Formative feedback, aimed at helping students to improve their work, is an important factor in learning. Many tools that offer programming exercises provide automated feedback on student solutions. We have performed a systematic literature review to find out what kind of feedback is provided, which techniques are used to generate the feedback, how adaptable the feedback is, and how these tools are evaluated. We have designed a labelling to classify the tools, and use Narciss’ feedback content categories to classify feedback messages. We report on the results of coding a total of 101 tools. We have found that feedback mostly focuses on identifying mistakes and less on fixing problems and taking a next step. Furthermore, teachers cannot easily adapt tools to their own needs. However, the diversity of feedback types has increased over the past decades and new techniques are being applied to generate feedback that is increasingly helpful for students.

https://dl.acm.org/doi/pdf/10.1145/3231711

A Systematic Literature Review of Automated Feedback Generation for Programming Exercises

Ontology and knowledge-based systems typically provide e-learning recommender systems. However, ontology use in such systems is not well studied in systematic detail. Therefore, this research examines the development and evaluation of ontology-based recommender systems. The study also discusses technical ontology use and the recommendation process. We identified multidisciplinary ontology-based recommender systems in 28 journal articles. These systems combined ontology with artificial intelligence, computing technology, education, education psychology, and social sciences. Student models and learning objects remain the primary ontology use, followed by feedback, assessments, and context data. Currently, the most popular recommendation item is the learning object, but learning path, feedback, and learning device could be the future considerations. This recommendation process is reciprocal and can be initiated either by the system or students. Standard ontology languages are commonly used, but standards for student profiles and learning object metadata are rarely adopted. Moreover, ontology-based recommender systems seldom use the methodology of building ontologies and hardly use other ontology methodologies. Similarly, none of the primary studies described ontology evaluation methodologies, but the systems are evaluated by nonreal students, algorithmic performance tests, statistics, questionnaires, and qualitative observations. In conclusion, the findings support the implementation of ontology methodologies and the integration of ontology-based recommendations into existing learning technologies. The study also promotes the use of recommender systems in social science and humanities courses, non-higher education, and open learning environments. 

A systematic review of ontology use in E-Learning recommender system

Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners.

/pdf/towards-active-evidence-based-learning-in-engineering-17vmcc58.pdf

Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL

This article presents information on current aspects in the use of technology to improve student outcomes and engagement, prepare learners for their future and support educators in adopting new pedagogies for teaching and learning. Based on the authors’ research of exemplary school leaders and reviewing literature on the use of twenty-first century tools, it recommends taking a systems approach to embracing and implementing technology. It also addresses opportunities and challenges in infrastructure, pedagogy and future trends that all leaders need to understand.

Educational technologies and twenty-first century leadership for learning

Physics education is essential for achieving scientific literacy and science education's primary objective. However, physics concepts are complicated for students to grasp and often present misconceptions. Some countries try to incorporate new technologies while emphasizing content other than traditional scientific knowledge. The concept and implementation of gamification in educational settings have recently been introduced and have focused on many different fields, including education. However, gamification application does not consistently achieve the expected results in students' learning. Adaptive gamification is a growing research stream that enhances traditional “one-size-fits-all” gamification approaches, increasing learners' involvement by adapting and adopting different gaming elements based on users' characteristics. Learning technologies should be designed to adhere to the learning content, such as pedagogical and psychological, learning strategies, and characteristics to construct student knowledge. Consequently, there is a clear need to establish the design paths, principles, and guidelines to develop an adaptive gamification application for physics courses. This study sought to develop an adaptive gamification framework on specific motivational and psychological frameworks, incorporating adaptive criteria, learning strategies, gaming elements, and all vital aspects of the learning process related to physics education. 

A Review of the Literature for Designing and Developing a Framework for Adaptive Gamification in Physics Education

Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for the Learning Management System (LMS). This way the LMS is extended by PBL functionality and the LMS learning resources can be used in PBL.

Problem-based learning in formal and informal learning environments

The case study presented in this paper describes the pedagogical aspects and experience gathered while using an e-learning tool named IPA-PBL. Its main purpose is to provide additional motivation for adopting theoretical principles and procedures in a computer networks course. In the proposed model, the sequencing of activities of the learning process is grouped into three phases based on educational goals. In this way, the same tool is used on several courses with different curricula. In IPA-PBL, problem-based learning (PBL) is applied as a pedagogical strategy, as well as a set of concrete methods implemented in the software. Together with the pedagogical model, specific domain ontology is designed. In this way, the learner's knowledge can be analyzed in order to collect data necessary for the dynamic adaptation of system behavior. The results collected while using IPA-PBL are compared to those obtained without using the system. Statistical analysis, together with pertaining considerations and conclusions, are also presented in the paper.

IP Addressing: Problem-Based Learning Approach on Computer Networks

Teaching Web development is an increasingly important and complex task due to multiple technologies that students have to master and implement in each particular solution. This fact imposes the specific learning approach and development environment as a collaborative learning tool. It is particularly important in the learning scenarios that include large groups of students and computers that are not intended solely for teaching Web development as well. The authors of this paper find, based on their past experiences, that a disproportionately large amount of time is expended on troubleshooting infrastructure problems, and that collaboration amongst students is unsatisfactory. This paper presents a solution for centralized and collaborative work on learning Web development, as well as observations made during the course of its development and the first year of deployment.

/pdf/wide-centralized-and-collaborative-approach-to-teaching-web-59o8m8jwtv.pdf

WIDE: Centralized and Collaborative Approach to Teaching Web Development

The main challenge in the 20th century was to provide secure telecommunication services to professional users (military, police, security services, etc.) and to provide basic access to telecommunication services to private users (individuals and business organizations). A high level of security for private users was not important for many reasons: low risk, low performance devices, low level of technical knowledge, etc. In the 21st century, we have witnessed significant changes in this field. In the last few years, the real capabilities of government agencies became apparent in the field of information security, showning themselves to be woefully lacking, and failing to adequately respond to new challenges. The trend of moving security services focus to mass surveillance, combined with the inability to keep these functions solely in the hands of authorized agencies, is concerning. For private users, an even more serious transformation is happening. The number of people using telecommunication services is rapidly growing, as well as the intensity of using these services. That also implies the reduction of the average technical knowledge of users, which further requires simplified user interfaces for these services. Additionally, the value of the content in these communications is growing and becoming more complex. To survive in the market, the companies that produce telecommunication devices are forced to introduce new features as quickly as possible. The security aspect is, in most cases, seriously considered only after serious incidents occur. Additionally, those companies sometime intentionally break user's privacy and security in order to attain a better position in the market, and to increase their profit, alone or in cooperation with government security services. In this paper we tried to make an overview of the current state in the aforementioned security aspects, and to refer readers to current problems.

An overview of current security and privacy issues in modern telecommunications

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