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Innovative Teaching Strategies and New Learning Paradigms in Computer Programming

Book Description

Courses in computer programming combine a number of different concepts, from general problem-solving to mathematical precepts such as algorithms and computational intelligence. Due to the complex nature of computer science education, teaching the novice programmer can be a challenge. Innovative Teaching Strategies and New Learning Paradigms in Computer Programming brings together pedagogical and technological methods to address the recent challenges that have developed in computer programming courses. Focusing on educational tools, computer science concepts, and educational design, this book is an essential reference source for teachers, practitioners, and scholars interested in improving the success rate of students.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
  7. Preface
    1. THE CHALLENGES
    2. DESCRIPTION AND ORGANIZATION OF THE BOOK
    3. CONCLUSION
    4. REFERENCES
  8. Acknowledgment
  9. Section 1: State of the Art
    1. Chapter 1: Computer Science Education Research
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND ON COMPUTER SCIENCE EDUCATION RESEARCH AREAS
      4. “INNOVATIVE TEACHING STRATEGIES” AND “NEW LEARNING PARADIGMS”
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Open Source Social Networks in Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 3: Small-Group vs. Competitive Learning in Computer Science Classrooms
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. META-ANALYSIS METHODOLOGY
      5. RESULTS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    4. Chapter 4: A Review of Teaching and Learning through Practice of Optimization Algorithms
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DIDACTIC METHODS FOR TEACHING OPTIMIZATION ALGORITHMS
      5. TOOLS FOR PRACTICING WITH OPTIMIZATION ALGORITHMS
      6. EDUCATIONAL EVALUATIONS
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
  10. Section 2: Teaching Strategies
    1. Chapter 5: Massive Open Online Course Management
      1. ABSTRACT
      2. 1 INTRODUCTION
      3. 2 GRADING AS PART OF LEARNING PROCESS
      4. 3 LEARNING SCIENCE AND ENGINEERING IN MOOCS: ASSESSMENT METHODOLOGIES
      5. 4 FUTURE RESEARCH DIRECTIONS
      6. 5 CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 6: Using Simulation Games in Teaching Formal Methods for Software Development
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RAILWAY SIMULATION IN FORMAL METHODS COURSE
      5. FUTURE DEVELOPMENT
      6. RELATED WORK
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    3. Chapter 7: An Effective Way to Teach Language Processing Courses
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. BUILDING A LP COURSE
      4. 3. DIFFICULTIES FACED BY STUDENTS
      5. 4. OVERCOMING THE DIFFICULTIES: LANGUAGES TO SUPPORT LEARNING
      6. 5. ILLUSTRATING THE PROPOSAL: EXAMPLES
      7. 6. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    4. Chapter 8: A Sports Science Approach to Computer Programming Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. COMPUTER PROGRAMMING: THE COACH AND THE TEACHER
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
  11. Section 3: Frameworks and Tools
    1. Chapter 9: Ensemble
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE ENSEMBLE FRAMEWORK INSTANCE
      5. ENSEMBLE EVALUATION
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. ENDNOTES
    2. Chapter 10: Moodle-Based Tool to Improve Teaching and Learning of Relational Databases Design and SQL DML Queries
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    3. Chapter 11: ZatLab
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ZATLAB: A FRAMEWORK FOR GESTURE RECOGNITION
      5. FRAMEWORK APPLICATIONS
      6. CONCLUSION
      7. FUTURE WORK
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
    4. Chapter 12: Design a Computer Programming Learning Environment for Massive Open Online Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. INTEGRATION SPECIFICATIONS
      4. CONCEPTUAL MODEL
      5. A GUI PROPOSAL
      6. IMPLEMENTATION
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
  12. Compilation of References
  13. About the Contributors