Constructive alignment for introductory programming

380 Pages·2014·21.82 MB·English

by  Andrew Cain

Constructive Alignment for Introductory
Programming
Andrew Cain
AthesispresentedforthedegreeofDoctorofPhilosophy
2013

Abstract
This thesis discusses the application of constructive alignment with portfolio assess-
menttotheteachingofintroductoryprogramming. Thegoaloftheworkaimedtocre-
ate a positive, student-centred, teaching and learning environment that encouraged,
andrewarded,studentstofocusondeepapproachestolearning.
Learning to program has been found to be very challenging. Work in this thesis in-
vestigatedwaystoimprovestudentlearningoutcomesinintroductoryprogramming
units taught at the university level. It discusses improvements in the teaching and
learningenvironmentthatresultedfromapplyingtheprinciplesofconstructivealign-
ment,includingtheapplicationofconstructivelearningtheories,alignedcurriculum,
andopenassessmentpractices.
Thethesispresentsasystematicliteraturereviewofexistingapplicationsofconstruc-
tivealignment,andarguesfortheneedtoexploreapproachesthataimtocapturethe
integratednatureoftheoriginalwork. Itarguesthatthiscanonlybeachievedthrough
adjustmentstodeliveryandassessmentpractices,andproposesasetofguidingprin-
ciplesthatcanbeusedtocreatethedesiredlearningenvironment.
A model of constructive alignment is presented, which encompasses the proposed
principles and provides processes and guidelines for its implementation. The practi-
cality of the resulting approach is demonstrated through the description of two pro-
grammingunitexemplars.
Within this context, a concept-based, procedures-first, approach to introductory pro-
gramming is also proposed, along with a range of supporting tools and resources.
This approach provides students with a solid understanding of programming con-
cepts, and experiences with a range of programming languages and paradigms, by
theendoftheirfirstyearofuniversitystudy.
Analysisoftheexemplarunits,andtheresultingstudentlearningoutcomes,demon-
strates the positive potential for learning environments created using the proposed
approach. The resulting learning environment supports a wide range of student ca-
pabilities, rewards students for deeply engaging with unit material, and encourages
them to use their imagination and creativity. Using this approach, teaching staff are
consistentlyastoundedbythequalityofworkstudentsareabletoachieve.
Whiletheexemplarsappliedthemodeltointroductoryprogramming,thediscussion
illustrateshowthemodelcanbeappliedtoawiderrangeofsubjectareas.
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Dedicatedtoallmystudents
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Acknowledgements
In many ways, this work started when I was still very young and over the years the
ideas that now come together have been shaped by a number of influential people,
eachofwhomIwouldliketoacknowledgefortheirformativeroleinthiswork.
Iwasfortunatetolearnprogrammingsittingatthekitchentablewithmyfather. Hein-
troducedmetocomputing,andtaughtmetheimportanceofprogrammingconcepts.
Without these understandings, I would not be in the position I am today. Similarly, I
wouldliketothankmymotherforhereffortstosupportthescoutingmovementthat
the whole family eventually became engaged with. This helped reinforce the posi-
tiveattitudeofalwaysdoingyourbest,anattitudeInowlivebyandhaveembedded
withintheapproachpresentedinthisthesis.
Mycurrentemployer,SwinburneUniversityofTechnology,alsoneedaspecialthanks
for allowing me to try these radically different approaches to teaching introductory
programming, but more so for introducing me to colleagues who would enable this
tosucceed. ToDr. RajeshVasaandDr. ClintonWoodward,withwhomIhaveshared
an office at various stages, I would like to say thank you for the many discussions
on teaching, and for working with me to apply these concepts to your teaching, and
promote it to wider audiences. I am also indebted to the tutors who have helped
me with the delivery of the programming units, I feel very lucky to have worked
with such great teams over the years. To Shannon Pace for all his hard work helping
preparethevariousresearchpaperswehaveworkedontogether.
In relation to the resources described in Chapter 6 I would like to thank a number of
peoplefortherespectivetools.
• WhileIwasresponsiblefortheimplementationofthemajorityoftheresources
in Chapter 6, this was not the case with Doubtfire. With Doubtfire, I would
liketothankAllanJones,RohanListon,andJoostFunkeKupperfortheirwork
implementing the Doubtfire tool, and Dr. Clinton Woodward for working with
metodefinetherequirementsandusecasesforthesystem.
• WithSwinGameIwouldliketothankthevariousundergraduatestudentswho
workedwithmeovertheyearstoaddfeaturesovervarioussummerprojects.
• With The Programming Arcana I would like to thank my students and tutors
fortheirvaluablefeedbackthathavehelpedimprovethisresource.
• WiththeVideoPodcastsIwouldliketothankthestaffattheSwinburneLibrary
fororganisingtopublishtheseonSwinburneCommonsandiTunesU.
I would like to acknowledge with particular gratitude the assistance of my supervi-
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sors,Prof. JohnGrundy,andDr. ClintonWoodward. Yoursupportandfeedbackhave
been critical in the formation of this thesis, and I hope to continue working with you
onthisintothefuture.
Finally, I would like to thank my wife Alison for her loving support during the long
periodithastakenmetoconducttheresearchandwriteupthisthesis.
AndrewCain,2013
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Declaration
I declare that this thesis contains no material that has been accepted for the award
ofanyotherdegreeordiplomaandtothebestofmyknowledgecontainsnomaterial
previouslypublishedorwrittenbyanotherpersonexceptwhereduereferenceismade
inthetextofthisthesis.
AndrewCain,2013
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