Modeling and multiple Modeling and multiple representation systems in the representation systems in the design of a computer environment design of a computer environment for the learning of programming for the learning of programming and C by beginnersand C by beginners

Maria KordakiMaria KordakiDept of Computer Engineering and InformaticsDept of Computer Engineering and InformaticsPatras University, 26500, Rion Patras, GreecePatras University, 26500, Rion Patras, Greecee-mail: e-mail: kordaki@cti.grkordaki@cti.gr

The outlineThe outline

LL..EE..CC..GG..O:O: ‘Learning Environment for ‘Learning Environment for programming and C using Geometrical Objects”programming and C using Geometrical Objects”

1. 1. IntroductionIntroduction

2. The rationale2. The rationale

3. Architecture and features3. Architecture and features

4. Multiple representation systems used4. Multiple representation systems used

5. Discussion and future plans5. Discussion and future plans

1. 1. Introduction Introduction (1 of 6)(1 of 6)

Programming Programming is viewed is viewed aas as a ‘‘mental tool’ of mental tool’ of

general interest, a complex task including general interest, a complex task including understanding, method finding and codingunderstanding, method finding and coding

(Satratzemi, Dagdilelis & Evaggelidis, 2002(Satratzemi, Dagdilelis & Evaggelidis, 2002; ; Brooks, 1999).Brooks, 1999).

1. 1. Introduction Introduction (2 of 6)(2 of 6)

Programming Programming can be divided into four can be divided into four basic basic steps: steps:

a) comprehension of the problem at hand a) comprehension of the problem at hand b) definition of a solution to that problem, initially in any b) definition of a solution to that problem, initially in any

form form c) translation of that form into a selected programming c) translation of that form into a selected programming

language and language and d) testing and debugging of the resulting program d) testing and debugging of the resulting program

Good performanceGood performance in programming in programming implies the ability of implies the ability of learners to use various and new representation learners to use various and new representation systemssystems to express their problem solving strategies to express their problem solving strategies

(Winslow(Winslow, , 19961996; ; Komis, 2001; Brooks, 1999) Komis, 2001; Brooks, 1999)

1. 1. Introduction Introduction (3 of 6)(3 of 6)

Students and programming:Students and programming: are rarely aware of the are rarely aware of the problems that can be problems that can be

solved by a computer and the benefitssolved by a computer and the benefits to be to be had from using programming had from using programming

encounter encounter serious difficultiesserious difficulties

(Putnam, Sleeman, Baxter. & Kuspa, 1989; Kurland & Pea, 1989; Lemone & (Putnam, Sleeman, Baxter. & Kuspa, 1989; Kurland & Pea, 1989; Lemone & Ching, 1996; Christiaen, 1998; Perkins, Hancock, Hobbs, Martin & Ching, 1996; Christiaen, 1998; Perkins, Hancock, Hobbs, Martin &

Simmons, 1989).Simmons, 1989).

1. 1. Introduction Introduction (4 of 6)(4 of 6)

Programming is supported by Programming is supported by professional professional integrated software environments; integrated software environments; these these seemed as seemed as useless for novicesuseless for novices

student’s frustrationstudent’s frustration with programming often with programming often dependsdepends on the programming environment in on the programming environment in

useuse

(Freund, & Roberts, 1996)(Freund, & Roberts, 1996)

1. 1. Introduction Introduction (5 of 6)(5 of 6)

Well-known environments for the learning of Well-known environments for the learning of programming in computer language C:programming in computer language C:

THETIS (Freund, & Roberts, 1996) THETIS (Freund, & Roberts, 1996) BACCII (Calloni, B. & Bagert, 1994; 1997) and BACCII (Calloni, B. & Bagert, 1994; 1997) and

‘‘Karel the Robot’ (Pattis, Roberts & Stehlic, 1995).Karel the Robot’ (Pattis, Roberts & Stehlic, 1995).

1. 1. Introduction Introduction (6 of 6)(6 of 6)

Existing studies indicate that there is a need for a Existing studies indicate that there is a need for a novice-oriented programming environment to: novice-oriented programming environment to:

a)a) support the support the algorithmic solutionalgorithmic solutionb)b) encourage encourage solutions in MRSsolutions in MRSc)c) provide usable provide usable coding toolscoding toolsd)d) support support problem solvingproblem solving settings settingse)e) visualize visualize the program and its output, andthe program and its output, andf)f) provide provide meaningful feedbackmeaningful feedback (Freund, & Roberts, 1996; Sangwan, Korsh & LaFollete, 1998; DiGiano, (Freund, & Roberts, 1996; Sangwan, Korsh & LaFollete, 1998; DiGiano,

Kahn, Cypher, & Smith, 2001; Brusilovski, Calabrese, Hvorecky, Kahn, Cypher, & Smith, 2001; Brusilovski, Calabrese, Hvorecky, Kouchirenko, & Miller, 1997).Kouchirenko, & Miller, 1997).

2. L.E.C.G.O: The rationale 2. L.E.C.G.O: The rationale (1 of 5)(1 of 5)

L.E.C.G.O.L.E.C.G.O. is an open problem-solving computer is an open problem-solving computer learning environment that was designed to support learning environment that was designed to support secondary level education students and 1secondary level education students and 1stst year year University studentsUniversity students in their learning of in their learning of programming and C.programming and C.

The design of LThe design of L..EE..CC..GG..OO. . was the result of a synthesis was the result of a synthesis of three modelsof three models: : aa) ) the learning modelthe learning model b) the subject matter model, and b) the subject matter model, and c) the learner modelc) the learner model

2. L.E.C.G.O: The rationale 2. L.E.C.G.O: The rationale (2 of 5)(2 of 5)

The subject matter modelThe subject matter model

Teaching of programming and C in the context Teaching of programming and C in the context of modern theories of learning put the of modern theories of learning put the emphasis on:emphasis on:

fundamental concepts fundamental concepts the basic algorithmic structures and not the the basic algorithmic structures and not the

syntactical rules of the language.syntactical rules of the language.

2. L.E.C.G.O: The rationale2. L.E.C.G.O: The rationale: the subject matter model he subject matter model (3 of 5)(3 of 5)

Theoretical considerations

Design principles

The active role of the learner

InteractivityProviding various appropriate tools

The subjective character of knowledge

Providing tools for:Constructing MR of learner solution strategies to various problemsInter-operationHelping students to construct and study their own computational objects related to the tasks or the concepts to be learnedSupporting students in overcoming their difficulties related to the subject matter

The constructive character of knowledge

Providing tools for:Supporting a variety of problem-solving activitiesProviding intrinsic visual feedback on learner actions, for self assessmentSupporting authentic learning activities in a familiar and meaningful contextSupporting hands-on experience in manipulating primary sources of data related to the problems to be solved

2. L.E.C.G.O: The rationale2. L.E.C.G.O: The rationale - the learning model the learning model (4 of 5)(4 of 5)

2. L.E.C.G.O: The rationale2. L.E.C.G.O: The rationale – the learner model the learner model (5 of (5 of 5)5)

Students oftenStudents often:: do not know how a do not know how a computer workscomputer works tend to tend to omit the omit the ““algorithmic solutionalgorithmic solution” ” and immediately confront the and immediately confront the

problemproblem cannot easily identify cannot easily identify primitive constructs and entitiesprimitive constructs and entities in their initial in their initial

solution; nor can they express them with computer-based structures. solution; nor can they express them with computer-based structures. have have semantic and syntactic misconceptionssemantic and syntactic misconceptions find it difficult to comprehend and use the find it difficult to comprehend and use the online helponline help

There is a big gapThere is a big gap between the informal solutions they give and the more between the informal solutions they give and the more formal computer-oriented solution that is required formal computer-oriented solution that is required

(Kessler, & Anderson, 1989(Kessler, & Anderson, 1989; ; Putnam, Sleeman, Baxter. & Kuspa, 1989Putnam, Sleeman, Baxter. & Kuspa, 1989; ; Lemone & Ching, 1996Lemone & Ching, 1996; ; Allwood, 1986Allwood, 1986; ; Du BoulayDu Boulay, , 19861986; ; Christiaen, 1998; Samurcay, 1989; Komis, 2001).Christiaen, 1998; Samurcay, 1989; Komis, 2001).

3. Architecture and features of 3. Architecture and features of LL..EE..CC..GG..OO. . (1 of 8)(1 of 8)

The general architecture of LThe general architecture of L..EE..CC..GG..OO. . is is divided into two main parts: divided into two main parts:

aa) ) that presenting the appropriate that presenting the appropriate contentcontent for for learning fundamentals in programming and learning fundamentals in programming and C, and C, and

b) that dedicated to the b) that dedicated to the learning activitieslearning activities that that have to be performed by students.have to be performed by students.

3. Architecture and features of 3. Architecture and features of LL..EE..CC..GG..OO. . (2 of 8)(2 of 8)

The learning content was:The learning content was: designed taking into account designed taking into account modern social modern social

and constructivist theories of learningand constructivist theories of learning organized organized using as a basic structural unit using as a basic structural unit

thethe learning activity learning activity formed in aformed in a hierarchical order of five layers hierarchical order of five layers

All layers are hyperlinkedAll layers are hyperlinked. All examples and . All examples and topics can also be accessed through a topics can also be accessed through a specially-designed index.specially-designed index.

Diagrammatic representation of the general architecture of L.E.C.G.O (3/8)(3/8)

3. Architecture and features of 3. Architecture and features of LL..EE..CC..GG..OO. . (4 of 8)(4 of 8)

In the In the learning activity spacelearning activity space included tools included tools for algorithmic solutions of problems in the for algorithmic solutions of problems in the following MRSfollowing MRS::

i) i) graphical RSgraphical RSii) ii) text-based RStext-based RSiiiiii) ) imperative RSimperative RS iv) iv) pseudo-code RSpseudo-code RS v) v) C language-based RSC language-based RS and and vi) vi) the graphic output of the written the graphic output of the written

programs.programs.

The general interface of Cabri-Geometry II (5 of 8)(5 of 8)

Construct 3 circles with common center and different radius

The general interface of activity space within L.E.C.G.O (6/ 8)(6/ 8)

3. Architecture and features of 3. Architecture and features of LL..EE..CC..GG..OO. . (7 of 8)(7 of 8)

Learning activities:Learning activities: fundamental, authentic, fundamental, authentic, meaningful, real life problems meaningful, real life problems from the domain of from the domain of drawing, using simple geometrical objectsdrawing, using simple geometrical objects

Drawing activities using simple geometrical Drawing activities using simple geometrical objects can:objects can: motivate motivate learnerslearners give students the chance to learn about the give students the chance to learn about the graphic graphic

functions in Cfunctions in C not acquire extra cognitive loadnot acquire extra cognitive load be open enough to allow students’ expression of be open enough to allow students’ expression of inter- inter-

and intra-individual differencesand intra-individual differences..

(Jonassen, 1991; Calloni & Bagert, 1994; Nardi 1996; Kordaki, 2006)(Jonassen, 1991; Calloni & Bagert, 1994; Nardi 1996; Kordaki, 2006)

3. Architecture and features of 3. Architecture and features of LL..EE..CC..GG..OO. . (8 of 8)(8 of 8)

Assistance is provided in four modes:Assistance is provided in four modes: i) as ready specific expressionsi) as ready specific expressionsii) as ready structures and functions in ii) as ready structures and functions in pseudo-codepseudo-codeiii) as ready structures and functions iii) as ready structures and functions

in Cin Civ) as appropriately designed contentiv) as appropriately designed content

LL..EE..CC..GG..OO.. could be easily modified for the could be easily modified for the learning of any programming language.learning of any programming language.

4. The pilot evaluation of L4. The pilot evaluation of L..EE..CC..GG..OO..

The context of the pilot study:The context of the pilot study: Qualitative study (Cohen & Manion, 1989) Qualitative study (Cohen & Manion, 1989) 9 students, 18 year-old, 2hours/task9 students, 18 year-old, 2hours/task 3 learning settings:3 learning settings:

a) paper - pencil a) paper - pencil b) Turbo Cb) Turbo Cc) Lc) L..EE..CC..GG..OO..

4 learning tasks/setting4 learning tasks/setting Data: students’ programs and writings in all RS, Data: students’ programs and writings in all RS,

the researcher’s notes the researcher’s notes

4. The pilot evaluation of L4. The pilot evaluation of L..EE..CC..GG..OO..

The tasks asked students to: The tasks asked students to: Write a program that, when Write a program that, when executed, will display on your computer screen: executed, will display on your computer screen:

a drawing you can hang on the wall of your room. Use a drawing you can hang on the wall of your room. Use geometrical shapes of your own choice geometrical shapes of your own choice ((TaskTask 1) 1)

a train with as many carriages as you like a train with as many carriages as you like ((TaskTask 2) 2) a grid with its diagonal cells painted black a grid with its diagonal cells painted black ((TaskTask 3) 3) a shape of your choice moving on your computer a shape of your choice moving on your computer

screen and leaving a specific trail behind it. Create a screen and leaving a specific trail behind it. Create a program that will enable this trail to be customized program that will enable this trail to be customized ((TaskTask 4) 4)

4. The pilot evaluation of L4. The pilot evaluation of L..EE..CC..GG..OO..

The data analysis revealed that students:The data analysis revealed that students: visitedvisited all the kinds of examples and animationsall the kinds of examples and animations

integrated into the content of Lintegrated into the content of L..EE..CC..GG..OO. . in order to in order to attempt the set tasks successfully attempt the set tasks successfully

who successfully manage the given tasks who successfully manage the given tasks used all RSused all RS provided provided

attractedattracted by the drawing environment and the activities by the drawing environment and the activities providedprovided

used their used their hands on experience as a reference to hands on experience as a reference to progressprogress in more sophisticated RS in more sophisticated RS

used the ready expressionsused the ready expressions in imperative when they in imperative when they faced difficultiesfaced difficulties

not presented syntactical problemsnot presented syntactical problems in C as they used in C as they used the authoring tools providedthe authoring tools provided

used the visual outputused the visual output of their written programs to of their written programs to detect their correctnessdetect their correctness

4. The pilot evaluation of L4. The pilot evaluation of L..EE..CC..GG..OO..

All students All students usually visited the proposed usually visited the proposed complex (1complex (1stst layer) and simple examples (2 layer) and simple examples (2ndnd layer) when they faced difficultieslayer) when they faced difficulties

Fewer students visited :Fewer students visited : basic concepts of programming in general basic concepts of programming in general

and in C (3and in C (3rdrd and 4 and 4thth layers) layers) none of the students visited the various none of the students visited the various

locations on the WWW (5th layer)locations on the WWW (5th layer)

4. The pilot evaluation of L4. The pilot evaluation of L..EE..CC..GG..OO..

Learning setting

Number of students who successfully managed the set tasks

1st task 2nd task 3rd task 4th task

P & P 1 2 0 1

Turbo C 5 2 0 4

L.E.C.G.O. 8 6 3 4

5. Discussion & Conclusions 5. Discussion & Conclusions (1 of 3)(1 of 3)

L.E.C.G.O.L.E.C.G.O. is an open problem-solving computer learning environment is an open problem-solving computer learning environment that was designed taking into account that was designed taking into account constructivist and socialconstructivist and social views views of learning to support of learning to support secondary level education students and 1secondary level education students and 1stst year University studentsyear University students in their learning of programming and C that in their learning of programming and C that allows them to: allows them to:

a) use a) use hands-on experiencehands-on experience b) express their solution strategies in b) express their solution strategies in MRSMRS c) solve a variety of familiar and c) solve a variety of familiar and meaningful problemsmeaningful problemsd) construct d) construct algorithmicalgorithmic solutions and also to solutions and also to overcome the cognitive overcome the cognitive

load of the syntactical rulesload of the syntactical rules of programming in C of programming in C e) receive e) receive appropriate feedbackappropriate feedbackff) ) deal withdeal with graded difficulty learning activities graded difficulty learning activities gg) ) receive assistancereceive assistance with their problem-solving strategies. with their problem-solving strategies.

5. Discussion & Conclusions 5. Discussion & Conclusions (2 of 3)(2 of 3)

Two categories of RS;Two categories of RS; those that ask students to express their own those that ask students to express their own thinking and those that act as supporting elements for this thinking and those that act as supporting elements for this expression. expression.

In fact, students can express themselves by: In fact, students can express themselves by: a) using hands-on experience, a) using hands-on experience, b) forming their text-based solutions using natural languageb) forming their text-based solutions using natural languagec) transforming their solutions into the imperativec) transforming their solutions into the imperative

Students can also be helped to express their knowledge by:Students can also be helped to express their knowledge by: a) selecting among given specific text-expressions in the imperative a) selecting among given specific text-expressions in the imperative b) using given descriptions of basic algorithmic structures and of b) using given descriptions of basic algorithmic structures and of

graphic functions in both; pseudo-code and the programming graphic functions in both; pseudo-code and the programming language C.language C.

All these RS, with the exception of the last, are designed to act as All these RS, with the exception of the last, are designed to act as ‘‘transitional’ RS to fill the gap between students’ concrete graphic transitional’ RS to fill the gap between students’ concrete graphic solutions and the symbolic ones written in C.solutions and the symbolic ones written in C.

6. Future work 6. Future work (3 of 3)(3 of 3)

As the data emerging from the said pilot As the data emerging from the said pilot evaluation study are very promising:evaluation study are very promising:

the content of Lthe content of L..EE..CC..GG..OO.. can be enriched can be enriched with with more examplesmore examples

LL..EE..CC..GG..OO.. could be enhanced with a system could be enhanced with a system providing providing appropriate feedbackappropriate feedback on student on student solutions to the given problems in the form of solutions to the given problems in the form of correct interpretation of these solutions, in all correct interpretation of these solutions, in all the MRS provided. the MRS provided.

Thanks for your attention!

Maria KordakiE-LEARN 2007Quebec, Canada 15-19/10/2007

Any questions?