While our approach is to present enough in multimedia learning materials that it can be self-
experiences and rich interactivity often CIMEL content. Personae provide feedback to all
response, which in turn are recorded in a Web monitoring system for evaluation purposes . The experimental data
focus groups , surveys and interviews with students suggest that teaching students is approximately proportional to
Wealth interactivity. CIMEL design goal is to facilitate a variety of teaching methods to keep students
multimedia performance to a wider audience ( Blank , Sahasrabudhe & Heigl , 2002).
Interactive quizzes and constructive exercises help students learn by doing. Personae provide feedback
guiding students through each exercise. Since multimedia reverse supply in all interactions with the user , either directly or correctly , students can see if they really know the answer . Design exercises are much more complex.
student to build complex problems by dragging parts of structures in place gradually.
The purpose of CIMEL framework is to provide students with knowledge of how to treat presented in
course work , exploring the current trends of research. Providing students with opportunities to explore research
literature associated with the course gives them a greater appreciation for the basics presented in the courses and
as a promising technology, which is headed. Learning how to do research as a valuable skill for life
training. Inquiry -based exercises facilitate learning by doing research. For example , after learning of abstract data
types for collections persona professor asks students to explore the design of such abstract data types in the same
latest JDK. Next screen further exercise of that learned from query -based activities.
The project CIMEL, we have developed an advanced challenge- based learning that teaches unit
students how to identify emerging trends in computer science studies (Roy et al. , 2002). A new trend is the subject
region, which can be traced to the growing interest and utility over time (Kontostathis et al. , 2003). For example,
XML is a technology that emerged in the mid - 1990s years. By identifying emerging trends , students see the role of
current topics that play course - related areas of research. Multimedia unit explains the usefulness of developing trends
Detection of interactive tutorials and destination. Experimental evaluation is carried out using multimedia
The textbook grade students programming languages has shown that students will achieve much more
accuracy in identifying emerging trends in the use of the methodology is implemented in a multimedia tutorial (Roy ET
others. 2002). As a component of this project , we plan to deploy new trends tool that will support inquiry -based
exercises adapted to middle and high school students in some areas of information technology topic.
experimental results
Both full audio narration and only the facts resumes, and interactive design and
request for training exercises , CIMEL facilitates learning for students with different learning styles ( Blank et al,
2002b). Experimental evaluation shows that the media has a significant impact on learning, both objective in
tests and homework for graduate students learn the design of abstract data types in the course
Object - Oriented Software Development ( Blank et al ., 2002a), as well as training for students of the same material
on the upper level undergraduate course in software engineering ( Blank et al ., 2002b).
In autumn 2002 we started an experimental evaluation of the material entering the first Java course in
Computer Science (CS1). This time we tried to Java by introducing objects first approach and BlueJ (Kölling,
2001). Previously, we have developed a material input Java with traditional syntax of the first approach , since
"Hello, World" application, and submission of grades in the second chapter of Java. When first introduced by
From the second chapter in the SIGCSE Workshop on BlueJ ( March 2002 ) , others convinced him
that syntactically first approach is problematic for Java, because it puts too much emphasis on minor details , such as
signature of the main method . With the environment BlueJ, students can get started immediately
Classes and objects. Pedagogical heuristic : students learn better that they learn first ( and repeatedly ). investigation
for Java: classes and objects that students need to learn better. So we redesigned the head of the class
and facilities so that it is parallel to the first chapter of a new textbook introducing BlueJ (Barnes & Kölling, 2002).
In autumn 2002, we conducted an experimental study investigating Are our new multimedia
enhances learning introductory concepts in Java and object - oriented programming. Specifically, we compared
how well the students in the class CS0/CS1, extracted from the first chapter of the textbook, Objects first with Java -
Practical introduction Using BlueJ compared to our respective media . Seventy- six students were randomly
divided into two groups. One group took a preliminary online test with 20 questions. Then half the students in
each group were randomly assigned to one of two groups , one using text and BlueJ, and the other using multimedia
and BlueJ.
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