Relevant bibliographies by topics / Teaching of programming

Academic literature on the topic 'Teaching of programming'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Teaching of programming"

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Mellor-Crummey, John, William Gropp, and Maurice Herlihy. "Teaching parallel programming." XRDS: Crossroads, The ACM Magazine for Students 17, no. 1 (September 2010): 28–30. http://dx.doi.org/10.1145/1836543.1836553.

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Bishop, M., and D. A. Frincke. "Teaching Secure Programming." IEEE Security and Privacy Magazine 3, no. 5 (September 2005): 54–56. http://dx.doi.org/10.1109/msp.2005.133.

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Koulouri, Theodora, Stanislao Lauria, and Robert D. Macredie. "Teaching Introductory Programming." ACM Transactions on Computing Education 14, no. 4 (February 24, 2015): 1–28. http://dx.doi.org/10.1145/2662412.

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Flood, Raymond, and Bob Lockhart. "Teaching programming collaboratively." ACM SIGCSE Bulletin 37, no. 3 (September 2005): 321–24. http://dx.doi.org/10.1145/1151954.1067533.

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Bishop, M. "Teaching robust programming." IEEE Security & Privacy Magazine 2, no. 2 (March 2004): 54–57. http://dx.doi.org/10.1109/msecp.2004.1281247.

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Baştemur Kaya, Ceren, and Hasan Çakır. "Utilization of Alice Software in Teaching Programming Language." Journal of Qualitative Research in Education 6, no. 2 (November 13, 2018): 1–20. http://dx.doi.org/10.14689/issn.2148-2624.1.6c2s9m.

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ALEXANDRON, Giora, Michal ARMONI, Michal GORDON, and David HAREL. "Teaching Nondeterminism Through Programming." Informatics in Education 15, no. 1 (April 13, 2016): 1–23. http://dx.doi.org/10.15388/infedu.2016.01.

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Szlávi, Péter, and László Zsakó. "Methods of teaching programming." Teaching Mathematics and Computer Science 1, no. 2 (2003): 247–57. http://dx.doi.org/10.5485/tmcs.2003.0023.

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Tran, Con, and Pierre N. Robillard. "Teaching structured assembler programming." ACM SIGCSE Bulletin 17, no. 4 (December 1985): 32–44. http://dx.doi.org/10.1145/989369.989374.

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Hyler, Linda. "Teaching writing through programming." Computers and Composition 2, no. 2 (February 1985): 2–3. http://dx.doi.org/10.1016/s8755-4615(85)80012-8.

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Dissertations / Theses on the topic "Teaching of programming"

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Shinners-Kennedy, Dermot. "Threshold concepts and teaching programming." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.652021.

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This thesis argues that the urge to build and the adoption of a technocratic disposition have influenced and affected the pursuit and development of a deeper understanding of the discipline of computing and its pedagogy. It proposes the introduction to the discipline of the threshold concept construct to improve both the understanding and the pedagogy. The research examines the threshold concept construct using the theory of concepts. The examination establishes the conceptual coherence of the features attributed to threshold concepts and formalises the basis for threshold concept scholarship. It also provides a refutation for critiques of threshold concepts. The examination reveals the inextricable links between threshold concepts and pedagogic content knowledge. Both rely on the expertise of reflective pedagogues and are situated at the site of student learning difficulties and their encounters with troublesome knowledge. Both have deep understanding of discipline content knowledge at their centre. The two ideas are mutually supportive. A framework for identifying threshold concepts has been developed. The framework uses an elicitation instrument grounded in pedagogic content knowledge and an autoethnographic approach. The framework is used to identify state as a threshold concept in computing. The significant results of the research are two-fold. First, the identification of state as a threshold concept provides an insight into the disparate difficulties that have been persistently reported in the computer science education literature as stumbling blocks for novice programmers and enhances and develops the move towards discipline understanding and teaching for understanding. Second, the embryonic research area of threshold concept scholarship has been provided with a theoretical framework that can act as an organising principle to explicate existing research and provide a coherent focus for further research
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Johansson, Gustav. "Concreteness fading for teaching programming." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17372.

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This dissertation presents a study that explores a specific implementation of concreteness fading used in a serious game that teaches programming. Concreteness fading consists of first presenting concepts with concrete representations before swapping them gradually with their concrete, normal counterparts. The goal is to figure out how concreteness fading should be applied to a programming game to have it increase learning. Expert interviews are performed to discuss different aspects of how the technique is utilized in the game Reduct. Participants also play through the game before discussing it. Results show that some found the individual representations of mechanics within the game to be the biggest flaw while others pointed to how it handled the fading aspect. These generally come down to a lack of clarity, and should be considered when developing future games of this style.
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MARANHÃO, Antonio Augusto Rodrigues de Albuquerque. "Design of a modular multiparadigm programming language for teaching programming concepts." Universidade Federal de Pernambuco, 2004. https://repositorio.ufpe.br/handle/123456789/2468.

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Made available in DSpace on 2014-06-12T15:58:29Z (GMT). No. of bitstreams: 2 arquivo4579_1.pdf: 1011460 bytes, checksum: 01e8646fc6f336c9eb54adf769b7baf0 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2004
A criação de uma linguagem de programação pode ser comparada ao desenvolvimento de um sistema computacional. Sendo assim, o projeto e a implementação da linguagem devem atender a um conjunto de requisitos. Alguns deles estão relacionados às propriedades que a linguagem desenvolvida deve apresentar, como expressividade, capacidade de aprendizagem e produtividade. Outro grupo de requisitos compreende aqueles comuns ao desenvolvimento da maioria dos softwares, como extensibilidade, modularidade e reuso de código. Este segundo grupo de requisitos pode ser obtido através do uso de técnicas modernas de engenharia de software. Neste trabalho, apresentamos o desenvolvimento de uma linguagem multiparadigma modular que faz uso de programação Orientada a Objetos, design patterns e um paradigma de programação mais recente chamado Programação Orientada a Aspectos. A linguagem, que também pode ser vista como um conjunto de linguagens, é desenvolvida de maneira incremental, partindo de uma simples linguagem de expressões até linguagens mais complexas representando alguns dos mais representativos paradigmas de programação, finalizando com o desenvolvimento de linguagens multiparadigmas. Esta família de linguagens é criada através da integração de componentes que representam conceitos de programação. A modularidade obtida através do design proposto possibilita o reuso destes componentes na criação de diferentes linguagens, mesmo que pertencentes a diferentes paradigmas. Adicionalmente, é possível a evolução ortogonal das linguagens, já que a inclusão de novos conceitos é obtida através da simples inclusão dos componentes correspondentes, sem comprometer o funcionamento dos componentes já utilizados. A abordagem proposta para o design e implementação da linguagem também se mostrou bastante útil no ensino de conceitos de programação, já que oferece um ambiente uniforme e extensível para a prática e exploração dos conceitos pelos estudantes. Dessa forma, os estudantes não precisam lidar com diferentes notações e ambientes de desenvolvimento ao abordarem conceitos relacionados a diversos paradigmas
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Bruderer, Rolf. "Object-oriented framework for teaching introductory programming." Zürich : ETH, Eidgenössische Technische Hochschule Zürich, Department of Computer Science, Chair of Software Engineering, 2005. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=185.

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de, Raadt Michael. "Teaching programming strategies explicitly to novice programmers." University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.

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[Abstract]: The traditional approach to training novice programmers has been to provide explicit programming knowledge instruction but to rely on implicit instruction of programming strategies. Studies, reported in literature, have discovered universally poor results on standardised tests for novices studying under this traditional approach.This dissertation describes the explicit integration of programming strategies into instruction and assessment of novice programmers, and the impact of this change ontheir learning outcomes.An initial experiment was used to measure the performance of students studying under a traditional curriculum with implicitly taught programming strategies. Thisexperiment uncovered common flaws in the strategy skills of novices and revealed weaknesses in the curriculum. Incorporation of explicit strategy instruction wasproposed.To validate a model of strategies as being authentic and appropriate for novice instruction, an experiment with experts was conducted. Experts were asked to solvethree problems that a novice would typically be expected to solve at the end of an introductory programming course. Experts‟ solutions were analysed using Goal/PlanAnalysis and it was discovered that experts consistently applied plans, the subalgorithmic strategies suggested by Soloway (1986). It was proposed that plans could be adapted for explicit inclusion in an introductory programming curriculum.Initially a curriculum incorporating explicit strategy instruction was tested in an artificial setting with a small number of volunteers, divided into control andexperimental groups. The control group was taught using a simplified traditional curriculum and the experimental group were exposed to a curriculum which explicitly included programming strategies. Testing revealed that experimental group participants applied plans more than control group participants, who had been expected to learn these strategies implicitly. In interviews, experimental participants used strategy-related terminology and were more confident in the solutions they had created. These results justified a trial of the curriculum in an actual introductory programming course.When explicit instruction of programming strategies was incorporated into an actual introductory programming curriculum, novices achieved superior results whencompared to results from the initial experiment. Novices used strategies significantly more when these strategies were incorporated explicitly into instructional materialsand assessment items.This series of experiments focussed on explicitly teaching specific programming strategies rather than teaching problem-solving more generally. These experimentalresults demonstrate that explicit incorporation of programming strategies may improve outcomes for novices and potentially improve the potential of expertprogrammers in future.
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Chung, Wai Hing. "Teaching computer control applications : a programming approach." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19628.

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Rogalli, Moritz. "mJeliot - ICT Support for Interactive Teaching of Programming." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-157137.

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Pedroni, Michela. "Teaching introductory programming with the inverted curriculum approach." Zürich : ETH, Eidgenössische Technische Hochschule Zürich, Professur für Software Engineering /Chair of Software Engineering, 2003. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=198.

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Liu, Yi. "BoxScript : a language for teaching component-oriented programming /." Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1276391241&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1185305902&clientId=22256.

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More, Kristin. "Teaching Debit Card Skills Using General Case Programming." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7198.

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Independent living skills are extremely important for individuals with developmental disabilities as these skills aide in autonomy, lessen the burden on caregivers, and assist with integration into the community. An important skill that should be targeted is purchasing skills. Teaching purchasing skills can bring individuals into contact with new environments and access to items that would not have been available for them to access independently before learning the skill. Traditional purchasing skills often target teaching money and math skills. However, as technology advances, these skills are not only hard to teach to various individuals but may be outdated. There have been a few studies that targeted teaching purchasing skills to individuals using forms other than cash. This study taught debit card purchasing skills using a multiple baseline across participants design to individuals with developmental disabilities and evaluated the effects of using multiple exemplar training on generalization to novel settings. All three study participants showed improved performance after training by demonstrating 87% or more of the steps accurately in the natural setting during post-training generalization probes to the trained stores (average across the three participants and three stores was 90%). Two out of three participants generalized the skill to a novel store with at least 90% accuracy. The third participant generalized the skill to a novel store with 83% accuracy. Maintenance probes were conducted for two of the three participants and those two participants were able to maintain the skill well above baseline accuracy.
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Books on the topic "Teaching of programming"

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White, Edward T. Teaching architectural programming. Tucson, Arizona: Architectural Media, 1991.

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White, Edward T. Teaching architectural programming. Tallahassee, Fla: School of Architecture, Florida A & M University, 1986.

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Doug, Cooper, ed. Teaching introductory programming (with Oh! Pascal!). New York: W.W. Norton, 1985.

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Bennedsen, Jens, Michael E. Caspersen, and Michael Kölling, eds. Reflections on the Teaching of Programming. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-77934-6.

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Cooper, Doug. Teaching introductory programming: With, Oh! Pascal! 3rd ed. New York: W. W. Norton, 1993.

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Welcome to programming. New York, N.Y: MIS:Press, 1994.

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Gay, Carpenter, ed. Programming leisure experiences. Englewood Cliff, N.J: Prentice-Hall, 1985.

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E, Quilici Alexander, ed. C programming language: A self-teaching guide. New York, N.Y: Wiley, 1987.

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Teaching structured programming in the secondary schools. Malabar, Fla: Krieger Pub. Co., 1991.

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Shulman, A. R. ObjectVision 2: Self-teaching guide. New York: J. Wiley, 1992.

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Book chapters on the topic "Teaching of programming"

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Prosser, Patrick. "Teaching Constraint Programming." In Lecture Notes in Computer Science, 3. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10428-7_2.

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Parnas, David Lorge. "Teaching programming as engineering." In ZUM '95: The Z Formal Specification Notation, 470–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60271-2_137.

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Reinfelds, Juris. "Teaching of Programming with a Programmer’s Theory of Programming." In Informatics Curricula and Teaching Methods, 41–51. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35619-8_5.

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Knudsen, Jørgen Lindskov, and Ole Lehrmann Madsen. "Teaching Object-Oriented Programming is more than teaching Object-Oriented Programming Languages." In ECOOP ’88 European Conference on Object-Oriented Programming, 21–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/3-540-45910-3_2.

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McDonald, Carlton. "Why Is Teaching Programming Difficult?" In Higher Education Computer Science, 75–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98590-9_6.

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Betteridge, Jack, Eunice Y. S. Chan, Robert M. Corless, James H. Davenport, and James Grant. "Teaching Programming for Mathematical Scientists." In Mathematics Education in the Age of Artificial Intelligence, 251–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86909-0_12.

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Gries, D. "Teaching Calculational Logic." In Programming Concepts and Methods PROCOMET ’98, 9. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35358-6_5.

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Kourie, Derrick G. "The Benefits of Bad Teaching." In Patterns, Programming and Everything, 63–73. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2350-7_6.

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Davison, Andrew. "Teaching C after Miranda." In Funtional Programming Languages in Education, 35–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60675-0_37.

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Callahan, Carolyn M. "Gifted Programming Standards." In Methods & Materials for Teaching the Gifted, 127–44. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236610-11.

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Conference papers on the topic "Teaching of programming"

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McGowan, Aidan, Philip Hanna, and Neil Anderson. "Teaching Programming." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2899421.

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Flood, Raymond, and Bob Lockhart. "Teaching programming collaboratively." In the 10th annual SIGCSE conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1067445.1067533.

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Kloos, Carlos Delgado, Carmen Fernandez-Panadero, Carlos Alario-Hoyos, Pedro Manuel Moreno-Marcos, Maria Blanca Ibanez, Pedro J. Munoz-Merino, Boni Garcia, and Iria Estevez-Ayres. "Programming Teaching Interaction." In 2022 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2022. http://dx.doi.org/10.1109/educon52537.2022.9766697.

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Juricic, Vedran, and Matea Radosevic. "Puzzle-like programming languages in teaching programming." In 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2019. http://dx.doi.org/10.23919/mipro.2019.8757192.

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Doherty, Liam, and Vive Kumar. "Teaching programming through games." In 2009 International Workshop on Technology for Education (T4E). IEEE, 2009. http://dx.doi.org/10.1109/t4e.2009.5314120.

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Rogers, John R., and Konstantin Avdashchenko. "Teaching Microcontroller Programming Graphically." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64169.

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The ability to develop algorithms for microcontroller-based systems has traditionally required a computer science background. Many undergraduate mechanical engineering programs lack the time in the curriculum to devote to the necessary coursework. This paper presents a graphical method of developing algorithms. The method enables engineering students with weak computer science backgrounds to rapidly iterate microcontroller programs. The proposed method uses Simulink and chip-specific Simulink blocksets to access microcontroller inputs, outputs, internal timers, and other chip functions. Before- and after- observations from the implementation of the method in a mechatronics course are presented. The proposed method is compared to the traditional C language method of developing an algorithm. It is shown that it is easier to convey the algorithm in the Simulink implementation than it is to convey the C-language implementation of the same algorithm. It is quicker to develop algorithms using the Simulink-based method. The method is relevant in constrained undergraduate engineering programs, particularly mechanical engineering, where there is little instruction in computer programming. The method is scalable to industrial applications outside academia although it is not yet widely used there.
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"Session details: Teaching Programming." In the 19th Koli Calling International Conference, chair Nick Falkner. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3364510.3375454.

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Tomayko, James E. "Teaching eXtreme Programming Remotely." In Proceedings. 18th Conference on Software Engineering Education & Training. IEEE, 2005. http://dx.doi.org/10.1109/cseet.2005.35.

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Levy, Suzanne Pawlan, and John W. McCormick. "Teaching programming for reuse." In Tutorial proceedings. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/216591.216599.

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Falkner, Nick. "Session details: Teaching Programming." In Koli Calling '19: 19th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3375454.

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Reports on the topic "Teaching of programming"

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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.

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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.
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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4439.

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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3268.

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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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Abstract:
An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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