This design-based research provides design considerations for developing educational tools for teaching programming to blind primary schoolers, as an effort towards more inclusive classrooms, given that the tools available today are not accessible to these students. Existing tools were analyzed and tested, and co-design practices were applied in exploring ‘instructions’ as a main logic operation for computer programming, through experimenting with diverse types of interfaces, having visually impaired participants at the center of the process. Physical and mental patterns, relevant for improving the accessibility of such tools, are unveiled and further discussed in this study.

Many learners find the study of introductory computer programming difficult. This is also true of children with attention deficit hyperactivity disorder (ADHD), and we need an improved understanding of how they learn programming. After reviewing the constructivist approach to teaching and learning and investigating ADHD, this study explored strategies for constructive learning of introductory programming. The aim was to evaluate the effectiveness of the Karplus learning cycle to teach introductory programming. This was done through qualitative research from an interpretive perspective. Action research techniques were employed and data analysed using grounded theory methods. Four major constructivist teaching categories emerged, all of which support the use of the Karplus cycle. It is concluded that the three-phase Karplus cycle can be used to assist these learners learn introductory programming. However, it needs to be understood more broadly and the middle phase broken into two subphases to ensure effective learning. / Mathematical Sciences / M. Sc. (Mathematical Sciences)

We consider a number of temporal logics, some interval-based and some instant-based, and the choices that have to be made if we need to construct a computational framework for such a logic. We consider the axiomatisation of the accessibility relations of the underlying temporal structures when we are using a modal language as well as the formulation of axioms for distinguishing concepts like actions, events, processes and so on for systems using first-order languages. Finally, we briefly discuss the fields of application of temporal logics and list a number of fields that looks promising for further research. / Computer Science & Information Systems / M.Sc.(Computer Science)

How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.

Programming resource-sensitive systems, such as real-time embedded systems, requires guaranteeing both the functional correctness of computations and also that time and space usage fits within constraints imposed by hardware limits or the environment. Functional programming languages have proved very good at meeting the former logical kind of guarantees but not the latter resource guarantees. This thesis contributes to demonstrate the applicability of functional programming in resource-sensitive systems with an automatic program analysis for obtaining guaranteed upper bounds on dynamic space usage of functional programs. Our analysis is developed for a core subset of Hume, a domain-specific functional language targeting resource-sensitive systems (Hammond et al. 2007), and presented as a type and effect system that builds on previous sized type systems (Hughes et al. 1996, Chin and Khoo 2001) and effect systems for costs (Dornic et al. 1992, Reistad and Giord 1994, Hughes and Pareto 1999). It extends previous approaches by using abstract interpretation techniques to automatically infer linear approximations of the sizes of recursive data types and the stack and heap costs of recursive functions. The correctness of the analysis is formally proved with respect to an operational semantics for the language and an inference algorithm that automatically reconstructs size and cost bounds is presented. A prototype implementation of the analysis and operational semantics has been constructed and used to experimentally assess the quality of the cost bounds with some examples, including implementations of textbook functional programming algorithms and simplified embedded systems.

Learning to program is recognised nationally and internationally as a complex task that novices find challenging. There exist many endeavours to support the novice in this activity, including software tools that aim to provide a more supportive environment than that provided by standard software facilities, together with schemes that reduce the underlying complexity of programming by providing accessible micro-worlds in which students develop program code. Existing literature recognises that learning to program is difficult because of the need to learn the rules and operation of the language (program formulation), and the concurrent need to interpret problems and recognise the required components for that problem (problem formulation). This thesis describes a new form of learning support that addresses that dual task of program and problem formulation. A review of existing teaching tools that support the novice programmer leads to a set of requirements for a support tool that encompasses the processes of both program and problem formulation. This set of requirements is encapsulated in a conceptual framework for software tool development. The framework demonstrates how the requirements of a support tool can be met by performing a series of automated analyses at different stages in the student's development of a solution. An extended series of observations demonstrates the multi-faceted nature of problems that students encounter whilst they are learning to program and how these problems can be mapped onto the different levels of programs and problem formulation. These observations and the framework were used to inform the development of SNOOPIE, a sample instantiation of the framework for learning Java programming. This software tool has been fully evaluated and demonstrated to have a significant impact on the learning process for novice Java programmers. SNOOPIE is fully integrated into a current introductory programming module and a future programme of work is being established that will see SNOOPIE integrated with other established software tools.

The problem of programming a parallel processor is discussed. Previous methods of programming a parallel processor, analyzing a program for parallel paths, and special language features are discussed. Graph theory is used to define the three basic programming constructs: choice, sequence, repetition. The concept of mechanized programming is expanded to allow for total separation of control and computational sections of a program. A definition of a language is presented which provides for this separation. A method for developing the program graph is discussed. The control graph and data graph are developed separately. The two graphs illustrate control and data predecessor relationships used in determining parallel elements of a program.

Une étude récente auprès de 302 mathématiciens canadiens révèle un écart intriguant : tandis que 43% des sondés utilisent la programmation informatique dans leur recherche, seulement 18% indiquent qu'ils emploient cette technologie dans leur enseignement (Buteau et coll., 2014). La première donnée reflète le potentiel énorme qu'a la programmation pour faire et apprendre des mathématiques. La deuxième donnée a inspiré ce mémoire : pourquoi existe-t-il un tel écart ? Pour répondre à cette question, nous avons mené une étude exploratoire qui cherche à mieux comprendre la place de la programmation dans la recherche et la formation en mathématiques au niveau universitaire. Des entrevues semi-dirigées ont été conduites avec 14 mathématiciens travaillant dans des domaines variés et à différentes universités à travers le pays. Notre analyse qualitative nous permet de décrire les façons dont ces mathématiciens construisent des programmes informatiques afin d'accomplir plusieurs tâches (p.e., simuler des phénomènes réels, faire des mathématiques « expérimentales », développer de nouveaux outils puissants). Elle nous permet également d'identifier des moments où les mathématiciens exposent leurs étudiants à certains éléments de ces pratiques en recherche. Nous notons toutefois que les étudiants sont rarement invités à concevoir et à écrire leurs propres programmes. Enfin, nos participants évoquent plusieurs contraintes institutionnelles : le curriculum, la culture départementale, les ressources humaines, les traditions en mathématiques, etc. Quelques-unes de ces contraintes, qui semblent limiter l'expérience mathématique des étudiants de premier cycle, pourraient être revues. / A recent survey of 302 Canadian mathematicians points to an intriguing gap: while 43% of the participants use computer programming in their research, only 18% indicate that they use such technology in their teaching (Buteau et al., 2014). The first statistic reflects the enormous potential that programming has for doing and learning mathematics. The second served as the inspiration for our research: why would such a gap exist? In response to this question, we put forth an exploratory study aimed at better understanding the place of programming in mathematical research and university mathematics education. Semi-directed interviews were conducted with 14 mathematicians working within various mathematical subfields at different universities across Canada. Our qualitative analysis allows us to describe the ways in which these mathematicians construct computer programs in order to accomplish several tasks (e.g., simulating real-world phenomena, doing "experimental" mathematics, developing new powerful tools). It also allows us to identify some moments where the mathematicians expose their students to certain elements of these research practices. We notice, however, that the students are rarely invited to conceptualize and write their own programs. In the end, our participants highlight several institutional constraints: the curriculum, departmental culture, human resources, the traditions in mathematics, etc. Some of these constraints, which seem to be limiting the mathematical experience of some undergraduate students, could warrant re-examination.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Software development is no longer a task limited to professionally trained computer programmers. Increasing support for software customization through scripting, the opening of application programmer interfaces on the Web, and a growing need for domain specific application support have all contributed to an increase in end-user programming. Unfortunately, learning to program remains a challenging task, and the majority of end-user programmers lack any formal education in software development. Instead, these users must piece together their understanding of programming through trial and error, examples found online, and help from peers and colleagues. While current approaches to address the difficulties facing end-user programmers seek to change the nature of the programming task, I argue that these challenges often mirror those faced by all novice programmers. Thus, pedagogical solutions must also be explored. This dissertation work investigates the challenges that end-user programmers face from a computer science education perspective. I have engaged in a cycle of learner-centered design to answer the high-level questions: What do users know; what might they need to know; how are they learning; and how might we help users discover and learn what they need or want to know? In so doing, I uniquely frame end-user programming challenges as issues related to knowledge and understanding about computer science. Rather than building new languages or programming tools, I address these difficulties through new types of instructional materials and opportunities for felicitous engagement with them. This work is contextualized within a specific domain of non-traditional programmers: graphic and web designers who write scripts as part of their careers. Through an in-depth, learner-centered investigation of this user population, this dissertation makes five specific contributions: (1) A detailed characterization of graphic and web design end-user programmers and their knowledge of fundamental computing concepts. (2) An analysis of the existing information space that graphic and web designers rely on for help. (3) The implementation of a novel case-based learning aid named ScriptABLE that is explicitly designed to leverage existing user practices while conveying conceptual knowledge about programming. (4) Initial confirmatory evidence supporting case-based learning aids for the informal computing education of web and graphic design end-user programmers. (5) An argument in support of the value of normative computing knowledge among informally trained programmers.