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Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05)
Empirical Modelling in Support of Constructionist Learning: A Case Study from Relational Database Theory
Kaohsiung, Taiwan
July 05-July 08
ISBN: 0-7695-2338-2
ASCII Text
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Meurig Beynon, Antony Harfield, "Empirical Modelling in Support of Constructionist Learning: A Case Study from Relational Database Theory," Advanced Learning Technologies, IEEE International Conference on, pp. 396-398, Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05), 2005.
 
 
BibTex
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@article{ 10.1109/ICALT.2005.134,
author = {Meurig Beynon and Antony Harfield},
title = {Empirical Modelling in Support of Constructionist Learning: A Case Study from Relational Database Theory},
journal ={Advanced Learning Technologies, IEEE International Conference on},
volume = {0},
year = {2005},
isbn = {0-7695-2338-2},
pages = {396-398},
doi = {http://doi.ieeecomputersociety.org/10.1109/ICALT.2005.134},
publisher = {IEEE Computer Society},
address = {Los Alamitos, CA, USA},
}
 
 
RefWorks Procite/RefMan/Endnote
x 
 
TY - CONF
JO - Advanced Learning Technologies, IEEE International Conference on
TI - Empirical Modelling in Support of Constructionist Learning: A Case Study from Relational Database Theory
SN - 0-7695-2338-2
SP396
EP398
A1 - Meurig Beynon,
A1 - Antony Harfield,
PY - 2005
KW - null
VL - 0
JA - Advanced Learning Technologies, IEEE International Conference on
ER -
 
Meurig Beynon, University of Warwick
Antony Harfield, University of Warwick
Conventional programming paradigms have limitations where support for constructionist learning is concerned. This paper illustrates the merits of an alternative approach to giving support for constructionist learning, based on the principles of Empirical Modelling (EM), with reference to an algorithm from database theory. Effective model-building for constructionist learning has to support activities relating to three roles: that of student, teacher and developer. This paper aims to show that EM brings far greater conceptual unity to interactions in these roles than is typically found in conventional approaches to educational software development.
Citation:
Meurig Beynon, Antony Harfield, "Empirical Modelling in Support of Constructionist Learning: A Case Study from Relational Database Theory," icalt, pp.396-398, Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05), 2005
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