TLCS: A Digital Library with Resources to Teach and Learn Computer Science

2019 ◽  
Vol 13 ◽  
pp. 3-20 ◽  
Author(s):  
Sébastien COMBÉFIS ◽  
Guillaume DE MOFFARTS ◽  
Mile JOVANOV
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Computer Science ◽  
Data Structures ◽  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Education Level ◽  
Binary Representation ◽  
Information Sheet

Nowadays, teaching and learning computer science is done at various ages, for several topics and for different reasons. Depending on the country, it can start from the primary school and it finishes at the higher education level, or even later if we take continuing education into consideration. Topics to be learned can be as simple as binary representation or basic programming concepts that can be taught to children to introduce them to computer science. It is also possible to teach and learn advanced data structures or algorithms optimisation, which are interesting skills for Olympiad in Informatics contestants, for example. Recently, there is a prominent number of websites and applications that have been created to help the teaching and learning of many informatics concepts. This paper presents a platform that has been designed to browse a database of resources that can be used to teach or to learn computer science. This digital library contains freely accessible resources and can be searched efficiently thanks to the proposed structure for its content. It has been designed to maximise the user’s experience and to fit modern models of digital libraries. For each resource, a detailed information sheet has been produced, containing among other things pedagogical information to help teachers and learners use the resources as best as possible. This platform can also be used to train candidates to Olympiad in Informatics and other related and similar competitions.

TLCS: A Digital Library with Resources to Teach and Learn Computer Science

2019 ◽  
Vol 13 ◽  
pp. 3-20
Author(s):  
Sébastien COMBÉFIS ◽  
Guillaume DE MOFFARTS ◽  
Mile JOVANOV
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Computer Science ◽  
Data Structures ◽  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Education Level ◽  
Binary Representation ◽  
Information Sheet

Nowadays, teaching and learning computer science is done at various ages, for several topics and for different reasons. Depending on the country, it can start from the primary school and it finishes at the higher education level, or even later if we take continuing education into consideration. Topics to be learned can be as simple as binary representation or basic programming concepts that can be taught to children to introduce them to computer science. It is also possible to teach and learn advanced data structures or algorithms optimisation, which are interesting skills for Olympiad in Informatics contestants, for example. Recently, there is a prominent number of websites and applications that have been created to help the teaching and learning of many informatics concepts. This paper presents a platform that has been designed to browse a database of resources that can be used to teach or to learn computer science. This digital library contains freely accessible resources and can be searched efficiently thanks to the proposed structure for its content. It has been designed to maximise the user’s experience and to fit modern models of digital libraries. For each resource, a detailed information sheet has been produced, containing among other things pedagogical information to help teachers and learners use the resources as best as possible. This platform can also be used to train candidates to Olympiad in Informatics and other related and similar competitions.

scholarly journals Perceptions of usability and usefulness of digital libraries

2012 ◽  
Vol 6 (1-2) ◽  
pp. 133-147 ◽  
Author(s):  
Krystyna K. Matusiak
Keyword(s):  
Digital Library ◽  
Digital Libraries ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Ease Of Use ◽  
User Intention ◽  
Negative Effect ◽  
Content Coverage ◽  
Visual Materials

This paper provides an overview of a case study research that investigated the use of Digital Library (DL) resources in two undergraduate classes and explored faculty and students' perceptions of educational digital libraries. This study found that students and faculty use academic DLs primarily for textual resources, but turn to the open Web for visual and multimedia resources. The study participants did not perceive academic libraries as a useful source of digital images and used search engines when searching for visual resources. The limited use of digital library resources for teaching and learning is associated with perceptions of usefulness and ease of use, especially if considered in a broader information landscape, in conjunction with other library information systems, and in the context of Web resources. The limited use of digital libraries is related to the following perceptions: 1) Library systems are not viewed as user-friendly, which in turn discourages potential users from trying DLs provided by academic libraries; 2) Academic libraries are perceived as places of primarily textual resources; perceptions of usefulness, especially in regard to relevance of content, coverage, and currency, seem to have a negative effect on user intention to use DLs, especially when searching for visual materials.

Administrative-Related Evaluation for Distance Education Institutions in Turkey

2018 ◽  
pp. 263-288 ◽  
Author(s):  
Uğur Demiray ◽  
Gülay Ekren
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Distance Education ◽  
Continuing Education ◽  
Education Level ◽  
Administrative Staff ◽  
Mode 2 ◽  
Learning Programs ◽  
E Learning ◽  
It Departments

This chapter intends to determine the existing status of distance education at higher education level in Turkey. Recently, there are various institutions in Turkey which provide distance education such as distance education research and application centers, information departments, continuing education centers, head of IT departments etc. However, little is known about their administrative related structuring. This chapter provides a qualitative research which aims to answer following issues: (1) to determine the existing distance learning programs and compulsory joint courses being provided in distance mode, (2) to identify varying titles given to the institutions or units which provide compulsory joint courses or programs in higher education, (3) to determine the LMSs used to provide distance education, (4) to determine e-learning activities in distance education institutions, (5) to identify the roles of administrative staff in distance education institutions.

scholarly journals ANALISIS METODE K-MEANS PADA PENGELOMPOKAN PERGURUAN TINGGI MENURUT PROVINSI BERDASARKAN FASILITAS YANG DIMILIKI DESA

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Aliyul Amri ◽  
Agus Perdana Windarto ◽  
Anjar Wanto ◽  
Irfan Sudahri Damanik
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Doctoral Programs ◽  
Education Level ◽  
Learning Activities ◽  
The Government ◽  
Facility Level ◽  
Level Cluster ◽  
The Village

Higher education is an education level that includes diplomat, undergraduate and doctoral programs. The purpose of higher education is to improve the quality of the workforce, to help improve the quality of the workforce each university must have the facilities needed in teaching and learning activities. This study discusses the Analysis of the K-Means Method in the Grouping of Universities by Province Based on the Facilities of the Village. Sources of data obtained from data collected based on documents from 2003 to 2018 through the website of the Indonesian Statistics Agency. Data is processed into 2 clusters, namely the highest facility level cluster (C1) and the lowest facility level cluster (C2). So that obtained from 34 provinces 3 provinces are grouped in high facility level clusters (C1) and 31 provinces are grouped in low facility level clusters (C2). This can be input to the government for provinces that have higher education institutions that still have inadequate facilities in each village and are of more concern to the government based on the cluster that is being conducted.Keywords: K-Means, Higher education, Grouping, Facilities

scholarly journals Pengenalan Budaya Bengkulu Melalui Puzzle Game Bagi Siswa Sekolah Dasar

2021 ◽  
pp. 44-49
Author(s):  
Lena Elfianty ◽  
Jusuf Wahyudi
Keyword(s):  
Higher Education ◽  
Elementary School Children ◽  
Teaching And Learning ◽  
Basic Education ◽  
Main Tool ◽  
Education Level ◽  
Teaching Material ◽  
Cultural Wealth ◽  
Teaching Aids ◽  
Class Teacher

Teaching aids at the higher education level are not something strange and rare, because the level of need in terms of material presentation is felt more useful and easy. Especially for the basic education level, a tool for delivering material to elementary school children which have been more conventional in the form of teachers reading or writing material, meanwhile, students copy what the class teacher writes. This habit of course will be slow and monotonous and can increase boredom in following the teaching and learning process.  To reduce the level of boredom and the less attractive way of delivering this teaching material, it is necessary to have a way that can arouse learning enthusiasm for students at the basic education level, namely in the form of visual displays using computers as the main tool with more material content. new and innovative. This is even more so if it is applied in the form of introduction to nature reserves, history, and cultural heritage.  The enthusiasm of the students while trying the puzzle game application based on the introduction of Bengkulu's culture and natural wealth encouraged the students to get to know and understand more about the importance of maintaining and being proud of the natural and cultural wealth of the Bengkulu people.

The Pillars of Instructional Technology

2005 ◽  
pp. 1-13
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
Teaching And Learning ◽  
Philosophy Of Technology ◽  
Education Level ◽  
Technology Leadership ◽  
Higher Learning ◽  
Technology Program ◽  
History Of ◽  
Learning With Technology

This chapter provides an overview of the foundational components of teaching and learning with technology. The pillars of instructional technology include the philosophy of technology (What are we teaching about IT?), the psychology of technology (How are we teaching with IT?), the sociology of technology (Who are we teaching with IT?), the history of technology, and technology leadership. Each “pillar” offers a venue for creating a program of instructional technology at the higher education level. In addition, a new model for implementing an instructional technology program is introduced: the K-A-RPE Model of Instructional Technology provides the infrastructure for any institution of higher learning to infuse technology into its undergraduate, graduate, and post-graduate teacher curriculum.

Member spotlight

2021 ◽  
Vol 53 (4) ◽  
pp. 6-9
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Programming Languages ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Assistant Professor ◽  
Steering Committee ◽  
Research Fellowship ◽  
Award Winning ◽  
National Forum

In this feature of the Bulletin, we highlight members of the SIGCSE community. In this issue, Bulletin co-editor Charles Wallace interviewed Dr. Brett Becker, Assistant Professor in the School of Computer Science at University College Dublin (UCD) in Ireland. Brett double-majored in Computer Science and Physics at Drew University in New Jersey. He then moved to Ireland and completed an M.Sc. in Computational Science and a Ph.D. in Computer Science (Heterogeneous Parallel Computing) at UCD. Since then, he has completed three postgraduate qualifications in Teaching & Learning including an MA in Higher Education. His research interests include the psychology and other human factors of learning programming, including how novices interact with programming languages and environments. In 2020, he received a Teaching and Learning Research Fellowship from the Irish National Forum for the Enhancement of Teaching and Learning in Higher Education - the highest individual national distinction the sector offers to those teaching in higher education. Brett is active in all four SIGCSE conferences including serving as Chair of the CompEd Steering Committee and Co-chairing ITiCSE 2022 in Dublin next summer. He has co-authored several award-winning papers including best computing education research papers (SIGCSE Technical Symposium 2019, 2021) and best reviewed paper (ICER 2020). Brett is chair of the Ireland ACM SIGCSE Chapter and recently co-authored a textbook aligned with the Irish national second-level Computer Science curriculum.

THE INFLUENCE OF SELF-DRIVE ON THE DEVELOPMENT OF MALAY LANGUAGE PROGRAMME: NON-NATIVE ADULTS’ PERSPECTIVE

2018 ◽  
Vol 6 (2) ◽  
pp. 74-83 ◽  
Author(s):  
Punitha Vathi Muniandy ◽  
Abdul Jalil B.Othman ◽  
Sharir Jamaluddin
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Foreign Language ◽  
Continuing Education ◽  
Research Method ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Continuous Assessment ◽  
Informal Adult Education ◽  
Learning Institutions

Purpose: The purpose of the study is to analyse non-native adults’ self-drive and ways that has influenced towards the development of Malay language programme in which the programme caters to their needs, expectations and self-drive in University of Malaya for Continuing Education. Methodology: This study aims to analyse non-native adults’ self-drive in an informal adult education at a higher learning institution in Malaysia using an action research method comprising 58 non-native adult learners which was implemented from January 2014 to December 2017. The evidence gathered through feedback, observation and continuous assessment. Findings: The outcome of this study reveals that strong self-drive among non-native adult learners encouraged and increased the effort towards the introduction of a Malay language programme that suits their needs and expectations. Research Limitations/Implications: It was reported that the development of new Malay programme would have been more successful and benefits more language instructors and academicians. Their involvement would provide more support and critical views in the research in order to validate the formulation of the Malay programme. Social Implications: The improvement in teaching and learning process undertaken has also accelerated adult learners’ attainment and competency in Malay language. As a result of non-native adult leaners’ excellent attainment has reinforced the Malay language educator to attract and increase the enrolment for continuing education at higher learning institutions that offer Malay programme as lifelong learning programme. Originality/Value: The study on self-drive among non-native adults and how it has influenced towards the development of a Malay programme that caters to their needs, interests and expectations is still new, and it is a first-hand study of its kind. The results will be useful for those who are involved in adult teaching and in steering Malay as Modern Foreign Language programme at higher education.

Digital libraries in the classroom: Secondary school teachers’ conception

2011 ◽  
Vol 43 (4) ◽  
pp. 224-236 ◽  
Author(s):  
A Abrizah ◽  
AN Zainab
Keyword(s):  
Secondary School ◽  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Digital Resources ◽  
Teachers Perceptions ◽  
History Curriculum ◽  
Use Of The Internet

This paper presents findings from a case study investigating secondary school teachers’ understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and (2) What are the teachers’ perceptions of the initiative to develop a collaborative digital library for school projects? A series of interviews were carried out on six History subject teachers which provide a detailed and succinct information on their understanding of digital libraries, their knowledge and use of the Internet and digital resources, their perception of the possible impact of digital resources on teaching and learning, the benefits teachers seen in digital resources and the problems they have in using them. It also offers important insights on History subject teachers’ perceptions of the initiative to develop a collaborative digital library for History projects, perception of its potential use, pointing out the conditions that facilitate its use in the classrooms. The paper also points out the relevance of digital libraries to the History curriculum which will make readers understand that using the technology is relevant to the teaching of all subjects.

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