优化LMS提升计算机科学教育支持：CALMS构建与实践指南

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随着信息技术的发展，学习管理系统（Learning Management Systems, LMS）如Blackboard和Moodle在教育领域中扮演着日益重要的角色，尤其是在支持课程管理和促进学生学习方面。然而，对于计算机科学（Computer Science, CS）教育而言，这些通用的LMS可能缺乏针对特定需求的功能。为了弥补这一差距，计算机科学教育者开发了专门针对计算机科学的在线学习工具，形成了所谓的Computing Augmented Learning Management System (CALMS)，即增强型学习管理系统。 CALMS旨在整合和扩展基础LMS，提供更加丰富的功能，如代码编辑器、项目管理工具、编程环境集成、在线协作空间以及数据可视化等，以适应计算机科学课程的教学需求。例如，SIGCSEBulletin的一篇文章探讨了如何将这些CS特定资源和工具融入到LMS中，以便优化教学实践和提升学生的学习体验。该报告强调了以下几个关键点： 1. 现状概述：报告首先回顾了当前可用的计算机科学在线学习资源，包括开源工具、课程平台和API，为扩展LMS提供指导。 2. CALMS设计原则：介绍了如何设计一个有效的CALMS，包括采用模块化和可扩展的设计，以便与不同LMS平台兼容，同时确保良好的用户体验和高效的教学支持。 3. 有效教学实践：报告讨论了与计算机科学教学相匹配的教育方法，如项目驱动学习、探究式学习和在线编程挑战，这些都是CALMS中不可或缺的部分。 4. 技术实现：尽管不深入讨论具体的插件开发，但提到了如何结合前端和后端技术，如HTML5、JavaScript、RESTful API和数据库管理，来构建CALMS的核心组件。 5. 案例研究与最佳实践：文中可能会提供一些成功的CALMS实施案例，展示了如何在实际环境中优化和应用这些技术，供其他教育机构参考。 6. 非偏见立场：报告保持中立，没有特别推荐某个LMS作为CALMS的基础，而是鼓励根据各机构的具体需求和偏好选择或定制适合的系统。这份报告是为那些寻求改进计算机科学教育工具链的教育者提供了一个实用的指南，帮助他们更好地利用现有技术和资源，打造一个既符合计算机科学课程特性又能支持高质量学习的CALMS。通过这样的系统，可以促进学生对计算机科学概念的理解，提升他们的实践能力和创新能力。

inroads — SIGCSE Bulletin - 146 - Volume 40, Number 4 — 2008 December

3.1.2 Scaffolding

"Scaffolding" refers to support given to students in problem

solving. Initially substantial help and guidance are provided;

subsequently, the "scaffolds" are gradually removed, and

students are required to do more and more on their own.

Systems support scaffolding in a variety of ways.

WISE provides a hinting facility [33] with which a curriculum

author may scaffold students.

CSILE (Computer-Supported Intentional Learning) [132] is a

networked learning environment intended to foster higher-level

processes of inquiry among elementary school students. It

includes scaffolds to support students in areas such as text

analysis, theory-building, and debating, along with a construct

called a "Thinking Type" that guides students to engage in

deepening inquiry.

Belvedere [78] is another system aiming to foster critical

inquiry skills. It suggests candidate steps for proceeding further,

and structures access to materials and activities.

3.1.3 Reflection

By “reflection”, we mean learning from experience. Different

ways to encourage reflection are briefly described below.

A WISE curriculum author can include prompts to explicitly

encourage reflection.

Vision Quest included a "reflective follow-up" step, to be

completed after a decision has (provisionally) been made.

ALEL [76], which was developed to teach experimental

research methodology and statistical inference, displays a tree

that represents a student's activity path; this graphical

representation can be used as a tool for collaborative reflection.

3.1.4 Multiple representations

Multiple representations of a concept—for example in diagrams,

animations, or physical activities—contribute to richer

understanding of the concept. ALEL's tree representation of

actions has already been noted in support of the decision-

making process. To foster better knowledge organization, WISE

supports the creation and sharing of concept maps [101]. A

concept map is a diagram showing relationships between

concepts. The diagram consists of nodes, which represent

concepts, and labeled edges connecting pairs of nodes, which

represent how one of the pair of concepts is related to the other.

3.1.5 Support for "what if ...?" activities

This problem solving process typically includes choice points

where the solver tries out two or more solution approaches.

Future Learning Environments (FLE) [75] is a web-based

learning environment that focuses on creating and developing

expressions of knowledge (i.e., knowledge artifacts) and design.

FLE maintains a tree diagram of artifacts. When a choice is

made to modify an artifact, the system extends the tree diagram,

thus making clear the "inheritance structure" of artifact

modifications.

3.1.6 Authoring

Authoring with the typical LMS is free-form, using a text editor

or web form to specify each activity. In contrast, the Pattern-

Annotated Course Tool (PACT) [24] allows a course to be

authored based on pedagogical patterns, descriptions of

outstanding teaching practices recorded in a format that

facilitates a common vocabulary for pedagogical research and

practice, is accessible to novice instructors, and encourages the

repurposing and reuse of techniques that are solidly grounded in

modern pedagogy. Its visual interface displays the association

between curriculum activities and the corresponding

pedagogical patterns; patterns may be easily instantiated and

associated with corresponding activities.

PACT has been found to be useful in several scenarios,

including the following [25].

• Annotation by expert course authors. Expert content

developers have acquired substantial understanding of

what works in a course and what does not. Often,

however, this knowledge is difficult to uncover. The

process of annotating a course with references to

pedagogical patterns seems to help experienced

instructors articulate their own understanding of their

design and thereby make it more accessible to others.

• Content creation by novice instructors. PACT makes

it easy to copy large chunks of an existing course to a

newly created course. With typical courses, one

instructor hands copies of homework, exams, lecture

notes, and course syllabi to the next instructor. These

artifacts, however, are probably insufficient to reveal

the underlying rationale for the various course

activities, precisely the information that PACT is

designed to provide.

• Mediation for discussion. As a highly visual medium,

the PACT interface makes an excellent visual aid for

describing and discussing issues in pedagogy and

curriculum design. It allows the pedagogical expert to

review their own annotation with fellow teachers and

researchers (both novice and experienced) to elicit

ideas and stimulate discussion of improvements to

content and structure.

3.2 Augmented Learning

Augmented Learning approaches try to support the "classical",

lecture-based teaching style using computer support. They thus

provide support for teaching that goes beyond simply plugging a

laptop into a projector and running PowerPoint, without

targeting distance education. The underlying rationale is that the

lecture setting, whilst by no means perfect, plays an important

social role in presence teaching: it provides both a focal point

and a meeting place between lecturer and students and among

students. It therefore also helps to build a sense of "community"

and of "social presence" [131].

Applications in this area typically aid the presenter by providing

features such as an annotation layer for writing on PowerPoint

slides or whiteboards, as done in the Lecturnity [62] or E-Chalk

products [46]. Apart from annotations, both systems also

support recording the lecture materials, including annotations.

Ubiquitous Presenter [50] adds another layer by proving a

"teacher" and a "learner" perspective. In this mode, the teacher

can see a different version of the learning materials, for

example, annotated with the model answer. They can then

simply use a pen on a tablet PC to draw the highlighted

elements of the model answer and thereby "develop" the answer

in-class [50, 151].

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