Theory of Formal Languages Lec1

7/29/2019 Theory of Formal Languages Lec1

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Overview Introduction to FLAT (Formal Language

and Automata) topics

Traditional teaching methods

Teaching and learning difficulties

Teaching strategies

Future directions for research

Conclusion


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Curriculum Core FLAT topics IEEE and ACM

Computing Curriculum 2001

Elective FLAT topics IEEE and ACMComputing Curriculum 2001

Survey conducted

Combination of 15 national andinternational universities
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Results of Survey Topics commonly covered

Taught within the three years of anundergraduate degree

Discrete mathematics pre-requisite

FLAT course at third year level often apre-requisite to a forth year level course
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Instruction of FLAT Topics Traditional chalk-and-board methods

Different FLAT topics are presented at

lectures from a prescribed text Usually taught without computers and

no or minimal programming

Assessment Tutorials submitted

Tests and examinations


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Teaching and Learning

Difficulties Students not motivated

Students find the topics covered abstract and

difficult Students find it difficult to conceptualize the

concepts due to teaching methods used

Lack of immediate feedback on exercises Marking of hand-written tutorials is difficult

and error prone


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Teaching Strategies Constructivist methods are needed to

teach FLAT topics:

Pencil-and-paper approach

Pen-based computing approach

Visualization tools

Intelligent tutoring systems Stimulating student interest


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Pen-and-paper Approach During lectures:

A new topic is introduced Students are given exercises to work on Students are given assistance if needed The lecturer goes through the solutions with the

students

The tutorial for the week presents the

students with more challenging problems Tutorials are marked and feedback is given Evaluation of the method


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Pen-based Computing

Approach New material is presented using an electronic

whiteboardthis is transferred to each studentswhiteboard

Students can add their own notes to the transferredmaterial

Students are required to work on a problem on thematerial and can obtain assistance from the lecturer

A randomly selected solution is transferred to thelecturers video tablet and discussed with the class

An engagement grade is allocated

Evaluation of the method


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Visualization ToolsAims of these tools

To motivate students

To assist students conceptualize concepts Functions

Create different constructs

Simulate the constructs and concepts Provide some feedback on the correctness

of student solutions


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Visualization Tools Uses

Can be used during lectures by the lecturer and/or

students Can be used during tutorials

Can be used by students in their own time

Can be used for marking purposes by lecturers

Evaluation of the methodology

A number of these tools are freely available


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Intelligent Tutoring Systems These systems provide the learner with individualized

tuition. FLUTE (Formal Languages and Automata

Environment) FLUTE has the following modules:

Expert module Explanation module Student module

Pedagogical module User interface module

Areas covered by FLUTE: mathematics basics andregular and context-free automata and grammars


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Stimulating student interest Using examples that link to other FLAT

topics

Using current applications of FLAT tointroduce FLAT topics

Examining the role that FLAT has

played on the history of ComputerScience

Using games to illustrate FLAT concepts


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Directions for Further

Research Projects requiring students to write

programs that create and simulate

different constructs Building intelligent tutoring systems

Collaborative learning by means of

group work Evaluation of teaching strategies


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Conclusion FLAT is incorporated into the undergraduate

degree at different levels

Traditional chalk-and-board methods are notsufficient to illustrate this concepts

Constructivist teaching methods are neededthat provide students with immediatefeedback are needed

Avenues for further research

Theory of Formal Languages Lec1

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