A quest for helpful feedback to programming coursework

The 2011 National Student Survey (NSS) revealed that 40% of full-time students in England do not think that the feedback on their work has been helpful, even though 66% of these students agreed that the feedback was detailed and 62% of them agreed that the feedback has been prompt. Detailed feedback that is not considered helpful by students means a waste of tutors' time while students continue to struggle with their learning. What do students consider as helpful feedback? What are the qualities of helpful feedback? What are the preferred forms of feedback? How should tutors write feedback so that students will find it helpful? Can ICT help to improve the quality of feedback? In our ongoing search for answers to the above questions, we have trialled the use of a novel online application (eCAF) to assess programming coursework from engineering, mathematics and computing students and, through a survey, have collected their views on the feedback received. The survey reveals that most students prefer electronic feedback as given through eCAF, with verbal feedback ranked second and hand-written feedback ranked even lower. The survey also indicates that the feedback from some tutors is considered more helpful than others. We report on the detailed findings of the survey. By comparing the kinds of feedback given by each tutor who took part in the trial, we explore ways to improve the helpfulness of feedback on programming coursework in a bid to promote learning amongst engineering students.

Integer Programming Approach to HP Folding

One of the most widely studied protein structure prediction models is the hydrophobic-hydrophilic (HP) model, which explains the hydrophobic interaction and tries to maximize the number of contacts among hydrophobic amino-acids. In order to find a lower bound for the number of contacts, a number of heuristics have been proposed, but finding the optimal solution is still a challenge. In this research, we focus on creating a new integer programming model which is capable to provide tractable input for mixed-integer programming solvers, is general enough and allows relaxation with provable good upper bounds. Computational experiments using benchmark problems show that our formulation achieves these goals.

Method of Linear Programming as an Idea for High School Curriculum

2010 Mathematics Subject Classification: 97D40, 97M10, 97M40, 97N60, 97N80, 97R80

A Language for Compositional Programming: A Rationale and Design

Бойко Бл. Банчев - Представена е обосновка и описание на език за програмиране в композиционен стил за опитни и учебни цели. Под “композиционен” имаме предвид функционален стил на програмиране, при който пресмятането е йерархия от композиции и прилагания на функции. Един от данновите типове на езика е този на геометричните фигури, които могат да бъдат получавани чрез прости правила за съотнасяне и така също образуват йерархични композиции. Езикът е силно повлиян от GeomLab, но по редица свойства се различава от него значително. Статията разглежда основните черти на езика; подробното му описание и фигурноконструктивните му възможности ще бъдат представени в съпътстваща публикация.

A Software Platform for Teaching Programming with Grading Systems

Красимир Манев, Милослав Средков, Петър Армянов - Състезателните системи (СС) са незаменимо средство за организация на състезания по програмиране. Напоследък СС се използват и в обучението по програмиране. В статията е предложена платформа, която да интегрира възможностите на СС, създадени или използвани от авторите. Целта е изграждането на проста и ефективна среда за обучение по програмиране, подпомагаща учебния процес. Специфицирани са основните елементи на платформата, като резултат от предходно изследване, и една нейна възможна архитектура.

CORE: A Multi-Purpose Programming Contest Repository System

Яни Чаушев, Милослав Средков, Красимир Манев - Всяко състезание по програмиране използва множество софтуерни инструменти за управление на процесите по време на състезанието. Въпреки че тези инструменти обикновено покриват спецификите на конкретния вид състезание задоволително, те рядко адресират трудностите на дългосрочното съхранение на данни и оперативната съвместимост. В тази статия е представен един софтуерен инструмент адресиращ тези проблеми. Вместо комплексна система, касаеща всички аспекти на състезанието, CORE е централизирано хранилище за съхраняване и поддържане на необходимите за различни състезания данни. Представени са основните му елементи, текущото състояние на реализацията и перспективите за развитие на системата.

A Mixed Integer Quadratic Programming Model for the Low Autocorrelation Binary Sequence Problem

In this paper the low autocorrelation binary sequence problem (LABSP) is modeled as a mixed integer quadratic programming (MIQP) problem and proof of the model’s validity is given. Since the MIQP model is semidefinite, general optimization solvers can be used, and converge in a finite number of iterations. The experimental results show that IQP solvers, based on this MIQP formulation, are capable of optimally solving general/skew-symmetric LABSP instances of up to 30/51 elements in a moderate time. ACM Computing Classification System (1998): G.1.6, I.2.8.

Programming as Metacalculation

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013

Programming and Testing a Two-Tree Algorithm

ACM Computing Classification System (1998): G.2.2, F.2.2.

Hausdorff Approximation of Functions Different from Zero at One Point - Implementation in Programming Environment Mathematica

ACM Computing Classification System (1998): G.1.2.

Bloom's Taxonomy and Training in Programming Style

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013

Compositional Geometry and Programming

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Applications of a Collaborative Open Object Oriented Learning Environment to Electronics, Computing and Mathematics Education

A lightweight Java application suite has been developed and deployed allowing collaborative learning between students and tutors at remote locations. Students can engage in group activities online and also collaborate with tutors. A generic Java framework has been developed and applied to electronics, computing and mathematics education. The applications are respectively: (a) a digital circuit simulator, which allows students to collaborate in building simple or complex electronic circuits; (b) a Java programming environment where the paradigm is behavioural-based robotics, and (c) a differential equation solver useful in modelling of any complex and nonlinear dynamic system. Each student sees a common shared window on which may be added text or graphical objects and which can then be shared online. A built-in chat room supports collaborative dialogue. Students can work either in collaborative groups or else in teams as directed by the tutor. This paper summarises the technical architecture of the system as well as the pedagogical implications of the suite. A report of student evaluation is also presented distilled from use over a period of twelve months. We intend this suite to facilitate learning between groups at one or many institutions and to facilitate international collaboration. We also intend to use the suite as a tool to research the establishment and behaviour of collaborative learning groups. We shall make our software freely available to interested researchers.

Using sentinels to detect intersections of convex and nonconvex polygons

We describe finite sets of points, called sentinels, which allow us to decide if isometric copies of polygons, convex or not, intersect. As an example of the applicability of the concept of sentinel, we explain how they can be used to formulate an algorithm based on the optimization of differentiable models to pack polygons in convex sets. Mathematical subject classification: 90C53, 65K05.