International Conference on Computer Systems and Technologies - CompSysTech’07
Visualization in Education of Theoretical Computer Science Daniela Chudá Abstract: The paper describe the possibility of using visualization in education of theoretical computer science. Abstract computational models are used frequently in theoretical computer science. We have developed an animations that visualize a concrete examples this models (finite automata, push down automata, turing machine) that helps the learner to better understand principles of this models. We use these small learning objects in e-learning course in web based environment, LMS Moodle. The work with the visualization object of computational models will enable students to comprehend the theory of computing and it will be also used to check and assess their knowledge. Key words: visualization, e-learning, story board, animation, reusable learning object, computer science education
INTRODUCTION If we want that student love the theoretical computer science, the conventional teaching methods do not suffice. During the teaching the formal computational models has a teacher some tasks: How to explain the functionality of the automaton? This is sequence process. How to connect the information about the state diagram, transition function and input? Visualization is a solution for this tasks. Visualization offers a method for seeing the unseen. Visualization is the process of transforming information into a visual form, enabling users to understand the matter. Visualization offers a method for seeing the unseen. Some our goals in visualization in education of Theoretical Computer Science: enhancing understanding of concepts and processes, making invisible visible, effective presentation of significant features. VISUALIZATION AND MOTIVATION Definitions of visualization we can find in Oxford English Dictionary[2]. Verb "to visualize": form a mental image of; imagine (something not visible or present to sight, or of an abstraction); to make visible to the mind or imagination. Prof. Dr. Gitta Dominik define [5] computer visualization like “a computer generated image or collection of images, possibly ordered, using a computer representation of data as its primary source and a human as its primary target“. In computer science teacher often use an visualization and animation tools. For examples they are using the visualization when teaching data structures, sorting, graph theory… For Formal Languages and Automata Theory course exist a few tools, for example (comparative table in [9]): Ganimal, WebWorks, JFLAP, JCT, Language Emulator, Turing’s world, …. Computer Theory is traditionally taught without any software assistance. Rodger [7] has shown that teachers can use this tools: during lecture, the instructor can use a computer to demonstrate how to use the tools, and to solve problems with input from the class; students can use the tools in labs or to work on assignments, and those students who want more practice can use the tools to reproduce examples illustrated in lecture or to create their own examples, receiving immediate feedback. Critical factor of using visualization is motivation. The e-learning equation [1] can be:
E=m2c when m is motivation, c is content, and E is e-learning outcomes. When we are motivated
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International Conference on Computer Systems and Technologies - CompSysTech’07
to teach, we find the visualization tools, or we create a visualization for students. When students are motivated to learn, they find the way to a solutions. Motivation [1] is critical for learning. We are recommended visualization tools, simulations, and animations for education of theoretical computer science. STORYBOARD The first step of creations animation is a create the storyboard. The storyboard is a plan of the future animation, what will be on the screen, template for prototype. The storyboard should contain a sketch of the visual aspect of the screen, information which will be present, descriptions of animations, interactions, sounds, and any other media. The story board help us when we create a functional prototypes. On the figure 1 is story board for animation – finite state machine.
Figure 1. Story board – finite state machine First, we can see the allocation of the component on the screen. The fundamental parts are formal description with transition function, input on the tape and the head, state diagram. Second, we can observe the connection between the transition function, input and state diagram. It is very important connect the formal description and the functionality of state diagram for students understanding. We hope that the work with this object will enable students to comprehend the fundamentals of model and formal description. The main attention consist on the ability of figure the main part of formal models – state diagram, push-down stack, tape, head, when we create a storyboard.
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International Conference on Computer Systems and Technologies - CompSysTech’07
Interaction with users is important part of animation, it is user's action during the visualization process. We can choose various forms of interaction: change of visuals : colors, … change of parameters, change of data - explore data value, input,…. For implementing a good learning software is necessary application of good design principles, where is in compliance with Human-Computer-Interaction: text, colors, screen arrangements, definitions, orientation and navigation, animations. Our animations are create like a small learning object which can be used in teaching course. REUSABLE LEARNING OBJECT Reusable learning object is a small part of teaching course that can be reused in number of different teaching course settings. We can compare the pros and cons of characteristics of reusable learning objects reusability, standard structure, maintainability in table 1. Characteristic Reusability
Standard structure Maintainability
Pros They can be reused in different situations.
Cons Difficult to design training that will have the desired impact in several different training situations. They are easier to use and lead Less flexible; instructional design to more rapid development. must use an existing template. Using templates and databases Designers should not have to be to store objects makes content limited to repurposed content; easier to update and maintain. they should be able to create content that matches the context of that specific training situation. Table 1. Reusable learning object [1]
Learning objects [8] are often used as components to assemble larger learning modules or complete courses, depending on different educational needs. Assembling of these learning objects is also known as content packaging and provides a standardised way (metadata standards) to exchange digital learning resources between different learning systems. Packaging of learning objects of low granularity (for example, a web page) into larger granularity objects (such as a chapter) is similar to the Lego bricks approach that provides children with a set of decontextualized small granularity objects. The characteristic of learning objects can be reusability, adaptability, flexibility, interactivity and customizability of learning objects. Reusability of learning object: a single learning object may be used in multiple contexts for multiple purposes. Adaptability ensures the learning object is tailored perfectly for the individual and situational needs. The flexibility of learning objects contributes to their potential use and re-use in different contexts. Reausable learning object can be implemented like flash animations, powerpoint presentations, java applets or java applications. As a part of the e-learning course of Fundamentals of Theoretical Computer Science, we developed several small learning objects (SLO) - interactive multimedia elements that visualize examples of specific computational models and specific algorithms. These objects were implemented as flash animation and powerpoint slide show. We use these small learning objects in e-learning course in web based environment, LMS Moodle.
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International Conference on Computer Systems and Technologies - CompSysTech’07
On figure 2 is screenshot from animation – example of finite state machine.
Figure 2. Screenshot from animation – example of finite state machine This animation is integrated to Learning management systems. The object can be packed like SCORM package – the e-learning standard. It is important fulfil the standard and the create a metadata for sharing learning objects. INTEGRATION OF LEARNING OBJECT TO LEARNING MANAGEMENT SYSTEMS In replacing of the traditional education by electronic supported education it is necessary to consider several factors: hardware, software support with access to the Internet, readiness of teachers for implementation of e-learning, readiness of students for distance electronic study, support of the course creation: high-quality authors and technical staff, ability to acknowledge the increased demands on teachers, correctness towards the university legislation regarding accreditation of study. For implementing e-learning with regard to the mentioned factors it is advantageous to implement the Learning Management System – LMS (or content management systems - CMS). The location of the student as a centre of the educational process is important in its implementation in form of electronic education. Moodle - http://moodle.org/, is a course management system (CMS) - a free, Open Source software package designed using sound pedagogical principles, to help educators
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International Conference on Computer Systems and Technologies - CompSysTech’07
create effective online learning communities. The system Moodle is very popular on Slovak and Czech universities. Moodle can be used like for support of the attendance form of education and like full distance e-learning system. We are using LMS Moodle http://elearn.elf.stuba.sk/moodle/, for creation e-learning course with our learning objects. This course is an introduction to the fundamental models of computation used throughout computer science: finite automata, pushdown automata, and Turing machines. On figure 3. we can see one chapter – finite automata with example of animation where is integrated in the course.
Figure 3. Screenshot from e-learning course, chapter finite state machine Students which are working with course can use the animation in labs or to work on assignments. Screenshots from the animation are used in test and student can self-test their new knowledge. CONCLUSIONS AND FUTURE WORK Our learning object are a set of animation examples to help undergraduate students to understand the concepts of Automata theory. The learning objects that can be used both in teaching and learning the basic concepts of Automata Theory. The practical application of animation learning object is in e-learning course. Learning objects are reusable and can be used in various e-learning course of theoretical computer science. The screenshots of part animations can be used in test for self-testing students. Future works include the implementation of universal simulation tools for models of automata theory with integrated editor function and animation part of automata. REFERENCES [1] Allen, M.: Guide to e-Learning. New Yersey: John Wiley & Sons, 2003. [2] AskOxford: Free Oxford dictionary resources online from OUP. , Accessed 2007 Mar 30. [3] Braun, B., Diehl, S., Kerren, A., Wilhelm, R.: Animation of the Generation and Computation of Finite Automata for Learning Software. O. Boldt and H. J¨urgensen (Eds.): WIA’99, LNCS 2214, pp. 39–47, 2001.
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International Conference on Computer Systems and Technologies - CompSysTech’07
[4] Cogliatti, J. J. et all: Realizing the Promise of Visualization in the Theory of Computing. ACM Journal of Educational Resources in Computing, Vol. 5, No. 2, June 2005. Article 5. [5] Domik, G.: Computer-Generated Visualization. 05/2000, , Accessed 2007 Mar 30. [6] Ihantola, P. et all: Taxonomy of Effortless Creation of Algorithm Visualizations. ICER’05, October 1–2, 2005, Seattle, Washington, USA. [7] Roger, S. et all: A Collection of Tools for Making Automata Theory and Formal Languages Come Alive. SIGCSE ‘97 CA, USA, 1997 ACM O-89791-8894/97/0002. [8] Santally, M. I.: A Learning Object Approach to Personalized Web-based Instruction. European Journal of Open and Distance Learning (EURODL) supported by EDEN, ISSN 1027-5207, 2005. , Accessed 2007 Mar 30. [9] Vieira, L.F., Vieira, M.M., Vieira, N.: Language Emulator, a Helpful Toolkit in the Learning Process of Computer Theory. SIGCSE’04, March 3–7, 2004, Norfolk, Virginia, USA. Copyright 2004 ACM 1-58113-798-2/04/0003.
ABOUT THE AUTHOR Mgr. Daniela Chudá, PhD, Institute of Informatics and Software Engineering, Slovak University of Technology in Bratislava, Slovakia, Phone: +421 2 602 91 496, Е-mail:
[email protected] .
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