Computer-Aided Collaborative Reasoning across the Curriculum

跨课程的计算机辅助协作推理

• 批准号: 0633506
• 负责人: Jason Hallstrom
• 金额: --
• 依托单位: Clemson University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-04-15 至 2010-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633506&HistoricalAwards=false
• 关键词: Computer; Aided; Collaborative; Reasoning; across

Computer Science (31) Software development based on the reuse of object-oriented components has the potential to improve the reliability of software products, but to realize this potential, software developers must be able to develop high quality software components, and be able to reason about their correctness. Introduction of formal reasoning in education will enable students to learn both how to develop correct programs and to understand why their programs are correct. This project is inculcating and amplifying principles and applications of reasoning in computing across the curriculum through the development of collaborative learning tools for three undergraduate courses: an introductory programming course, a data structures and algorithms course, and a software engineering course. Through these courses, the PIs are teaching reasoning across the curriculum by engaging students through a computer-aided, collaborative approach. In the Collaborative Reasoning paradigm, teams of students are involved in problem solving. This learning model is being enhanced with systematic feedback cycles, rapid and delayed, from both humans and automated assistants, using a Collaborative Reasoning Workbench. Systematic feedback gives structure to the reasoning process. Rapid feedback can make learning immediate and exciting for students, yet delayed feedback may be more meaningful in some problem-solving contexts. The Workbench can be tuned to provide either type of feedback, and it includes a set of exercises and "reasoning assistants" to guide students both inside and outside of the classroom.

基于面向对象组件重用的软件开发具有提高软件产品可靠性的潜力，但要实现这一潜力，软件开发人员必须能够开发高质量的软件组件，并能够推理其正确性。在教育中引入形式推理将使学生能够学习如何开发正确的程序，并理解为什么他们的程序是正确的。该项目通过为三门本科课程开发协作学习工具，在整个课程中灌输和放大计算推理的原理和应用：入门编程课程，数据结构和算法课程以及软件工程课程。通过这些课程，PI通过计算机辅助的协作方法吸引学生，在整个课程中教授推理。在协作推理范式中，学生团队参与解决问题。这种学习模型正在通过系统的反馈周期来增强，快速和延迟，来自人类和自动化助手，使用协作推理系统。系统反馈为推理过程提供了结构。快速反馈可以使学生的学习变得即时和令人兴奋，但在某些解决问题的情况下，延迟反馈可能更有意义。该工具可以调整以提供任何一种类型的反馈，它包括一套练习和“推理助手”，以指导学生在课堂内外。