Abstract
This paper describes two learning support environments for introductory programming. The first system, CLEM, is a hypertext based learning environment for the Modula-2 programming language. The system is based on a set of innovative design principles. CLEM has been used by around 2,000 students in three British universities. The second system, Braque, provides a dynamic environment for learning program design. This system has been specifically constructed to meet the needs of novice programmers. The two systems combined aim to provide a comprehensive support system for learning to program.
This is a preview of subscription content, log in via an institution to check access.
Preview
Unable to display preview. Download preview PDF.
References
Ausubel D. P. (1968) Educational Psychology: a cognitive view. Holt, Rheinehart and Winston.
Boyle T., Gray J., Wendl B. and Davies M. (1994) Taking the plunge with CLEM: the design and evaluation of a large scale CAL system, Computers and Education, 22, 19–26.
De Villiers J. G. and De Villiers P. A. (1978) Language Acquisition. Fontana, London.
Donaldson M. (1978) Children's minds. Fontana, London.
Fowler W. A. and Fowler R. H. (1993) A hypertext-based approach to computer science education unifying programming principles. Journal of Educational Multimedia and Hypermedia, 2, No. 4, 433–441.
Guindon R. (1990) Designing the design process: exploiting opportunistic thoughts. Human-Computer Interaction, 1990, Vol. 5, pp. 305–344.
Hohmann L., Guzdial M. and Soloway E. (1992) SODA: a computer aided design environment for the doing and learning of software design. Proceedings of the 4th International Conference, ICCAL '92: Computer Assisted Learning, 307–319, Springer Verlag.
Kuczaj S. A. (1986) Thoughts on the intensional basis of early object word extensions in comprehension and/or production: support for a prototype theory of early object word meanings. In S. A. Kuczaj and M. D. Barrett (eds.) The Development of Word Meaning: progress in cognitive development research. Springer Verlag
Meyerowitz J. (1994) Experiences with PasTIL: an interactive Pascal tutor, Paper presented at CAETDC: Computer Assisted Education and Training in Developing Countries, October 1994.
Papert S. (1980) Mindstorms: children, computers and powerful ideas. Basic Books.
Rosch E. (1988) Categories and coherences: a historical view. In F. S. Kessel (ed.) Development of Language and Language researchers: Essays in honour of Roger Brown. Erlbaum Hillside, N.J.
Segal J. and Ahmad K. (1991) The role of examples in the teaching of programming languages, University of Surrey Computing Sciences Technical Report, CS-91-01.
Wason P. C. and Johnson-Laird P. N. (1972) Psychology of reasonong: content and structure. Batsford, London.
West C. K., Farmer J. A. and Wolff P. M. (1991) Instructional design: implications from cognitive science. Allyn and Bacon, Boston.
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 1996 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Boyle, T., Davies, M. (1996). Hypermedia environments for learning to program. In: Brusilovsky, P., Kommers, P., Streitz, N. (eds) Multimedia, Hypermedia, and Virtual Reality Models, Systems, and Applications. MHVR 1996. Lecture Notes in Computer Science, vol 1077. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-61282-3_21
Download citation
DOI: https://doi.org/10.1007/3-540-61282-3_21
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-61282-7
Online ISBN: 978-3-540-68432-9
eBook Packages: Springer Book Archive