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Teaching a formal method to business students can be quite challenging. For this purpose, the authors have developed RAP, a platform for researchers and students that supports the learning of rule‐based design in a formal method called Ampersand. Students perform design exercises in RAP, and researchers can collect measurements on the student’s behavior. RAP was designed to experiment with measurements of student behavior, for the purpose of studying the didactics of this specific subject.

Holmes is a plagiarism detection tool for Haskell programs. In this paper, we describe Holmes and show that it can detect plagiarism in a substantial corpus (2,122 Haskell submissions spread over 18 different assignments) of Haskell programs submitted by undergraduate students in a undergraduate level functional programming course over a period of ten years, and consider its sensitivity to superficial changes in the source code.

This paper looks at how courses by experts that are available on the internet can be used to enhance student understanding of computer science prior to them entering or during their first year of study at a university. A secondary school exit skill‐set is proposed which is based on existing secondary school curricula and studies that have recently been conducted.

Wolff‐Michael Roth introduced the term ‘Apria’ to refer to the paradox of being a learner: how can we intentionally direct ourselves toward learning something new, when we necessarily do not yet understand – nor are we even able to perceive – the very thing that we seek to know?

Adding testing to Ask‐Elle: An Interactive Functional Programming Tutor: in this demonstration ASK‐ELLE is introduced: a Haskell tutor. ASK‐ELLE supports the incremental development of Haskell programs. ASK‐ELLE checks that a student follows one of the model solutions provided by a teacher.

Computer science education often faces problems related to passive teaching and curricular constraints. These problems distort the students’ perception of computer science and thus lead to lack of interest in the curriculum and in related professions. The main goals of the project reported in this paper are (1) to excite and motivate students in computer science through creative activities, and (2) to introduce the idea of becoming creators of digital media through programming instead of remaining passive learners.

In this paper / presentation the presenters introduced Guided Exploration as an inductive teaching approach. It is based on Minimalism and makes use of the pattern format. Guided Exploration addresses a couple of problems when teaching tool‐related concepts and techniques, like how to address different student learning styles and how to address the issue that most students do not read the provided material as expected before starting to work. It also puts the focus on the concepts to be learned.

In this article / presentation, we proposed a two‐perspective visualization approach to show how the visualization power can be utilized in explaining some computer science concepts during the lecture. Mainly, explaining an abstract concept in theoretical computer science requires a lot of imagination of the entities relations in the underlying algorithm or in the underlying data flow. Lecturers need the help of some of visualization techniques in conveying these complex concepts.

We discuss adult learning in the domain of information technology. Our focus is on adult distance learning, with examples for ICT design. We show how adult learning in this case differs from traditional school learning and how teaching goals may differ from learning goals. In order to develop generic understanding of how to design for adult learning we choose action research as technique for our empirical investigation and growing understanding.

Business rules are an important concept in today’s business operations. Students in a Business Management and IT curriculum must learn the basics of business rules by capturing and describing the declarative rules that apply in a restricted business context. Learning to specify rules in exact detail is hampered by the lack of rule languages suited for instructional purposes. Natural language or semi‐formal languages are too versatile and imprecise, whereas most formal languages presuppose advanced knowledge of mathematics and set theory.