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16 Mar 2011 15:45:00
Writing code to create and adapt computer programs is an essential skill for students in the Department of Computer Science and Technology at the University of Bedfordshire.
But learning how to program for the very first time can be a challenging and sometimes even a frustrating experience. Level one undergraduates study Java, a popular industry relevant high-level language, but despite their motivation and hard work, some students still struggle, especially where they lack a mathematical background or have recognised learning difficulties.
So, at a series of workshops held at the Luton campus, students wanting to improve their Java programming skills were introduced to ‘Visual Reasoning’ approaches to learning that drew on their ability to visualise words, patterns and shapes.
During the workshops, participants practised exercises where they engaged with programming, reading and spelling tasks using controlled visualisation. The programme also included exercises to develop concentration and relaxation skills for learners.
The programme, funded through an innovation voucher from the East of England Development Agency (EDDA), was a collaboration between the Department of Computer Science and Technology and the International Association of Health and Learning (IHL) based in Redbourn in Hertfordshire.
Olive Hickmott, a director of the IHL, said: “The basic techniques were developed to help young people with learning difficulties to overcome them. I studied mathematics at university then began a successful career as a programmer with GEC but I was also an undiagnosed dyslexic. I found that the visual memory I had developed to cope with my dyslexia gave me an advantage in my work as a programmer.”
Olive’s insights led her to apply to EEDA for a grant to investigate whether these techniques could be used to help teach programming skills.
Dr Herbert Daly, the lecturer leading the project, said: “We were very interested to see if a different approach to learning could help our students’ progress, so we invited volunteers who felt they were struggling with level one Java, particularly those who were finding the subject texts heavy going.”
The results of the programme were very positive as all the participants were tested, along with the rest of their cohort, both before and after the workshops.
On average those who attended all the workshops improved their scores by six percentage points from 69 per cent to 75 per cent; this compares with cohort averages which fell one percentage point from 55 per cent to 54 per cent overall.
Olive said: “All those who took part showed dedication and enthusiasm, practising the techniques between the sessions. Some even reported unexpected benefits such as improved memory recall.”
Dr Daly said: “We were very encouraged by the results. The participants not only enjoyed the programme but it clearly benefited their study practice and test results. We would certainly be interested to investigate this approach further and perhaps offer it to other students having difficulties with their work.”
The successful project was completed at the end of February and the EEDA innovation voucher for the project attracted £3,000 funding to the University.
Latest news» 2011» March» Funding helps computing students' progress
