Computer Science and Educational Software Design: A Resource for Multidisciplinary Work in Technology Enhanced Learning

By Pierre Tchounikine

Constructing academic software program calls for pondering, problematizing, representing, modeling, imposing and reading pedagogical ambitions and concerns, in addition to conceptual versions and software program architectures. desktop scientists face the trouble of knowing the actual concerns and phenomena to be taken under consideration in academic software program initiatives and of keeping off a naïve technocentered point of view. nonetheless, actors with backgrounds in human or social sciences face the trouble of figuring out software program layout and implementation concerns, and the way laptop scientists have interaction in those tasks.

Tchounikine argues that those problems can't be solved via development one of those “general theory” or “general engineering methodology” to be followed by means of all actors for all initiatives: academic software program tasks may perhaps correspond to very assorted realities, and should be carried out inside of very diverse views and with very varied issues of outrage. hence the problem of knowing each one others’ views and elaborating a few universal floor is to be thought of in context, in the thought of undertaking or viewpoint. To this finish, he presents the reader with a framework and skill for actively bearing in mind the relationships among pedagogical settings and software program, and for operating jointly in a multidisciplinary technique to increase academic software.
His booklet is for actors engaged in learn or improvement tasks which require inventing, designing, adapting, enforcing or interpreting academic software program. The middle viewers is Master’s and PhD scholars, researchers and engineers from machine technological know-how or human and social sciences (e.g., schooling, psychology, pedagogy, philosophy, communications or sociology) attracted to the problems raised via academic software program layout and research and within the number of views which may be followed.

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2 academic software program Engineering as a systematic box . . . . . . . . . . . . . . 2. 1 academic software program as complicated synthetic gadgets . . . . . . . . . . . . 2. 2 Definition and concerns of shock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. three Transversal Efforts to elucidate concerns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. four particular Efforts to construct Engineering Methodologies . . . . . . . . . . . 2. five carrying out tasks as Vectors for wisdom improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . three Reconsidering the CS-TEL courting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . three. 1 academic software program Engineering and examine . . . . . . . . . . . . . . . . three. 2 academic software program Engineering and CS examine . . . . . . . . . . . . four Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 111 112 112 113 114 a hundred and fifteen 117 118 118 119 122 Characterizing the layout Context and the software program Artifact . . . . . . . 1 creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Characterizing the layout Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. 1 Research/Development Nature of the paintings . . . . . . . . . . . . . . . . . . . . . 2. 2 Theoretical history . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. three Nature of the precise consequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. four intent for Designing software program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. five How software program is taken into account in the CBPS . . . . . . . . . . . . . . . . . . 2. 6 layout strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 124 126 126 128 one hundred thirty 132 133 one hundred thirty five xii Contents 2. 7 Actors involved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. eight Context and old Dimensions of the venture . . . . . . . . . . . . . . . three Characterizing the software program Artifact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . three. 1 point of study of software program houses . . . . . . . . . . . . . . . . . . . . . . . . three. 2 activities thought of on the point of software program . . . . . . . . . . . . . . . . . . . . three. three Reification of the Pedagogical goal in software program . . . . . . . . . . . . three. four Nature of the CS remedies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . three. five point of feat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . four Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . four. 1 GeLMS-4, the common studying administration process . . . . . . . . . . four. 2 JavIT, the Java Programming clever Tutoring method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . five Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 138 139 139 139 a hundred and forty 141 143 143 a hundred and forty four eight Methodological concerns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Clarifying matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 facing Complexity and types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. 1 Multiplicity of versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. 2 Foundations of types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. three Traceability of versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . three Making the SPR particular . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . four contemplating job and oblique layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . five constructing wisdom .

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