Creating Reusable Learning Objects for First Year Programming

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Creating Reusable Learning Objects for First Year
Programming

• Terence Charlton, Lindsay Marshall, Marie Devlin
• Newcastle University

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...anyone who has presented an introductory
programming module will be all too familiar with
students who appear to be totally unable to grasp
the basic concepts. Jenkins Davy Diversity
and Motivation in Introductory Programming ITALICS
. (1)1 (2002)
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Challenges

• Students have problems learning to program,
  especially when using object-oriented languages
• In large heterogeneous classes, it is difficult
  to design instruction that is beneficial for
  everyone
• Students come to university with varying degrees
  of computing experience, skills, motivations and
  expectations
• Need to adopt new and innovative approaches

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Extra Support

• How to provide the right information in the
  right context at the right time to the right
  person
• Explosive growth in mobile technologies capable
  of delivering on-demand learning content to
  students
• iPods and mobile phones in particular are an
  integral part of a students daily life
• Undergraduate survey revealed 83 of students own
  and use a video-capable mobile device

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Going Mobile

• Newcastle University is currently creating a
  series of visually engaging Reusable Learning
  Objects...

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Going Mobile

• Designed to visualise and reinforce abstract
  object-oriented programming concepts
• Examples include objects versus classes,
  inheritance, polymorphism, and encapsulation
• Non-interactive video-podcast for use on mobile
  phone and iPod devices by students on-the-go
• Act as useful primers before instruction and as
  reinforcement and revision aids afterwards

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Going Mobile
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Technology

• Developed in Adobe Flash (using Adobe Flash 8)
• Can be delivered on multiple platforms, and
  easily converted to video for use on mobile
  devices
• Emphasising episodic delivery (exploring one
  single concept at a time), each RLO runs for 10
  minutes
• Instructional material for each episode derived
  mainly from our current introductory programming
  course content

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Design

• Familiar visual setting that is analogous to the
  students real-world learning environment
• Simple graphics and animations used in place of
  text wherever relevant
• A virtual narrator introduces and summarises
  the key concepts discussed in each episode
• Students believe they are active participants
  in the dialogue

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Early Findings

• Feedback so far has been extremely positive
• Students feel the RLOs provide a great way to
  reinforce the topics covered in class, and make
  ideal revision aids
• The majority also felt that, although largely
  passive, the learning content managed to engage
  them and encourage critical, independent thinking
• Appeals to different learning styles

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iQuiz

• In addition to the primary instructional content,
  we have developed a ten-question iQuiz to
  complement each episode
• An iQuiz is an interactive game that utilises the
  iPods built-in quiz functionality
• Features true/false and multiple choice questions
• The just-for-fun quizzes allow the student to
  review, revise and test their basic understanding

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iQuiz
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Thank you for listeningQuestions?

• t.j.charlton_at_ncl.ac.uk