004 Datenverarbeitung; Informatik
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In this talk, I would like to share my experiences gained from participating in four CSP solver competitions and the second ASP solver competition. In particular, I’ll talk about how various programming techniques can make huge differences in solving some of the benchmark problems used in the competitions. These techniques include global constraints, table constraints, and problem-specific propagators and labeling strategies for selecting variables and values. I’ll present these techniques with experimental results from B-Prolog and other CLP(FD) systems.
Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction – largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.
The process of introducing compulsory ICT education at primary school level in the Czech Republic should be completed next year. Programming and Information, two topics from the basics of computer science have been included in a new textbook. The question is whether the new chapters of the textbook are comprehensible for primary school teachers, who have undergone no training in computer science. The paper reports on a pilot verification project in which pre-service primary school teachers were trained to teach these informatics topics.
The requirements of modern e-learning techniques change. Aspects such as community interaction, flexibility, pervasive learning and increasing mobility in communication habits become more important. To meet these challenges e-learning platforms must provide support on mobile learning. Most approaches try to adopt centralised and static e-learning mechanisms to mobile devices. However, often technically it is not possible for all kinds of devices to be connected to a central server. Therefore we introduce an application of a mobile e-learning network which operates totally decentralised with the help of an underlying ad hoc network architecture. Furthermore the concept of ad hoc messaging network (AMNET) is used as basis system architecture for our approach to implement a platform for pervasive mobile e-learning.
A degree course in IT and business administration solely for women (FIW) has been offered since 2009 at the HTW Berlin – University of Applied Sciences. This contribution discusses student motivations for enrolling in such a women only degree course and gives details of our experience over recent years. In particular, the approach to attracting new female students is described and the composition of the intake is discussed. It is shown that the women-only setting together with other factors can attract a new clientele for computer science.
.NET Gadgeteer Workshop
(2013)
A wide range of additional forward chaining applications could be realized with deductive databases, if their rule formalism, their immediate consequence operator, and their fixpoint iteration process would be more flexible. Deductive databases normally represent knowledge using stratified Datalog programs with default negation. But many practical applications of forward chaining require an extensible set of user–defined built–in predicates. Moreover, they often need function symbols for building complex data structures, and the stratified fixpoint iteration has to be extended by aggregation operations. We present an new language Datalog*, which extends Datalog by stratified meta–predicates (including default negation), function symbols, and user–defined built–in predicates, which are implemented and evaluated top–down in Prolog. All predicates are subject to the same backtracking mechanism. The bottom–up fixpoint iteration can aggregate the derived facts after each iteration based on user–defined Prolog predicates.
A constraint programming system combines two essential components: a constraint solver and a search engine. The constraint solver reasons about satisfiability of conjunctions of constraints, and the search engine controls the search for solutions by iteratively exploring a disjunctive search tree defined by the constraint program. The Monadic Constraint Programming framework gives a monadic definition of constraint programming where the solver is defined as a monad threaded through the monadic search tree. Search and search strategies can then be defined as firstclass objects that can themselves be built or extended by composable search transformers. Search transformers give a powerful and unifying approach to viewing search in constraint programming, and the resulting constraint programming system is first class and extremely flexible.
We launched an original large-scale experiment concerning informatics learning in French high schools. We are using the France-IOI platform to federate resources and share observation for research. The first step is the implementation of an adaptive hypermedia based on very fine grain epistemic modules for Python programming learning. We define the necessary traces to be built in order to study the trajectories of navigation the pupils will draw across this hypermedia. It may be browsed by pupils either as a course support, or an extra help to solve the list of exercises (mainly for algorithmics discovery). By leaving the locus of control to the learner, we want to observe the different trajectories they finally draw through our system. These trajectories may be abstracted and interpreted as strategies and then compared for their relative efficiency. Our hypothesis is that learners have different profiles and may use the appropriate strategy accordingly. This paper presents the research questions, the method and the expected results.
Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners’ problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.