Starlogo TNG: an Introduction to Game Development
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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. -
The Comparability Between Modular and Non-Modular
THE COMPARABILITY BETWEEN MODULAR AND NON-MODULAR EXAMINATIONS AT GCE ADVANCED LEVEL Elizabeth A Gray PhD INSTITUTE OF EDUCATION UNIVERSITY OF LONDON 1 ABSTRACT The prime concern of this thesis is the comparability of two types of assessment now prevalent in Advanced level GeE examinations. The more conventional linear scheme assesses all candidates terminally, and the only way to improve the grade awarded is to re-take the whole examination. In contrast, the relatively new modular schemes of assessment include testing opportunities throughout the course of study. This not only has formative effects but allows quantifiable improvements in syllabus results through the medium of the resit option. There are obvious differences between the two schemes, but this does not necessarily imply that they are not comparable in their grading standards. It is this standard which the thesis attempts to address by considering the different variabilities of each of the schemes, and how these might impinge upon the outcomes of the grading process as evidenced in the final grade distributions. A key issue is that of legitimate and illegitimate variabilities - the former perhaps allowing an improvement in performance while maintaining grading standards; the latter possibly affecting the grading standard because its effect was not fully taken into account in the awarding process. By looking at a linear and modular syllabus in mathematics, the differences between the two are investigated, and although not fully generalisable, it is clear that many of the worries which were advanced when modular schemes were first introduced are groundless. Most candidates are seen to use the testing flexibility to their advantage, but there is little evidence of over-testing. -
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. -
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. -
KIMONO, a Descriptive Agent-Based Modelling Method for the Exploration of Complex Systems: an Application to Epidemiology
KIMONO, a descriptive agent-based modelling method for the exploration of complex systems: an application to epidemiology. Edouard Amouroux To cite this version: Edouard Amouroux. KIMONO, a descriptive agent-based modelling method for the exploration of complex systems: an application to epidemiology.. Modeling and Simulation. Université Pierre et Marie Curie - Paris VI, 2011. English. tel-00630779 HAL Id: tel-00630779 https://tel.archives-ouvertes.fr/tel-00630779 Submitted on 5 Dec 2011 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THESE DE DOCTORAT DE L’UNIVERSITE PIERRE ET MARIE CURIE Spécialité: Informatique (Ecole doctorale: EDITE) Présentée par Edouard AMOUROUX Pour obtenir le grade de DOCTEUR de l’UNIVERSITÉ PIERRE ET MARIE CURIE Sujet de la thèse : KIMONO: une méthode de modélisation descriptive centrée agent pour l'explication des systèmes complexes, une application en épidémiologie soutenue le 30/09/2011 devant le jury composé de : M. Directeur de thèse: Alexis Drogoul, Directeur de Recherche, IRD - UMMISCO / IFI - MSI Rapporteurs: David -
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 -
Metadefender Core V4.17.3
MetaDefender Core v4.17.3 © 2020 OPSWAT, Inc. All rights reserved. OPSWAT®, MetadefenderTM and the OPSWAT logo are trademarks of OPSWAT, Inc. All other trademarks, trade names, service marks, service names, and images mentioned and/or used herein belong to their respective owners. Table of Contents About This Guide 13 Key Features of MetaDefender Core 14 1. Quick Start with MetaDefender Core 15 1.1. Installation 15 Operating system invariant initial steps 15 Basic setup 16 1.1.1. Configuration wizard 16 1.2. License Activation 21 1.3. Process Files with MetaDefender Core 21 2. Installing or Upgrading MetaDefender Core 22 2.1. Recommended System Configuration 22 Microsoft Windows Deployments 22 Unix Based Deployments 24 Data Retention 26 Custom Engines 27 Browser Requirements for the Metadefender Core Management Console 27 2.2. Installing MetaDefender 27 Installation 27 Installation notes 27 2.2.1. Installing Metadefender Core using command line 28 2.2.2. Installing Metadefender Core using the Install Wizard 31 2.3. Upgrading MetaDefender Core 31 Upgrading from MetaDefender Core 3.x 31 Upgrading from MetaDefender Core 4.x 31 2.4. MetaDefender Core Licensing 32 2.4.1. Activating Metadefender Licenses 32 2.4.2. Checking Your Metadefender Core License 37 2.5. Performance and Load Estimation 38 What to know before reading the results: Some factors that affect performance 38 How test results are calculated 39 Test Reports 39 Performance Report - Multi-Scanning On Linux 39 Performance Report - Multi-Scanning On Windows 43 2.6. Special installation options 46 Use RAMDISK for the tempdirectory 46 3. -
Logo Tree Project
LOGO TREE PROJECT Written by P. Boytchev e-mail: pavel2008-AT-elica-DOT-net Rev 1.82 July, 2011 We’d like to thank all the people all over the globe and all over the alphabet who helped us build the Logo Tree: A .........Daniel Ajoy, Eduardo de Antueno, Hal Abelson B .........Andrew Begel, Carl Bogardus, Dominique Bille, George Birbilis, Ian Bicking, Imre Bornemisza, Joshua Bell, Luis Belmonte, Vladimir Batagelj, Wayne Burnett C .........Charlie, David Costanzo, John St. Clair, Loïc Le Coq, Oliver Schmidt-Chevalier, Paul Cockshott D .........Andy Dent, Kent Paul Dolan, Marcelo Duschkin, Mike Doyle E..........G. A. Edgar, Mustafa Elsheikh, Randall Embry F..........Damien Ferey, G .........Bill Glass, Jim Goebel, H .........Brian Harvey, Jamie Hunter, Jim Howe, Markus Hunke, Rachel Hestilow I........... J..........Ken Johnson K .........Eric Klopfer, Leigh Klotz, Susumu Kanemune L..........Janny Looyenga, Jean-François Lucas, Lionel Laské, Timothy Lipetz M.........Andreas Micheler, Bakhtiar Mikhak, George Mills, Greg Michaelson, Lorenzo Masetti, Michael Malien, Sébastien Magdelyns, Silvano Malfatti N .........Chaker Nakhli ,Dani Novak, Takeshi Nishiki O ......... P..........Paliokas Ioannis, U. B. Pavanaja, Wendy Petti Q ......... R .........Clem Rutter, Emmanuel Roche S..........Bojidar Sendov, Brian Silverman, Cynthia Solomon, Daniel Sanderson, Gene Sullivan, T..........Austin Tate, Gary Teachout, Graham Toal, Marcin Truszel, Peter Tomcsanyi, Seth Tisue, Gene Thail U .........Peter Ulrich V .........Carlo Maria Vireca, Álvaro Valdes W.........Arnie Widdowson, Uri Wilensky X ......... Y .........Andy Yeh, Ben Yates Z.......... Introduction The main goal of the Logo Tree project is to build a genealogical tree of new and old Logo implementations. This tree is expected to clearly demonstrate the evolution, the diversity and the vitality of Logo as a programming language. -
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.