Restructuring Computer Programming Courses for IT-Enabled Variable Paced Multilevel Learning

重组计算机编程课程以实现 IT 支持的可变节奏多层次学习

• 批准号: 0089009
• 负责人: Jeffrey Popyack
• 金额: $ 7.5万
• 依托单位: Drexel University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-01-01 至 2003-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0089009&HistoricalAwards=false
• 关键词: Restructuring; Computer; Programming; Courses; Enabled

Computer Science (31) We are developing a radical recombination and restructuring of introductory level computer science courses that pools resources, differentiates knowledge levels in each subject area to fit the needs of different students, allows variable paced learning (not "self-paced"), and uses IT both as a teaching tool and to handle course administration.We are developing Web-based learning modules covering the course material at three Bloom's taxonomy levels of technical knowledge: a more minimal level suitable for the needs of information systems and digital media majors; a more technical level for computer engineering majors; and the highest technical level for computer scientists.These modules engage students in active, participatory learning activities in a supervisedenvironment. Simultaneously we retain many traditional elements in course delivery, such as group problem-solving sessions and supervised labs, office hours, and weekly deadlines. Course management tools are used to organize on-line materials, track student work at varying levels and paces, and provide student feedback through automated quizzes, surveys, and data mining. Online submission of homework and return of graded homework minimizes the administrative efforts involved in administering large courses and allows faculty to focus more on the students and their learning.

计算机科学（31）我们正在开发一个根本性的重组和重组的入门级计算机科学课程，汇集资源，区分知识水平，在每个学科领域，以适应不同学生的需要，允许可变节奏的学习（不是“自定进度”），并利用资讯科技作为教学工具及处理课程管理。我们正发展网上基于学习模块，涵盖了三个布卢姆技术知识分类水平的课程材料：适合信息系统和数字媒体专业需求的最低水平;计算机工程专业的技术水平;和计算机科学家的最高技术水平。这些模块使学生在有监督的环境中积极参与学习活动。同时，我们保留了课程交付中的许多传统元素，例如小组解决问题会议和监督实验室，办公时间和每周截止日期。课程管理工具用于组织在线材料，以不同的水平和速度跟踪学生的工作，并通过自动测验，调查和数据挖掘提供学生反馈。在线提交作业和返回评分作业最大限度地减少了管理大型课程所涉及的行政工作，并允许教师更多地关注学生及其学习。