are used in education, one is tempted to start classifying. It's a little dangerous to do this, but I would like to start off with a very crude classification of three ways of using computers, just to place a certain set of problems into perspective. First, as tutorials in one sense or another - which is by far the most widespread, best known, and earliest use - where the computer serves as a sort of mechanized instructor. Secondly, as tools for doing something else: as calculators, word processors, simulators, or whatever. And thirdly, a different concept altogether: as microworlds. Here I shall concentrate on the notion of microworld and talk about its relations both to computers and to theories of learning. The other uses of computers surely have a role - but they are not what will revolutionize education. One microworld which is already widely known is the Logo turtle mi croworld. Briefly, this world is inhabited by a small object on the screen. In some versions, it is shaped like a triangle, in others, like an actual turtle. To make it move and draw lines, you talk to it by typing commands on the keyboard. For example, if you say FORWARD 50, the turtle will move in the direction it's facing and draw a line 50 units long, 50 "turtle steps" children might say. Then if you say RIGHT 90, it will turn 90 degrees. And then you can tell it to go forward again, or back, turn through any angle, or lift its pen up so it moves without leaving a trace. -
Logo Philosophy and Implementation TABLE of CONTENTS
Logo Philosophy and Implementation TABLE OF CONTENTS INTRODUCTION What is Logo? Who Needs It? by Seymour Papert ................................................... IV THE COMPUTER IN COSTA RICA: A New Door to Educational and Social Opportunities Photographs accompanying each chapter are used by Clotilde Fonseca ........................................................... 2 with permission of the authors. THE SAINT PAUL LOGO PROJECT: The samba school photograph in the Brazil chapter is used with permission An American Experience of the photographer John Maier Jr. by Geraldine Kozberg and Michael Tempel ............................ 22 THE RUSSIAN SCHOOL SYSTEM AND THE LOGO APPROACH: Two Methods Worlds Apart Graphic design by Le groupe Flexidée by Sergei Soprunov and Elena Yakovleva ............................... 48 © Logo Computer Systems Inc. 1999 A LOGO POSTCARD FROM ARGENTINA All rights reserved. by Horacio C. Reggini .................................................................... 78 No part of the document contained herein may be reproduced, stored LOGO IN AUSTRALIA: in retrieval systems or transmitted, in any form or by any means, A Vision of Their Own photocopying, electronic, mechanical, recording or otherwise, without by Jeff Richardson ............................................................ 96 the prior approval from Logo Computer Systems Inc. THE CONSTRUCTIONIST APPROACH: Legal deposit, 1st semester 1999 The Integration of Computers ISBN 2-89371-494-3 in Brazilian Public Schools Printed 2-99 by Maria Elizabeth B. Almeida -
Cross-Listed with Computer Science) Spring 2005 Wednesday, 1:30-4:30 PM Annenberg 303, North Learning Studio
A CONSTRUCTIONIST APPROACH TO THE DESIGN OF LEARNING ENVIRONMENTS Learning Sciences 426 (cross-listed with Computer Science) Spring 2005 Wednesday, 1:30-4:30 PM Annenberg 303, North Learning Studio Professor: Uri Wilensky Address: Annenberg 311 Phone: 847-467-3818 E-mail: [email protected] TAs: Paulo Blikstein (467-3859 [email protected]) & Josh Unterman (467-2816 [email protected]) Course Web Site: http://ccl.northwestern.edu/courses/cd2005/ Course Instructors: [email protected] Course Members (students and faculty): [email protected] Course Description This course is a hands-on practicum in designing and building technology-enabled curricula and/or educational software. We will use many rich software toolkits designed to enable novice programmers to get their “hands dirty” doing iterative software design. In addition to the hands-on component, the course is also designed to introduce you to the Constructionist Learning design perspective. This perspective, first named by Seymour Papert and greatly influenced by the work of Jean Piaget, is very influential in the learning sciences today. The Constructionist approach starts with the assumption that teaching cannot successfully proceed by simply transferring knowledge to students’ heads. Skillful teaching starts with the current state of knowledge of the student. In order for students to learn effectively, they need to construct the knowledge structures for themselves. In this class, we will engage in the construction of artifacts and, through such constructions, explore and evaluate the design of construction kits and tools to enable learners to construct motivating and powerful artifacts. In the spirit of Constructionism, students in this course will self-construct their own understanding of the educational software and of the literature through constructing artifacts (both physical and virtual) and engaging in reflective discussion of both the artifacts and the tools used to construct them. -
1 Chapter 3 Microworlds, Objects First, Computational Thinking And
Chapter 3 Microworlds, Objects First, Computational Thinking and Programming Greg Michaelson School of Mathematical & Computer Sciences Heriot-Watt University Edinburgh, Scotland 1. Overview Teaching of programming has long been dominated by language oriented approaches, complemented by industrial design techniques, with little attendant pedagogy. An influential alternative has been Papert's constructivism, through playful exploration of constrained microworlds. The archetypal microworld is based on turtle graphics, as exemplified in Papert's Logo language. Here, students compose and repeat sequences of operations to steer and move a turtle that leaves a trail behind it. Contemporary graphical environments, like Alice and Scratch, augment the turtle world with colourful interacting animated avatars. However, the microworld approach scales poorly to systematic programming driven by problem solving. Many students find the transition from novice coding to problem solving oriented programming problematic (Moors and Sheenan, 2017). Furthermore, microworld languages tend to be relatively impoverished, lacking types and data structures. Objects First is a contemporary approach to teaching programming through object orientation, which seeks to bridge microworlds and systematic programming. Here, students explore, modify and extend pre-formed objects analogous to microworlds, in constrained subsets of full strength languages, typically Java. However, there is growing evidence that, as with the original microworlds, some students find the transition to problem solving based programming difficult. Computational thinking (CT), as popularised by Wing, offers an approach to problem solving in which programming is the final stage. CT has been widely heralded as a new pedagogy of programming. However, interpretations of CT vary widely from a loose assemblage of techniques to a systematic discipline. -
Open the Entire Book
Alternatives to Grading Student Writing NCTE Editorial Board: Pat Cordeiro, Colette Daiute, Bobbi Fisher, Brenda Greene, Richard Luckert, Bill McBride, Alleen Pace Nilsen, Jerrie Cobb Scott, Karen Smith, Chair, ex officio, Michael Greer, ex officio NCTE Committee on Alternatives to Grading Student Writing Robert Baroz, Ripton, Vermont Nick Carbone, University of Massachusetts at Amherst Mary Beth Cody, University of Nevada, Reno Marilyn Cooper, Michigan Technological University, Houghton Alice Cross, Horace Greeley High School, Chappaqua, New York Dallas Davies, Fremont High School, Sunnyvale, California Carol Dietrich, DeVry Institute of Technology, Columbus, Ohio Pamela Childers, The McCallie School, Chattanooga, Tennessee Elizabeth Hodges, Virginia Commonwealth University, Richmond Gwendolyn Jones, Tuskegee Institute, Alabama Jean Ketter, Grinnell College, Iowa Immaculate Kizza, University of Tennessee, Chattanooga Terri LeClercq, University of Texas Law School, Austin Marie Wilson Nelson, National Louis University, Tampa, Florida Lynda Radican (Associate Chair), California State University-Sacramento Joe Strzepek, University of Virginia, Charlottesville Stephen Tchudi (Chair), University of Nevada, Reno Alternatives to Grading Student Writing Edited by Stephen Tchudi University of Nevada, Reno NCTE Committee on Alternatives to Grading Student Writing National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Manuscript Editor: Robert A. HeisterIHumanities & Sciences Associates Production Editor: Jamie Hutchinson Interior Design: Doug Burnett Cover Design: Loren Kirkwood NCTE Stock Number: 01305-3050 ©1997 by the National Council of Teachers of English. All rights reserved. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a fo rum for the open discussion of ideas concerning the content and the teaching of English and the language arts. -
De-Grading Assessment: Rejecting Rubrics in Favor of Authentic Analysis
De-grading Assessment: Rejecting Rubrics in Favor of Authentic Analysis Deborah L. Borman* ABSTRACT Assigning grades is the least joyful duty of the law professor. In the current climate of legal education, law professors struggle with issues such as increased class size, providing “practice-ready” graduates, streamlining assignments, and accountability in assessment. In an effort to ease the burden of grading written legal analyses, individual professors or law school writing programs or both may develop articulated rubrics to assess students’ written work. Rubrics are classification tools that allow us to articulate our judgment of a written work.1 Rubrics may be as extensive as twenty categories and subcategories or may be limited to only a few criteria. By definition, rubrics require the development of rigid, standardized criteria that the student must fulfill to earn a certain number of points. Points earned in each section of the rubric are totaled to form the basis for the student’s grade. In assessing legal analyses according to a standardized rubric, however, many subtleties of structure or content and much of the creativity * Visiting Assistant Professor, Seattle University School of Law. Author’s note: I have more people to thank than a Best Actor winner at the Academy Awards: For this grant, thanks to LWI & ALWD and everyone on the grant committee, and in particular Mary Adkins for mentoring and reading and Greg Johnson for saintly patience. Sue Provenzano for my title. For support, encouragement, humor, power boosting, and a productive writing retreat: Debra Austin. Kim Holst, for insisting that every single one of my talks are articles.