Cover
Computer Science and Educational Software Design
ISBN 9783642200021
Preface
Object
Audience
Rationale
Objective
Adopted Perspective
Content
Structure
Acknowledgments
Contents
List of Abbreviations
Chapter 1: Introduction
1 General Picture
1.1 Technology Enhanced Learning
1.2 TEL and CS Technical Artifacts
1.3 Educational Software
1.4 Computer-Based Pedagogical Settings (CBPSs)
1.5 Non-definitional Character of Software
1.6 Summary
2 Examples
2.1 Examples of Computer-Based Pedagogical Settings (CBPSs)
2.1.1 The Java Programming CBPS
2.1.2 The Biology Inquiry Learning CBPS
2.1.3 The Learning Theories Forum CBPS
2.1.4 Discussion
2.2 Examples of Educational Software
2.2.1 JavIT, the ITS
2.2.2 Bio-sim, the Simulation-Based Learning Environment
2.2.3 GeLMS-1, the Generic LMS
2.2.4 Argue-chat, the Graphical Argumentation Chat Tool
2.2.5 Discussion
3 Design of Educational Software: Different Realities
3.1 Designing and Implementing New Software
3.2 Articulating and/or Customizing Software Components
3.3 Education and CS Interplays
4 Addressing Educational Software Design
4.1 Considering Software Properties
4.2 Making Explicit Matters of Concern and Perspectives
4.2.1 The Way the Pedagogical Setting and Software Role Are Thought of
4.2.2 The Considerations That Have Been Taken into Account at Design Time
4.2.3 The Impact of Pedagogical Considerations on Design
4.3 Importance of Explicitness
4.4 Difficulty and Limits of Explicitness
5 Content and Structure of the Book
5.1 Objective
5.2 Content Synthesis
5.3 Rationale for the Organization
5.3.1 Analysis Dimension
5.3.2 Propositions Dimension
5.4 General Comments
5.4.1 Keeping Context in Mind
5.4.2 What This Book Is Not
Chapter 2: A General Conceptualization for Educational Software
1 Reference Educational Notions
1.1 Pedagogical Setting
1.2 Teaching Setting
1.3 Activity
1.4 Pedagogical Objective
1.5 Pedagogical Setting Design
2 Educational Software Notions
2.1 Computer-Based Pedagogical Setting (CBPS)
2.2 Educational Software
2.2.1 Examples
2.2.2 Rationale for the Adopted Definition
2.2.3 Technical Dimensions
2.3 Pedagogical-Setting Support Software
2.4 Software Pedagogical Rationale (SPR)
2.4.1 Examples
2.4.2 Rationale for Introducing This Notion
2.5 The Technology Enhanced Learning Field (TEL)
3 Important Dimensions and Issues Put to the Fore
3.1 Disentangling Pedagogical Objectives
3.1.1 Pedagogical Objectives and Learning Objectives
3.1.2 Intermediate Objectives and Indirections
3.1.3 Pedagogical Objectives, Learning Objectives, and Design Evaluation
3.1.4 Issues and Limits
3.2 Analyzing the SPR/CBPS Relationships
3.3 Synthesis of the Introduced Dissociations
Chapter 3: Understanding Differences in Perspectives
1 Notions and Definitions
1.1 Examples
1.1.1 Activity
1.1.2 Didactics
1.1.3 Setting, Environment and Milieu
1.1.4 Interaction
1.2 Discussion
2 Nature of the Setting Analysis: An Example
2.1 A General and a Domain-Specific Analysis
2.1.1 Analysis A
2.1.2 Analysis B
2.2 Differences and Implications
2.2.1 Description of the Setting and Considered Objectives
2.2.2 Nature of the Pedagogical Analyses
2.2.3 Technical Analyses
2.3 Conclusions
3 Acknowledgement of Influential Factors: Examples
3.1 Impact of Software
3.2 Software Usage and Socio-technical Dimensions of the Field
3.3 Diagnosing LearnersΒ΄ Activity
4 Acknowledgement of Activity-Related Uncertainties
4.1 Uncertainties Related to the Effectively Considered Task
4.2 Uncertainties Related to the Effective Use of Technology
4.3 Acknowledgement and Possible Implications for Design
4.3.1 Issue
4.3.2 Implications for Design
4.4 Conclusions
5 Disciplinary Dimensions
5.1 Mono-disciplinary Work
5.2 Clarifying the X-Disciplinary Dimensions of Projects
5.2.1 Clarifying the Disciplinary Interplay
5.2.2 Clarifying What the Difficulty Is
5.3 Conclusions
6 Conclusions
Chapter 4: Review of Prototypical Examples
1 GeLMS, the Generic Learning Management System
2 Phys-edit, the Physics Modeling Editor
3 Argue-chat, the Argumentation Chat Tool
4 Colab-edit, the Collaborative Editor Environment
5 Bio-sim, the Inquiry Setting Environment
6 JavIT, the Java Programming Intelligent Tutoring System
7 Scen-play, the Generic Scenario Player
8 Colab-solver, the Collaborative Problem-Solving Environment
9 Geo-world, the Mathematics Graphical Microworld
10 Discussion
Chapter 5: CS Perspectives and TEL
1 Roles of Computer Science in TEL
1.1 Creating Novel Possibilities for Supporting Human Activities
1.2 Elaborating Powerful Abstractions
1.2.1 Computer Science and Modeling
1.2.2 TEL and Modeling
1.3 Implementing Specified Models and Processes on Computers
2 Engagement of Computer Scientists
2.1 TEL as a Place for Clever CS Applications
2.1.1 Negative Dimensions of Building on Technological Advances
2.1.2 Positive Dimensions of Building on Technological Advances
2.1.3 Taking into Account Conceptual and Technological Complexity
2.2 TEL as a Field Where Some CS Problems Arise
2.2.1 Disentangling CS Dimensions from Their TEL Origins
2.2.2 Addressing CS Issues
2.3 TEL as a Proper Field
3 Conclusions
Chapter 6: Educational Software Engineering
1 Engineering and Research
2 Educational Software Engineering as a Scientific Field
2.1 Educational Software as Complex Artificial Objects
2.2 Definition and Matters of Concern
2.3 Transversal Efforts to Clarify Issues
2.4 Specific Efforts to Build Engineering Methodologies
2.5 Conducting Projects as Vectors for Knowledge Development
3 Reconsidering the CS-TEL Relationship
3.1 Educational Software Engineering and Research
3.2 Educational Software Engineering and CS Research
3.2.1 TEL and the Theoretical Dimensions of CS
3.2.2 TEL and the Technological Dimensions of CS
3.2.3 TEL and the Socio-technical Dimensions of CS
3.2.4 Engagement of Computer Scientists
4 Conclusions
Chapter 7: Characterizing the Design Context
and the Software Artifact
1 Introduction
Content
Objective
Nature
General Structure
2 Characterizing the Design Context
2.1 Research/Development Nature of the Work
2.2 Theoretical Background
2.3 Nature of the Targeted Outcome
2.4 Rationale for Designing Software
2.5 How Software Is Considered Within the CBPS
2.6 Design Approach
2.7 Actors Concerned
2.8 Context and Historical Dimensions of the Project
3 Characterizing the Software Artifact
3.1 Level of Analysis of Software Properties
3.2 Actions Considered at the Level of Software
3.3 Reification of the Pedagogical Intention in Software
3.4 Nature of the CS Treatments
3.5 Level of Achievement
4 Examples
4.1 GeLMS-4, the Generic Learning Management System
4.2 JavIT, the Java Programming Intelligent Tutoring System
5 Conclusions
Chapter 8: Methodological Considerations
1 Clarifying Concerns
2 Dealing with Complexity and Models
2.1 Multiplicity of Models
2.2 Foundations of Models
2.3 Traceability of Models
3 Making the SPR Explicit
Analysis of S1
Analysis of S2
Comparison
Conclusions
4 Considering Activity and Indirect Design
5 Developing Knowledge
5.1 Definition of Issues
5.1.1 Clarifying What Is Considered
5.1.2 Clarifying What the Difficulty Is
5.2 Definition of Results
5.3 Evaluation of Results
Chapter 9: Conclusions
1 Educational Software Design and Evolution of Technologies
2 Lack of Knowledge Capitalization
Difficulty of Evaluating Educational Software
Non-necessary Multidisciplinary Character of Achievements
High Volatility of the Field
Practices and Economy May Develop Independently from Research Advances
Software Usage and Practice Developments Comply with Complex Dynamics
3 Pushing Forward Educational Software Engineering
3.1 Conditions for Capitalizing Knowledge
3.1.1 Addressing Precise Objects
3.1.2 Considering the Generality Dimension
3.1.3 Developing Evaluation Means
3.2 Review of Possible Focuses
3.2.1 Educational Software as a Computer-Based System
3.2.2 CBPS Definition
3.2.3 The Way the CBPS Unfolds, LearnersΒ΄ Activity and Learning Outcomes
3.3 Analysis of the Different Perspectives
3.4 Conclusions
Index