Riccardo Mazza - GSFP Nov. 9 2001

Teaching a programming language using communication technologies mediated by

computersome results and reflections

Riccardo Mazza, SUPSI-DIE, USI

Federico Flückiger, SUPSI - Servizio per la didattica

dei nuovi media

Carlo Lepori, SUPSI-DIE, IDSIA

Lorenzo Cantoni, USI-Scienze della Comunicazione

Osvaldo Arrigo, ISPFP

Riccardo Mazza - GSFP Nov. 9 2001 2

Structure of the presentation Description of the Swiss Virtual Campus and the

MACS project How we created the learning community Tools used Facts and figures of the Java on line course Some outcomes

Riccardo Mazza - GSFP Nov. 9 2001 3

Swiss virtual campus A national program founded by the Swiss Confederation (30

Million CHF) for years 2000-2003 Universities participate with 50% of costs. 50 ongoing projects, almost every Swiss university participates Three main aims:

Take advantage of the opportunities now available through new information and communication technology

Strengthen collaboration between the universities, a system of credits should be set up

Develop high-quality, multilingual, teaching materials and improve the quality of student learning processes

SUPSI participate in 7 projects as partner, heads of “MACS project”

Riccardo Mazza - GSFP Nov. 9 2001 4

The MACS Project A Swiss Virtual Campus project 2 year project (2000-2002) Project partners

USI – Università Svizzera italiana, facoltà di Scienze della Comunicazione

ISPFP - Istituto svizzero di pedagogia per la formazione professionale

Eduswiss - University Partnership for Postgraduate Education IDSIA - Istituto Dalle Molle di studi sull’intelligenza artificiale

(USI-SUPSI) CSCS - Centro svizzero di calcolo scientifico

Riccardo Mazza - GSFP Nov. 9 2001 5

Project Goals Shift continuous education courses in the

Master of Advanced Computer Sciences in on-line mode

Extend target people (Northern Switzerland, Italy, Europe, …)

To take advantage of on-line features (no travels, no fixed hours, …)

Plan to introduce new learning technologies in other post-grade and basis courses

Enhance course quality

Riccardo Mazza - GSFP Nov. 9 2001 6

Choice of two types of course Master's course have simpler situation than basis

education courses Computer science courses have an experienced

audience 2001: The Java programming language

wide interest ("beginner course") in Italian offered mainly in Ticino, near Italy and to italophones in

Switzerland) 2002: Data Mining

advanced course in English open worldwide

Riccardo Mazza - GSFP Nov. 9 2001 7

The java-on-line course Covers the fundamentals of Java programming

language Language of the course is Italian Target students are people already skilled in

programming languages Started on March 20th 2001 (first F-T-F meeting),

finished on May 29th 2001 (exams)

Riccardo Mazza - GSFP Nov. 9 2001 8

How we created the learning community Mixed approach:

On-line lessons Face-to-face or synchronous meetings

• introduction• mid-time meeting• weekly chat meetings• examination (in presence!)

Temporal structure red thread/fil rouge

Riccardo Mazza - GSFP Nov. 9 2001 9

How we created the learning community Different kinds of learning activities:

automatic comprehension tests open exercises individual (closed) exercises group assignments

Study materials completely online

Riccardo Mazza - GSFP Nov. 9 2001 10

Communication Tools used Asyncronous tools

Discussion forums• Most used (and important) communication tool• More of 600 messagges posted

Mail• Expecially for 1:1 communications

Calendar• Used for notification of events, chat, …

Sycronous tools Chat (syncronous communication)

• Each week, 1 hour, with specific topic of discussion

Riccardo Mazza - GSFP Nov. 9 2001 11

Evaluation Evaluation data:

surveys (before, during, at the end and later) monitoring of students’ access and of the various

collaborative activities• server logfiles and platform (WebCT) statistical tools

feedback through the solution of individual exercises qualitative analysis of the dialogues both during the chats

sessions (3) and in the forums (616 messages) Interviews of the teacher/tutor and of some students

Riccardo Mazza - GSFP Nov. 9 2001 12

The java-on-line course: facts and figures 24 students participated

23 male and 1 female 2 from Italy (Milano, Reggio Emilia) 1 from northern Switzerland (Zürich) 1 from Val Poschiavo (Graubünden)

2 students dropped-out during the course

Final exam: 17 students present 16 students out of 17 passed the test

13

Facts and figures: access by day of the week

14

Facts and figures: access by hour

Riccardo Mazza - GSFP Nov. 9 2001 15

Facts and figures: articles posted in discussion forums

Articles posted

Studenti

#pos

ts

Riccardo Mazza - GSFP Nov. 9 2001 16

Facts and figures: articles read in discussions

Articles read

Studenti

#Art

icle

s re

ad

Riccardo Mazza - GSFP Nov. 9 2001 17

Facts and figures: role of the teacher The role of the teacher becomes even more

important and also more difficult and time-consuming promote critical discussion between students moderate weekly chats control student’s activities evaluate “closed” exercises

Teacher dedicated 62 hours for the on-line course, instead of 48 hours required in ex-cathedra mode

Riccardo Mazza - GSFP Nov. 9 2001 18

Facts and figures: student’s opinion about the course At a final survey, 12 (out of 16 respondents)

answered that they were sufficiently satisfied, 2 very satisfied, and only 2 not that much

The time flexibility is the most appreciated feature The difference among learners‘ background

generated some problems in discussion forum, especially for advanced users

Riccardo Mazza - GSFP Nov. 9 2001 19

What we learned from this experience ... A mixed approach (on-line and face-to-face) can be useful to

avoid some typical problems in distance learning (students feels alone, lack of interactions, …)

Is useful to create a fil-rouge of the course to help students to maintain the “pace” during the study

Teacher needs to spend more time in a on-line course rather than in ex-cathedra course

Students have more time to spend in solving exercises and to collaborate in discussions

The supervision of teacher in discussions and synchronous events is fundamental