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Creating test cases is a difficult task for students. The numberof existing recommendations on how to create test cases is over-whelming. There is a lack of guidelines on how to apply thoserecommendations one step after another. This problem even be-comes more complicated when students are taught to refactor theircode as a habit. We propose an approach to teach students how todevelop and test their code systematically, with refactoring inte-grated. In our approach, we pay attention to both functionality androbustness.

Designing and programming require several types of knowledge. Beside conceptual knowledge, procedural knowledge is of importance. Procedural knowledge, however, is often missed in courses about software design and implementation. As a consequence, students can easily be stuck and do not know how to proceed.Considering software engineering as a complex task, the didactic approach 4C/ID is applicable. This approach prescribes that besides mental models, cognitive strategies should be learned, consisting of overall steps and rules and procedures per step. As an example, a procedure for designing and programming a concurrent program is briefly described. This procedure will scaffffold studentfis learning of concurrency concepts and their application.

The design of software is known to be difficult for novice computer scientists. In this paper, we focus on software redesign and on the refactoring necessary to implement a redesign. Redesigning an application aims to improve non-functional aspects such as extensibility, without changing the functionality. Redesign is a complex task, involving knowledge and skills from software design in general and the use of design patterns in particular. This study is part of an educational design research project aiming at developing scaffolding for students’ software redesign activities in the form of procedural guidance. We investigated students’ strategies and usage of concepts during a software redesign assignment using students’ reports and team colllaboration recordings as data sources, thus focusing on the process instead of on the design results, in contrast with existing studies. We identified several difficulties that can serve as starting points for procedural guidance. For instance, students seem to avoid using a structured analysis method. Our findings indicate that students’ activities were mainly directed towards the code rather than the design problem.

The objective of this paper is to introduce a standards-based model for adaptive e-learning and to investigate the conditions and tools required by authors to implement this model. Adaptation in the context of e-learning is about creating a learner experience that purposely adjusts to various conditions over a period of time with the intention of increasing pre-defined success criteria. Adaptation can be based on an initial design, runtime information or, as in the aLFanet system, a combination. Adaptation requires the functionality to be able to interact with and manipulate data on the learning design, the users and the system and its contents. Therefore, adaptation is not an add-on that can just be plugged into a learning environment. Each of the conditions for adaptation have to be represented in a rigorous way. We will introduce a model based on a set of key learning technology standards that enables a structured, integrated view on designing, using and validating adaptation. For the author however, it appeared that the model is demanding both through the requirements imposed by the adaptation and the use of standards. We will discuss their experiences in applying it, analyse the steps already taken to tackle the complexity and come with additional suggestions to move forward to implementations suitable for a wider audience.

De kwaliteitszorg rond onderwijsprocessen in elektronische leeromgevingen staat nog in zijn kin-derschoenen. Bestaande benaderingen om de participatie van studenten in het onderwijs te beoor-delen, resultaten te evalueren en de effectiviteit en efficiëntie te beoordelen, voldoen in dit soort omgevingen vaak niet. Nieuwe benaderingen moeten hiervoor ontwikkeld worden. In dit artikel worden de resultaten beschreven van een onderzoek naar het toepassen van audit principes in een elektronische leeromgeving.

This deliverable describes the functionality included in the second prototype. In order to situate to the reader, first the system architecture is shortly described. Based on the identified modules, the second prototype functionality is explained, in addition to the functions already provided for the first prototype. This document is intended for internal audience (users and developers).