Computer Science and Educational Software Design: A Resource for Multidisciplinary Work in Technology Enhanced Learning
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Developing educational software requires thinking, problematizing, representing, modeling, implementing and analyzing pedagogical objectives and issues, as well as conceptual models and software architectures. Computer scientists face the difficulty of understanding the particular issues and phenomena to be taken into account in educational software projects and of avoiding a naïve technocentered perspective. On the other hand, actors with backgrounds in human or social sciences face the difficulty of understanding software design and implementation issues, and how computer scientists engage in these tasks.
Tchounikine argues that these difficulties cannot be solved by building a kind of “general theory” or “general engineering methodology” to be adopted by all actors for all projects: educational software projects may correspond to very different realities, and may be conducted within very different perspectives and with very different matters of concern. Thus the issue of understanding each others’ perspectives and elaborating some common ground is to be considered in context, within the considered project or perspective. To this end, he provides the reader with a framework and means for actively taking into account the relationships between pedagogical settings and software, and for working together in a multidisciplinary way to develop educational software.
His book is for actors engaged in research or development projects which require inventing, designing, adapting, implementing or analyzing educational software. The core audience is Master’s and PhD students, researchers and engineers from computer science or human and social sciences (e.g., education, psychology, pedagogy, philosophy, communications or sociology) interested in the issues raised by educational software design and analysis and in the variety of perspectives that may be adopted.
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Tasks should be addressed via the LMS. The way the CBPS is defined implicitly acknowledges the fact that learners may achieve these tasks in a variety of ways and may use whatever means they find to be convenient. 2 Examples 11 3. Pedagogical objectives (and considerations) are usually multiple and mixed. For instance, in a setting such as the biology inquiry learning CBPS it is likely that meta-level dimensions and skills (related to inquiry processes) and domainrelated ones (related to.
With some information, tutoring learners while they solve a problem or supporting them when they interact with peers. Presenting or analyzing software from an educational point of view thus requires making explicit the considered pedagogical setting or type of pedagogical setting. From this perspective, a pedagogical setting may be defined as follows: A pedagogical setting is a setting designed to lead learners to develop an activity propitious to the fact that some given targeted pedagogical.
JavIT is an ITS designed to address a precise CBPS, the Java programming CBPS introduced in Chap. 1. The approach is anchored in constructivist and cognitive theories: one learns design and programming by building programs and getting some feedback on the built program and the way it is built. Learners are provided with a set of exercises, each introduced by a text that explains what the program they are asked to construct should be able to do; they are supposed to achieve the task by using the.
A certain number of considerations related to educational software design issues that were first addressed in Chap. 1, and anchored them in a theoretical perspective. These considerations define the rationale for this book: addressing the problem of making explicit matters of concern and work, within the intrinsic difficulties and limits of this exercise. Without going again through the argumentation developed in Chap. 1, in summary, drawing attention to this issue and proposing means to address.
Interpretations, and considerations may range from sharing resources on Webplatforms to cognitive processes: effective work, what may be considered as a result and how this may be evaluated can be very different. This issue is emphasized by the fact that there might be important differences between the matters of concern at the CBPS level and the implications at the software level. From a knowledgecapitalization perspective, an important requirement is to consider issues and results defined at.