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Overview Introduction to FLAT (Formal Language
and Automata) topics
Traditional teaching methods
Teaching and learning difficulties
Teaching strategies
Future directions for research
Conclusion
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Curriculum Core FLAT topics IEEE and ACM
Computing Curriculum 2001
Elective FLAT topics IEEE and ACMComputing Curriculum 2001
Survey conducted
Combination of 15 national andinternational universities
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Results of Survey Topics commonly covered
Taught within the three years of anundergraduate degree
Discrete mathematics pre-requisite
FLAT course at third year level often apre-requisite to a forth year level course
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Instruction of FLAT Topics Traditional chalk-and-board methods
Different FLAT topics are presented at
lectures from a prescribed text Usually taught without computers and
no or minimal programming
Assessment Tutorials submitted
Tests and examinations
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Teaching and Learning
Difficulties Students not motivated
Students find the topics covered abstract and
difficult Students find it difficult to conceptualize the
concepts due to teaching methods used
Lack of immediate feedback on exercises Marking of hand-written tutorials is difficult
and error prone
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Teaching Strategies Constructivist methods are needed to
teach FLAT topics:
Pencil-and-paper approach
Pen-based computing approach
Visualization tools
Intelligent tutoring systems Stimulating student interest
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Pen-and-paper Approach During lectures:
A new topic is introduced Students are given exercises to work on Students are given assistance if needed The lecturer goes through the solutions with the
students
The tutorial for the week presents the
students with more challenging problems Tutorials are marked and feedback is given Evaluation of the method
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Pen-based Computing
Approach New material is presented using an electronic
whiteboardthis is transferred to each studentswhiteboard
Students can add their own notes to the transferredmaterial
Students are required to work on a problem on thematerial and can obtain assistance from the lecturer
A randomly selected solution is transferred to thelecturers video tablet and discussed with the class
An engagement grade is allocated
Evaluation of the method
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Visualization ToolsAims of these tools
To motivate students
To assist students conceptualize concepts Functions
Create different constructs
Simulate the constructs and concepts Provide some feedback on the correctness
of student solutions
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Visualization Tools Uses
Can be used during lectures by the lecturer and/or
students Can be used during tutorials
Can be used by students in their own time
Can be used for marking purposes by lecturers
Evaluation of the methodology
A number of these tools are freely available
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Intelligent Tutoring Systems These systems provide the learner with individualized
tuition. FLUTE (Formal Languages and Automata
Environment) FLUTE has the following modules:
Expert module Explanation module Student module
Pedagogical module User interface module
Areas covered by FLUTE: mathematics basics andregular and context-free automata and grammars
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Stimulating student interest Using examples that link to other FLAT
topics
Using current applications of FLAT tointroduce FLAT topics
Examining the role that FLAT has
played on the history of ComputerScience
Using games to illustrate FLAT concepts
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Directions for Further
Research Projects requiring students to write
programs that create and simulate
different constructs Building intelligent tutoring systems
Collaborative learning by means of
group work Evaluation of teaching strategies
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Conclusion FLAT is incorporated into the undergraduate
degree at different levels
Traditional chalk-and-board methods are notsufficient to illustrate this concepts
Constructivist teaching methods are neededthat provide students with immediatefeedback are needed
Avenues for further research