Strange, But True? Object-oriented Programming Is Best Taught, And Learnt, While Sitting On The Floor.

There is a perception amongst some of those learning computer programming that the principles of object-oriented programming (where behaviour is often encapsulated across multiple class files) can be difficult to grasp, especially when taught through a traditional, didactic ‘talk-and-chalk’ method or in a lecture-based environment.
We propose a non-traditional teaching method, developed for a government funded teaching training project delivered by Queen’s University, we call it bigCode. In this scenario, learners are provided with many printed, poster-sized fragments of code (in this case either Java or C#). The learners sit on the floor in groups and assemble these fragments into the many classes which make-up an object-oriented program.
Early trials indicate that bigCode is an effective method for teaching object-orientation. The requirement to physically organise the code fragments imitates closely the thought processes of a good software developer when developing object-oriented code.
Furthermore, in addition to teaching the principles involved in object-orientation, bigCode is also an extremely useful technique for teaching learners the organisation and structure of individual classes in Java or C# (as well as the organisation of procedural code). The mechanics of organising fragments of code into complete, correct computer programs give the users first-hand practice of this important skill, and as a result they subsequently find it much easier to develop well-structured code on a computer.
Yet, open questions remain. Is bigCode successful only because we have unknowingly predominantly targeted kinesthetic learners? Is bigCode also an effective teaching approach for other forms of learners, such as visual learners? How scalable is bigCode: in its current form can it be used with large class sizes, or outside the classroom?

Using Answer Set Programming for Solving Boolean Games

Boolean games are a framework for reasoning about the rational behaviour of agents, whose goals are formalized using propositional formulas. They offer an attractive alternative to normal-form games, because they allow for a more intuitive and more compact encoding. Unfortunately, however, there is currently no general, tailor-made method available to compute the equilibria of Boolean games. In this paper, we introduce a method for finding the pure Nash equilibria based on disjunctive answer set programming. Our method is furthermore capable of finding the core elements and the Pareto optimal equilibria, and can easily be modified to support other forms of optimality, thanks to the declarative nature of disjunctive answer set programming. Experimental results clearly demonstrate the effectiveness of the proposed method.

Possibilistic Answer Set Programming Revisited

Possibilistic answer set programming (PASP) extends answer set programming (ASP) by attaching to each rule a degree of certainty. While such an extension is important from an application point of view, existing semantics are not well-motivated, and do not always yield intuitive results. To develop a more suitable semantics, we first introduce a characterization of answer sets of classical ASP programs in terms of possibilistic logic where an ASP program specifies a set of constraints on possibility distributions. This characterization is then naturally generalized to define answer sets of PASP programs. We furthermore provide a syntactic counterpart, leading to a possibilistic generalization of the well-known Gelfond-Lifschitz reduct, and we show how our framework can readily be implemented using standard ASP solvers.

Towards Possibilistic Fuzzy Answer Set Programming

Fuzzy answer set programming (FASP) is a generalization of answer set programming to continuous domains. As it can not readily take uncertainty into account, however, FASP is not suitable as a basis for approximate reasoning and cannot easily be used to derive conclusions from imprecise information. To cope with this, we propose an extension of FASP based on possibility theory. The resulting framework allows us to reason about uncertain information in continuous domains, and thus also about information that is imprecise or vague. We propose a syntactic procedure, based on an immediate consequence operator, and provide a characterization in terms of minimal models, which allows us to straightforwardly implement our framework using existing FASP solvers.

Approximating Credal Network Inferences by Linear Programming

An algorithm for approximate credal network updating is presented. The problem in its general formulation is a multilinear optimization task, which can be linearized by an appropriate rule for fixing all the local models apart from those of a single variable. This simple idea can be iterated and quickly leads to very accurate inferences. The approach can also be specialized to classification with credal networks based on the maximality criterion. A complexity analysis for both the problem and the algorithm is reported together with numerical experiments, which confirm the good performance of the method. While the inner approximation produced by the algorithm gives rise to a classifier which might return a subset of the optimal class set, preliminary empirical results suggest that the accuracy of the optimal class set is seldom affected by the approximate probabilities

Think, code, succeed: The Programming Studio as a games-based collaboration:Paper published in the Proceedings of the Association for Teacher Education in Europe conference: Teacher Education through Partnerships and Collaborative Learning Communities, Glasgow, UK. ATEE, 2015

This paper investigates the profile of teachers in the island of Ireland who declared themselves willing to undertake professional development activities in programming, in particular to master programming by taking on-line courses involving the design of computer games. Using the Technology Acceptance Model (TAM), it compares scores for teachers “willing” to undertake the courses with scores for those who declined, and examines other differences between the groups of respondents. Findings reflect the perceived difficulties of programming and the current low status accorded to the subject in Ireland. The paper also reviews the use of games-based learning as a “hook” to engage learners in programming and discusses the role of gamification as a tool for motivating learners in an on-line course. The on-line course focusing on games design was met with enthusiasm, and there was general consensus that gamification was appropriate for motivating learners in structured courses such as those provided.

Teaching Programming - Understanding Lecture Capture YouTube Analytics

ABSTRACT
The proliferation in the use of video lecture capture in universities worldwide presents an opportunity to analyse video watching patterns in an attempt to quantify and qualify how students engage and learn with the videos. It also presents an opportunity to investigate if there are similar student learning patterns during the equivalent physical lecture. The goal of this action based research project was to capture and quantitatively analyse the viewing behaviours and patterns of a series of video lecture captures across several university Java programming modules. It sought to study if a quantitative analysis of viewing behaviours of Lecture Capture videos coupled with a qualitative evaluation from the students and lecturers could be correlated to provide generalised patterns that could then be used to understand the learning experience of students during videos and potentially face to face lectures and, thereby, present opportunities to reflectively enhance lecturer performance and the students’ overall learning experience. The report establishes a baseline understanding of the analytics of videos of several commonly used pedagogical teaching methods used in the delivery of programming courses. It reflects on possible concurrences within live lecture delivery with the potential to inform and improve lecturing performance.

Multilinear and Integer Programming for Markov Decision Processes with Imprecise Probabilities

Markov Decision Processes (MDPs) are extensively used to encode sequences of decisions with probabilistic effects. Markov Decision Processes with Imprecise Probabilities (MDPIPs) encode sequences of decisions whose effects are modeled using sets of probability distributions. In this paper we examine the computation of Γ-maximin policies for MDPIPs using multilinear and integer programming. We discuss the application of our algorithms to “factored” models and to a recent proposal, Markov Decision Processes with Set-valued Transitions (MDPSTs), that unifies the fields of probabilistic and “nondeterministic” planning in artificial intelligence research.