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This paper presents a research work that explores a variety of issues which, on the one hand, are related to the way the employees of a computerized workplace behave, work and learn and, on the other hand, try to identify the employees’ knowledge, competencies, preferences, interests, deficiencies in knowledge, skills and abilities, training needs as well as socialization and health aspects. All these concerns lead to the construction of a rich learning profile of Information System employees which is a key issue for determining an adequate and timely training for the different types of employees and their needs. The methodology followed integrates a variety of profile assessment techniques, such as observation, questionnaires, interviews, focus groups, and documentation. This paper focuses more on the questionnaire technique where the main employee profile indicators are determined, analyzed and basic conclusions are drawn.

This study adopts a context-based approach to the issue of time within networking learning settings. To approach time as a context-dependent factor, the role of online teacher as a researcher and model builder of learners‘ needs is suggested. Specifically, an online network of mathematics teachers has been formed in the context of an online course aiming to prepare these teachers to introduce the use of educational software in their teaching practices. To form this network, the ‘constructivist teaching experiment' methodology (Cobb, Wood, & Yakel, 1990) was used. A specific curriculum was designed for the participants in this e-learning network. During this experiment, the course was adapted to take into account the specific learning needs of the aforementioned teachers, who were mainly investigated through synchronous communication via informal conversation. The data collected provided evidence that time is perceived by learners as a context-dependent factor. The results also suggest that, using the aforementioned methodology to formulate an e-learning network, learners needs can be better acknowledged to succesfully meet the aims of the course within the time limits scheduled for the whole procedure.

Περιέχει το πλήρες κείμενο This paper focuses on the learning of binary encoding by primary school pupils within a learning experiment mainly based on their being involved in playing a game. In fact, nineteen 6th Grade pupils participated in a constructivist learning experiment consisting of three phases: i) reviewing and reflecting on their knowledge about the decimal system, ii) experimenting with the binary system by being involved in playing a specially-designed card game and iii) extending their knowledge by attempting to transform decimal numbers into their binary representations. Data analysis showed that pupils successfully managed to describe the structure of numbers in the decimal system. The specific questions and materials provided also helped them to reflect and to make connections between the structure of this numerical system and the binary system. Moreover, specific interventions performed by the researcher helped them to clarify some misconceptions. In addition, the data analysis showed that pupils were involved with great pleasure in the playing of card-games and efficiently managed to calculate the binary number represented on each card. The analysis demonstrated pupil performance in binary encoding using systems consisting of one to eight binary digits. In the final phase of the experiment, pupils were stimulated to extend the knowledge they had acquired during previous phases. In fact, pupils successfully performed a variety of transformations of decimal numbers into their corresponding binary ones and also made generalizations about binary encoding. Exploiting the positive results of this experiment, we present the design of game-based educational software for the learning of binary encoding by primary level education pupils.

Περιέχει το πλήρες κείμενο In this paper, an essential aspect regarding the multilateral issue of under-representation of women in Computer Science (CS) is presented. It is based on research conducted with a sample of 77 students aged 17, 52 of which were girls. These students were about to decide on their future undergraduate studies. The goal of this study was to determine the factors affecting the decisions of both girls and boys whether or not to pursue undergraduate computer courses. Questionnaires were used, addressing issues in the following 4 main categories: a) the reasons students chose/chose not to study CS, b) the way students’ family and friends, the media and the school environment contribute to their decision, c) the students’ perception of their prospective future after studying CS and d) the students’ perception of the gender that better fits the profile of a computer scientist. The results were quite illuminating: a) more boys than girls choose to study CS. Boys and girls choose/choose not to study CS because they find/don’t find it an interesting subject and because of the employment opportunities rate of the CS industry. Motivation in choosing to study CS differs between boys and girls: the former are motivated by their former experience in using computers whereas the latter are mainly motivated by the employment opportunities of the CS industry: b) the surrounding social environment in terms of family, school, friends and media seemed to affect student choice of undergraduate studies in CS through communication, infrastructure and living examples: c) boys imagine themselves as computer scientists in a competitive and profitable job in the industry whereas girls emphasized that they would prefer permanency in their future jobs and are not overly concerned about the payment: d) regarding the profile of a computer scientist, a small percentage of boys expressed the opinion that men more than women suit this kind of profession, whereas almost all the girls stated that they find both men and women suitable.

Περιέχει το πλήρες κείμενο This study focuses on the development of prospective computer engineers’ conceptions about the design of educational software. More specifically, we investigate how the experiences of such engineers in the design, implementation and evaluation of educational software helped them to enhance their knowledge. These engineers were involved in constructing educational software dealing with concepts of Computer Science by also taking into account theoretical educational considerations regarding constructivism and social views about knowledge construction. The analysis of the data shows that prospective computer engineers frequently start by considering the design of educational software as an “easy” or “soft” task. This attitude is typically based both on these engineers’ expertise regarding software design as well as the specific subject matter. Despite these initial perceptions, they have difficulties interpreting the theoretical educational framework in design specifications. Communication between the members of each design team and between the members of all the teams as well as the reflection on the early versions of the software were significant factors that helped these engineers improve the quality of software specifications. Finally, the evaluation process helped these engineers to realize that the learners’ demands are crucial in the design of educational software. They also realized that in contrast to the general principle of software design that ‘customers’ specifications must not be violated’, these specifications were frequently ignored in the case of educational software where learners are viewed (by the engineers) as possessing the knowledge of the designer.