Programming Paradigms in Computer Science Education

Main styles, or paradigms of programming – imperative, functional, logic, and object-oriented – are shortly described and compared, and corresponding programming techniques are outlined. Programming languages are classified in accordance with the main style and techniques supported. It is argued that profound education in computer science should include learning base programming techniques of all main programming paradigms.

Education in Computer Science and the Role of the Teacher in the Environment of Open Educational Resources

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

An innovative approach to teaching structural induction for computer science

Proofs by induction are central to many computer science areas such as data structures, theory of computation, programming languages, program efficiency-time complexity, and program correctness. Proofs by induction can also improve students’ understanding and performance of computer science concepts such as programming languages, algorithm design, and recursion, as well as serve as a medium for teaching them. Even though students are exposed to proofs by induction in many courses of their curricula, they still have difficulties understanding and performing them. This impacts the whole course of their studies, since proofs by induction are omnipresent in computer science. Specifically, students do not gain conceptual understanding of induction early in the curriculum and as a result, they have difficulties applying it to more advanced areas later on in their studies. The goal of my dissertation is twofold: (1) identifying sources of computer science students’ difficulties with proofs by induction, and (2) developing a new approach to teaching proofs by induction by way of an interactive and multimodal electronic book (e-book). For the first goal, I undertook a study to identify possible sources of computer science students’ difficulties with proofs by induction. Its results suggest that there is a close correlation between students’ understanding of inductive definitions and their understanding and performance of proofs by induction. For designing and developing my e-book, I took into consideration the results of my study, as well as the drawbacks of the current methodologies of teaching proofs by induction for computer science. I designed my e-book to be used as a standalone and complete educational environment. I also conducted a study on the effectiveness of my e-book in the classroom. The results of my study suggest that, unlike the current methodologies of teaching proofs by induction for computer science, my e-book helped students overcome many of their difficulties and gain conceptual understanding of proofs induction.

An Innovative Approach to Teaching Structural Induction for Computer Science

Proofs by induction are central to many computer science areas such as data structures, theory of computation, programming languages, program efficiency-time complexity, and program correctness. Proofs by induction can also improve students’ understanding of and performance with computer science concepts such as programming languages, algorithm design, and recursion, as well as serve as a medium for teaching them. Even though students are exposed to proofs by induction in many courses of their curricula, they still have difficulties understanding and performing them. This impacts the whole course of their studies, since proofs by induction are omnipresent in computer science. Specifically, students do not gain conceptual understanding of induction early in the curriculum and as a result, they have difficulties applying it to more advanced areas later on in their studies. The goal of my dissertation is twofold: 1. identifying sources of computer science students’ difficulties with proofs by induction, and 2. developing a new approach to teaching proofs by induction by way of an interactive and multimodal electronic book (e-book). For the first goal, I undertook a study to identify possible sources of computer science students’ difficulties with proofs by induction. Its results suggest that there is a close correlation between students’ understanding of inductive definitions and their understanding and performance of proofs by induction. For designing and developing my e-book, I took into consideration the results of my study, as well as the drawbacks of the current methodologies of teaching proofs by induction for computer science. I designed my e-book to be used as a standalone and complete educational environment. I also conducted a study on the effectiveness of my e-book in the classroom. The results of my study suggest that, unlike the current methodologies of teaching proofs by induction for computer science, my e-book helped students overcome many of their difficulties and gain conceptual understanding of proofs induction.

Philosophy of Computer Science and its Effect on Education: Towards the Construction of an Interdisciplinary Group

This article presents an interdisciplinary experience that brings together two areas of computer science; didactics and philosophy. As such, the article introduces a relatively unexplored area of research, not only in Uruguay but in the whole Latin American region. The reflection on the ontological status of computer science, its epistemic and educational problems, as well as their relationship with technology, allows us to elaborate a critical analysis of the discipline and a social perception of it as a basic science.

Student attitudes to plagiarism and collusion within computer science

There is a widespread perception among staff in Computer Science that plagiarism is a major problem particularly in the form of collusion in programming exercises. While departments often make use of electronic detection measures, the time consumed prosecuting plagiarism offences remains a problem. As a result departments continue to seek ways to reduce the amount of plagiarism and collusion that occurs. This paper reports the findings of a questionnaire based study which attempted to assess the students' attitudes to the issues involved in the hope that such an understanding might result in practical measures for minimizing the problem. The study revealed that while students did understand the definition of plagiarism in its most extreme cases they were often confused about less clear-cut situations. Changes in the previous experience of incoming students meeting modules originally designed on the assumption that students already had some programming background and were equipped for self-directed study would also appear to be a contributory factor in the extent of collusion in programming exercises.

Embedding sustainability into the new computer science curriculum for English schools

The primary goals of this study are to: embed sustainable concepts of energy consumption into certain part of existing Computer Science curriculum for English schools; investigate how to motivate 7-to-11 years old kids to learn these concepts; promote responsive ICT (Information and Communications Technology) use by these kids in their daily life; raise their awareness of today’s ecological challenges. Sustainability-related ICT lessons developed aim to provoke computational thinking and creativity to foster understanding of environmental impact of ICT and positive environmental impact of small changes in user energy consumption behaviour. The importance of including sustainability into the Computer Science curriculum is due to the fact that ICT is both a solution and one of the causes of current world ecological problems. This research follows Agile software development methodology. In order to achieve the aforementioned goals, sustainability requirements, curriculum requirements and technical requirements are firstly analysed. Secondly, the web-based user interface is designed. In parallel, a set of three online lessons (video, slideshow and game) is created for the website GreenICTKids.com taking into account several green design patterns. Finally, the evaluation phase involves the collection of adults’ and kids’ feedback on the following: user interface; contents; user interaction; impacts on the kids’ sustainability awareness and on the kids’ behaviour with technologies. In conclusion, a list of research outcomes is as follows: 92% of the adults learnt more about energy consumption; 80% of the kids are motivated to learn about energy consumption and found the website easy to use; 100% of the kids understood the contents and liked website’s visual aspect; 100% of the kids will try to apply in their daily life what they learnt through the online lessons.

Title Model for Computer Networks Optimization

The TCP/IP architecture was consolidated as a standard to the distributed systems. However, there are several researches and discussions about alternatives to the evolution of this architecture and, in this study area, this work presents the Title Model to contribute with the application needs support by the cross layer ontology use and the horizontal addressing, in a next generation Internet. For a practical viewpoint, is showed the network cost reduction for the distributed programming example, in networks with layer 2 connectivity. To prove the title model enhancement, it is presented the network analysis performed for the message passing interface, sending a vector of integers and returning its sum. By this analysis, it is confirmed that the current proposal allows, in this environment, a reduction of 15,23% over the total network traffic, in bytes.

Application of computational intelligence to engineering

Computational Intelligence (CI) includes four main areas: Evolutionary Computation (genetic algorithms and genetic programming), Swarm Intelligence, Fuzzy Systems and Neural Networks. This article shows how CI techniques overpass the strict limits of Artificial Intelligence field and can help solving real problems from distinct engineering areas: Mechanical, Computer Science and Electrical Engineering.

Applying recommendations to aligncompetences, methodology and assessment in Telematics, Computing and Electronic Engineering courses

The alignment between competences, teaching-learning methodologies and assessment is a key element of the European Higher Education Area. This paper presents the efforts carried out by six Telematics, Computer Science and Electronic Engineering Education teachers towards achieving this alignment in their subjects. In a joint work with pedagogues, a set of recommended actions were identified. A selection of these actions were applied and evaluated in the six subjects. The cross-analysis of the results indicate that the actions allow students to better understand the methodologies and assessment planned for the subjects, facilitate (self-) regulation and increase students’ involvement in the subjects.

Document engineering approaches toward scalable and structured multimedia, web and printable documents

Document engineering is the computer science discipline that investigates systems for documents in any form and in all media. As with the relationship between software engineering and software, document engineering is concerned with principles, tools and processes that improve our ability to create, manage, and maintain documents (http://www.documentengineering.org). The ACM Symposium on Document Engineering is an annual meeting of researchers active in document engineering: it is sponsored by ACM by means of the ACM SIGWEB Special Interest Group. In this editorial, we first point to work carried out in the context of document engineering, which are directly related to multimedia tools and applications. We conclude with a summary of the papers presented in this special issue.

Software Engineering Education Needs More Engineering

To what extent is “software engineering” really “engineering” as this term is commonly understood? A hallmark of the products of the traditional engineering disciplines is trustworthiness based on dependability. But in his keynote presentation at ICSE 2006 Barry Boehm pointed out that individuals’, systems’, and peoples’ dependency on software is becoming increasingly critical, yet that dependability is generally not the top priority for software intensive system producers. Continuing in an uncharacteristic pessimistic vein, Professor Boehm said that this situation will likely continue until a major software-induced system catastrophe similar in impact to the 9/11 World Trade Center catastrophe stimulates action toward establishing accountability for software dependability. He predicts that it is highly likely that such a software-induced catastrophe will occur between now and 2025. It is widely understood that software, i.e., computer programs, are intrinsically different from traditionally engineered products, but in one aspect they are identical: the extent to which the well-being of individuals, organizations, and society in general increasingly depend on software. As wardens of the future through our mentoring of the next generation of software developers, we believe that it is our responsibility to at least address Professor Boehm’s predicted catastrophe. Traditional engineering has, and continually addresses its social responsibility through the evolution of the education, practice, and professional certification/licensing of professional engineers. To be included in the fraternity of professional engineers, software engineering must do the same. To get a rough idea of where software engineering currently stands on some of these issues we conducted two surveys. Our main survey was sent to software engineering academics in the U.S., Canada, and Australia. Among other items it sought detail information on their software engineering programs. Our auxiliary survey was sent to U.S. engineering institutions to get some idea about how software engineering programs compared with those in established engineering disciplines of Civil, Electrical, and Mechanical Engineering. Summaries of our findings can be found in the last two sections of our paper.