Transcript No Slide Title

Peter Chalk, IoE & SBU
Assessing Students' Learning
When Using Software Engineering
Webworlds
Background
Web-based interactive learning
environments (Webworlds)
Modelling capabilities - exploratory or
expressive
Model as an 'object to think with' can be a
powerful tool
Expressive modelling using diagramming
tools freely available on the Web
Methodology & Results
Methods for researching, monitoring,
providing feedback and assessing work
Using a collaborative Web space (BSCW)
A method for analysing the 'learning
paths’
Preliminary data analysis appears to
support the claim for enhanced studentcentred learning
Java Flow Graph Editor
JSP Editor
Learning Path
(s=student; t=tutor; ww=webworld; d=diagram;
c=comment; l=link; sa=store; r=read; 3/4=date)
ww
l 3/4,
11/4
s
d1
s
3/4
r 9/4
r 5/4
t
c1
sa
11/4
d1a
sa 7/4
Preliminary results
Grp
Web Grp
work size
mark
Used
web
Events
in
BSCW
Days
when
hits
Learn
paths
H1
A+
4
4
49
13
1
H2
B+
5
2
37
5
0
H4
A-
3
3
11
4
0
C2
A
4
4
75
16
1
C3
A
2
2
16
5
0
C6
A
3
3
42
10
0
C11
D
4
0
0
0
0
C12
A+
4
4
107
14
1
C14
A+
4
4
98
11
1
 BSCW team areas, event lists
and files stored recorded, some
metrics gathered & results
analysed
 Mark for the quality of their JSP
design, flow graph analysis and
coding/testing is a crude
measure of their learning
 All students who did respond to
feedback and improve their
model achieved an A or B grade.
 Students of higher ability made
best use. All groups with
learning paths scored A & had
most days when BSCW events
occurred
Textual analysis
JSP Editor
Freq.
access
&
"We are now familiar with its
use and confident using it"
+
4
Attitude
"Don't like it"
-
2
Tool
Usability
"Useful when designing"
+
21
"Lacks complete notation"
-
6
Execute
"Differences can be seen
between generated C code &
the Sort Web site"
+
15
"When I accessed his flowgraph
I found an obvious mistake"
"Very interesting
that tools [&
code] used by
engineers can be
found"
"I know there are
errors in the
design as I was
unable to
illustrate the
nested loops in
the generated
code"
Conclusions & what next
Confirm need for objects to think with &
executable model
BSCW satisfaction with learning role
Appreciation of apprenticeship learning
Tool to identify possible paths from the
daily event lists as they accumulate
Assess process of student-centred
learning