Abstract
In this paper we discuss how computer supported collaborative learning (CSCL) can be deployed to develop new skills and habits in students at university level. These considerations led to the development of an adaptive environment to develop good programming habits. We start by describing the difficulties in teaching and learning programming and more concretely, in making students good programmers. Afterwards, we explain why group work is an adequate approach to learn programming. Next HabiPro, an environment that trains students in Programming is described. The principal features of this system are: It is adaptive: depending on the group features the environment proposes different pedagogic methodologies and different exercises. The tool promotes collaboration and interaction among the students. The pedagogic methodologies are based on reflection, observation, and relation. Finally, we present our conclusions and discuss future work.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Baker, M. “The roles of models in Artificial Intelligence and Education Research: a prospective view.” International journal of Artificial Intelligence in Education, 1999.
Castañeda Yánez, M. 1995. “Análisis del aprendizaje de conceptos y procedimientos.” Editorial Trillas.
Crook, C. “Computers and the Collaborative Experience of Learning.” London: Routledge.
Dillenbourg, P.; “Introduction: What Do You Mean By Collaborative Learning?.” In Collaborative Learning. Cognitive and Computational Approaches. Edited by Pierre Dillenbourg. Elservier Science, 1999.
García, O.; Favela, J.; Machorro, R. “Emotional Awareness in Collaborative Systems.” In Proceedings 5th International Workshop on GroupWare. Cancún, Mexico, September, 1999.
Light, P.; Littleton, K.; Messer, D.; Joiner, R. “Social and communicative processes in computer-based problem solving.” European Journal of Psychology of Education, 9(1), 93–109. 1994.
Paiva, A. “Learner Modelling for Collaborative learning Environments.” In Boulay, B., Miyoguchi, R. (Eds.). Artificial Intelligence in Education. pp 215–222. IOS Press.Pg 215–222, 1997.
Schank, R.; Kass, A. “A Goal-Based Scenario for High School Students.” Communications of the ACM. Vol 39, Nℴ 4. 1996.
Smith, P.A.; Webb G.F. “Evaluation of Low-Level Program Visialization for Teaching Novice C Programmers.” In proceedings of ICCE’99, 7th International Conference on Computers in Education. Chiba, Japan, November, 1999.
Teasley, S.; Roschelle, J. “Constructing a joint problem space: The computer as a tool for sharing knowledge.” In Computers as Cognitive Tools (pp 229–257). S.P. Lajoie & S.J. Derry (Eds.). Hillsdale, NJ: Lawrence Erlbaum Associates. 1993.
Tudge, J.; Rogoff, B. “Peer influences on cognitive development: Piagetian and Vigotskian perspectives.” In Interaction in Human Development (pp. 17–40). M.H. Bornstein & J.S. Bruner (Eds.). Hillsdale, MJ: Lawrence Erbaum Associates. 1989.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2000 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Vizcaíno, A., Contreras, J., Favela, J., Prieto, M. (2000). An Adaptive, Collaborative Environment to Develop Good Habits in Programming. In: Gauthier, G., Frasson, C., VanLehn, K. (eds) Intelligent Tutoring Systems. ITS 2000. Lecture Notes in Computer Science, vol 1839. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-45108-0_30
Download citation
DOI: https://doi.org/10.1007/3-540-45108-0_30
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-67655-3
Online ISBN: 978-3-540-45108-2
eBook Packages: Springer Book Archive