Microlearning: New Approaches To A More Effective Higher Education

Contents
Microlearning and Automated Assessment – A Framework Implementation of Dissimilar Elements to Achieve Better Educational Outcomes
1 Introduction
2 Introductory Programming Learning Environments
3 Learning Environment Concept
3.1 Framework Architecture
3.2 Backend Implementation
3.3 The Front-end Implementation
3.3.1 Content Structure
3.3.2 Automatic Source Code Evaluation
3.3.3 Learning and Teaching Support
4 Students’ Perception of the Elements of the Priscilla System
5 Discussion
6 Conclusion and Future Work
References
Microlearning as an Educational Technology: Information Requests and Bibliometric Analysis
1 Introduction
2 Research Design
3 The Results of the Study
3.1 Findings Related to the Analysis of Publication Trends of Microlearning
3.2 Findings on Thematic Publications Employing VOSviewer
4 Conclusions
References
Guidance for Introductory Programming Courses Creation Using Microlearning and Automated Assessment
1 Introduction
2 The Complexity of the Programming Learning
3 Java Course in Priscilla
3.1 Course Components
3.2 Course Structure
3.3 Course Students
4 Discussion and Conclusion
References
Learning by Designing, Imagination and Programming
1 Introduction
2 Cognitive Hexagon
3 Five Dimensions for Innovative Didactics
4 Learning by Designing
4.1 Gaming by Playing for Learning
5 Playing Versus Gaming
6 Why Play-Based Learning? Methodologies and Approach
7 Gamification of Learning: Principles and Mechanisms for Engagement
8 Procedural and Spatial Imagination for Programming
9 Lego Serious Play
10 Contexts for Simulations
11 Minecraft for Schools: MinecraftEdu
12 Storytelling: Didactic Genre for Initial Programming Skills
13 Integral Justification of Innovative Learning Paradigms
14 Conclusions
References
Micro-learning in Improving Professional Competences of Programmers: Pilot Studies
1 Introduction
2 Background
3 Research Design
4 Results
4.1 How Did IT Specialists Acquire the Programming Skills (Competences)?
4.2 How Many Programmers Declare Improving their Programming Competences During their Professional Career?
4.3 What Forms of Training Do Professional Programmers Use?
4.3.1 How Many Developers Are Using a Learning Method Called Micro-learning?
4.3.2 To What Extent Is It Used by Micro-learning Programmers as a Method of Learning/Improving Competences?
4.4 What Is the Interest of Programmers in Using Micro-learning in Improving their Professional Competences?
5 Discussion
6 Conclusion
References
Teaching and Learning Activities Based on the Priscilla Tool
1 Introduction
2 Background
3 Collaborative Learning Strategies
3.1 Problem-Based Learning (PBL)
3.2 Jigsaw
3.3 STAD & TGT
3.4 Role-Playing
3.5 Peer-Tutoring
3.6 Tutoring
4 Differences and Similarities Between Tutoring, Mentoring and Coaching
5 First Meeting—Setting Goals and Rules for Meetings
6 Selected Tutorial Tools
6.1 Tutor Circle
6.2 Values Table
6.3 Matrix of Questions
6.4 SMART Card
7 Automated Programming Assignment Based on Priscilla
7.1 A Modern Approach to Learning programming Languages on the Priscila Platform
8 Conclusions
References
Priscilla Evaluation Pilot Study: A Rasch Measurement Analysis
1 Introduction
2 Background
3 Research Design
4 Results
5 Data Analysis
5.1 Person-Item Interaction
5.2 The Category Characteristic Curve (CCC)
6 Conclusions
Appendix
References
Microlearning Formats in Crisis? Theses in the Field of Tension Between Corona-Induced Short-Term Solutions, Apodictic Rhetoric’s of no Alternatives and Perspectives Open to the Future
1 Introduction
2 Theses on Microlearning in Crisis
2.1 Thesis 1: The Microlearning Discourses Are Characterized by Substantial Historical Amnesia
2.2 Thesis 2: The Microlearning Discourses Are Characterized by Substantial Media and Education Amnesia
2.3 Thesis 3: Rhetoric and Imagery of the Forms of Articulation Are Based on Education-Technological Promises
2.4 Thesis 4: The Relevance of Micro-, Meso- and Macro-Structural Interdependencies of Techno-Economic and Education-Political Dimensions as Well as the Role of the Global Education Industry Are Commonly Misjudged and Underestimated
2.5 Thesis 5: Microlearning Formats Correspond with Social-Technological Forms of Microcontrolling Which Are Linked to Specific Challenges in the Face of New Versions of Well-Known Pedagogic Antinomies and Paradoxes
2.6 Thesis 6: Limitations of Datafication, AI Applications and Big Data Analyses Are Scarcely Reflected on
2.7 Thesis 7: The Mainstream of Microlearning Discourses Is Characterized by Tendencies Informed by Availability-Rationalism and a Belief in the Calculability of the World
3 Conclusion
References
A Comprehensive Discussion of Emerging Automatic Programming Assessment in Learning Management Systems: The VPL Example
1 Introduction
2 Automated Programming Assessment Systems
2.1 Teachers/Evaluators
2.2 Students
2.3 APAS Developer
2.3.1 Controlling the Use of Resources
2.3.2 Defining Tests and Feedback
2.3.3 Security
3 Existing Solutions for Automatic Assessment in LMS
4 Adapting Unit Testing Frameworks for APAS and LMS
5 Integrating xUnit in Assessment Systems
5.1 ProFormA
5.2 The Grenoble University Approach
5.3 The University of Las Palmas de Gran Canaria Approach
5.3.1 The TestClass Annotation
5.3.2 The ConsoleCapture Class
5.3.3 JUnit4VPL Internationalization
6 Conclusions
References
Database and SQL Microlearning Course
1 Introduction
2 Methods
3 Course Content
4 Results
5 Discussion and Conclusions
References
The Architecture of Visual Design in Modern Web Applications
1 Introduction
2 Basic Design Definition Techniques
2.1 CSS Custom Properties Approach
2.2 CSS Preprocessor Approach
2.3 Independent Templates and Themes of CSS
2.4 Alternative Skinning Approaches
2.4.1 Server-side Skinning
2.4.2 Client-side Skinning
3 CSS Code Design and Maintenance Methodologies
3.1 Object-Oriented CSS
3.2 Block Element Modifier
3.3 Scalable and Modular Architecture for CSS
3.4 Inverted Triangle CSS
3.5 Settings Change Processing
4 ITCSS Methodology Application
4.1 Skinning Technique Selection
4.1.1 Settings Layer
4.1.2 Tools Layer
4.2 Skin Design Procedure
4.2.1 Day Skin Definition
4.2.2 Night Skin Definition
4.2.3 Colour-blind Skin Definition
4.3 Skin Implementation in the Vue.js Environment
5 Conclusion
References
Virtual Programming Lab for Moodle: Automatic Program Assessment in a First-year University Course
1 Introduction
2 Virtual Programming Lab
2.1 Logical Structure Overview
2.2 The VPL Moodle Plugin
2.3 The IDE Client
2.4 The Execution Service
3 Research Methodology and Design
3.1 Students’ Attitude to the Use of AA
3.2 Students’ Attitude to the Use of VPL Environment
4 Discussion and Conclusion
References
Evaluation of Primary School Mathematics Education: Applied Research Results
1 Introduction
2 Literature Review
3 Research Methodology
4 Results and Discussion
5 Some Comments on PISA Results
6 Conclusions and Suggestions for Future Research
References
Index