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Beynon, Meurig; Harfield, Antony (2005)
Publisher: University of Warwick. Department of Computer Science
Languages: English
Types: Other
Subjects: QA76

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
Conventional programming paradigms have limitations where support for constructionist learning is concerned. This paper illustrates the merits of an alternative approach to giving support for constructionist learning, based on the principles of Empirical Modelling (EM), with reference to an algorithm for determining whether a decomposition of a particular relational schema is lossless. Model-building that is to be effective for constructionist learning has to support activities relating to three distinct roles: that of a student, a teacher and a developer. Our aim is to demonstrate that EM brings far greater conceptual unity to the interactions of the student, the teacher and the developer than is typically found in using a conventional approach to educational software development.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • [1] W.M.Beynon, C.Roe, Computer Support for Constructionism in Context, In Proceedings of the 4th IEEE International Conference on Advanced Learning Technologies (ICALT), 2004, 216-220.
    • [2] W.M.Beynon, Empirical Modelling for Educational Technology, In Proceedings of Cognitive Technology, University of Aizu, Japan, IEEE, 1997, 54-68.
    • [3] B.Dalgarno, Constructionist Computer Assisted Learning: Theory and Techniques, In Proceedings of the Australian Society for Computers in Learning In Tertiary Education, 1996.
    • [4] S.Ehrmann, Technology & Revolution in Education: Ending the Cycle of Failure. Liberal Education, Fall, 40-49.
    • [5] J.D.Ullman, Principles of Database Systems, Computer Science Press, 1982.
    • [6] www.dcs.warwick.ac.uk/modelling
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