Process of knowledge construction algorithms using mobile devices and learning styles

Ricardo J. S.Barcelosaand Liane M. R.Taroucob

b

Instituto Federal Fluminense, ricardo@iff.edu.br Universidade Federal do Rio Grande do Sul, liane@penta.ufrgs.br

Abstract. Thisarticledescribes theuseofmobiledevicessuch ascomplementaryagentsinthe processof knowledge construction. Being thestudyofalgorithmsincomputingakey areaandthatisone of thesubjectswith the highestrateoffailureasapossibilitytoreducethisratebydosepreferred styleof learningofstudents. Combiningthe technologyofmobile devicesin the processof knowledge construction.Thisworkcombinesthe preferred styles oflearningusingmobile devicesin the processof knowledge constructionalgorithms. The aim istoinvestigatethe implicationsof usingmobile phonesanditspotentialas amobile devicethatpromoteseducationalinteraction, communication,anywhereandanytime, amongthe studentsthrough thevariousfeaturesaffordedby thesedevicesinthe constructionof algorithms. Keywords: mobile learning, style learning, algorithms INTRODUTION The use of ICTs in the teaching of algorithms was made possible through the supervision of the teaching-learning process of this subject at Instituto Federal Fluminense, in Campos dos Goytacazes, when it was able to verify the huge difficulty experienced by the students. The creation of environments which support this learning is of great interest, since the knowledge construction process necessary to the production of algorithms for programming constitutes an arduous task to the student, as BERCHT (2005) emphasizes. Students build their own knowledge from various sources of learning, for example, colleagues, and classroom learning with conventional resources such as books and booklets, TV, among others. The process of knowledge construction has the ability to insert technology and individualized aspect of this work using mobile devices. The construction of knowledge is investigated considering the individual learning styles considering the students' learning and the use of mobile devices.

FIGURE1.Context of the construction of knowledge

Figure 1 presents the context in which research using mobile phones in particular, as a process of knowledge construction by pointing to the learning styles and subjects are specified through programming algorithms. The work that uses mobile phones in the educational process and the individuality of the learning style is like the student center, the process is aimed at learning algorithms. M-LEARNING The term Mobile learning is learning through the use of communications technology for mobile devices, that is, access information anytime, anywhere, to enjoy the downtime, which can be considered in several situations such as waiting in line, course work, school, waiting room, among others. We can cite several advantages associated with the use of Mobile Learning as: i) the time of study, so helpful and nice, ii) the ability to access information that is presented in various ways, and easily assimilated iii) low cost of the equipment furniture; iv) are smaller and can be transported with the students; v) the student can access the content and learn anytime and anywhere. Thus, mobile devices, already widespread in society and held together with power to students, add ease, comfort, access and democratization of information both in the classroom and in distance education. Using Mobile Learning is being strongly supported in other countries that have several works in this area as having a justification Georgievaet. al. (2011), Pei-Ping et. Al. (2010) high penetration of mobile handsets with technological features more advanced, such as screen resolution, connectivity, speed of operation, between others. Mobile devices have the possibility to people who are outside urban centers, without access to a computer or internet, because the learning objects are embedded in mobile devices. These devices have become a tool that allows an autonomy and incorporated into the learning process. The process of knowledge construction depends on adapting content for mobile phones, ie, several actions are necessary in creating learning objects that convey information quickly. In this study the learning materials were provided as follows: i) E-texts: To be accessed and read from the cell containing examples of algorithmic functions, ii) Videos: creating, editing, and optimization of videos containing the lessons of classroom teaching for students who missed the lesson of this content or as later studies iii) Animations: Creation of Flash applications for mobile devices showing the algorithmic functions. iv) Mymle: construction software testing and can also be used with Internet Access. It was also used as a tool interactive SMS (short message) that permitted the deployment of various types of messages such as: i) resolution of problems and requesting new solution algorithms, ii) real-world problems involving students and requesting a resolution algorithms, iii ) warnings about the delivery of papers, reviews, iv) motivational messages. THE TEACHING OF ALGORITHMS The learning algorithm is considered as one of the most important knowledge in the programming area and in various careers that has interface with computers. It is building a foundation for learning programming is undoubtedly the most important subject for the training of students who will have to develop systems and software.

The learning algorithms occurs in the first series of courses, the low rate of assimilation of the students in this discipline whose requirements demand as claimed Brown (1987) and Brown (1991) logical reasoning, abstraction, concentration, problemsolving abilities, among other Jenkins (2002) states that the learning process presents difficulties: i) information about the contents have a learning disability, ii) very difficult assessments iii) We also consider the lack of proper teaching materials, coupled with a lack of lesson planning, as a contributor to the low performance of students in learning and assessment content; iv)related to the didactics used byteacher to present content of the introductory course;v) being the point of reflection by teachers and researchers concerned with improving the process of knowledge construction of students, confirming the need for new forms of educational and methodological presentation of contenthas been the subject of several studies aimed at improving the learning process. Says Richards (1991) we are having a failure in teaching programming and Gomes and Mendes (2000) have pointed out has been mostly unsuccessful in learning algorithms and programming for this performance is related difficulties in learning algorithms. OBJECTIVE This study investigates the perspectives and contributions that the learning styles can provide the kind of distance education specifically on the use of mobile devices. Such a combination may benefit the most diverse learning styles, since the tools of ICT is essential to facilitate the process of knowledge construction of students. LEARNING USING LEARNING STYLES The process of knowledge construction considering individual differences in the way of learning can point to the different teaching strategies aimed at improving the quality of the learning process, in this sense we can say that it is important to understand the need for knowledge preferred styles of learning and significant role in the educational process. The use of mobile devices expands the possibilities to develop new skills in the process of knowledge construction. Learning styles observed by David Kolb (1984) through the experiential learning theory suggests that the fundamental concepts for understanding the behavior of PCC students and thus provide a contribution to the art of student learning. This theory has four styles of learning that is based on four stages of learning, which can also be interpreted as a learning cycle. This cycle provides a way to understand how students with their own styles of learning and construct knowledge through a learning cycle. Kolb (1884) states that the ideal would be that the learning process represents a complete cycle equally, where the student should possess all the bridges as experience, reflect, think and act.

FIGURA 2 - Ciclo de aprendizagem - Kolb (1984) Fonte: http://effective.leadershipdevelopment.edu.au/david-kolb-learningstyles/experiential-learning/ Learning styles can be characterized as: Diverging (CE / RO) characterized in ideas and abstract concepts and scientific careers. Assimilator (AC / RO) characterized by the practicality of the ideas and theories, have the ability to solve problems, and laboratory simulations. Convergent (AC-AE) characterized by apprenticeship in the realization of plans and engage in new and challenging experiences. Accommodator (CE / AE) Set goals and test different approaches to completing a project. Students can be characterized by certain styles of learning but this study will adopt the term preferred style of learning (EPA), because students do not have one single learning style but the style that approximates the individuality of the student.In the process of constructing knowledge of a computer program that is initially conducted through the algorithms and can be characterized. Table 1 shows how to reconcile the preferred style of student learning and learning objects and constructed from various sources such as videos, animations and texts and tests. Thus were provided by Bluetooth technology as shown in Figure 3, that is, students in the classroom and access the objects are inserted into the mobile devices themselves. Preferred Learning Style Featuring Process Knowledge construction Active experimentation Reflective observation Abstract conceptualization Trying and doing Thinking about what was done Reading the manual to get a clearer idea about what was done

Concrete experience

Using the request for information specialists.

GRAPHIC - 1Preferred styles of learning Graphic 1 shows the preferred styles of student learning Course Degrees in Information System 2011-1do Fluminense Federal Institute (IFF), Campos - RJ - Brazil. It is observed that the total of twenty students surveyed, ten students have preferred learning style to abstract conceptualization. Knowing the learning style of students with technology enabled mobile devices an individualized learning and the interaction according to needs of students. In the CCP is not enough to have access to information, it is necessary to understand them and hold them in this work and provide the students use in solving problems involving algorithms. Students had the opportunity to build their own knowledge via mobile devices, and access educational materials at any time and place. Major factor in the the knowledge construction process using DM is the motivation that Buner (1966) suggests that the motivation for learning is made up of curiosity is comprised of complexity and challenges that are offered through various algorithms to solve problems and achieve competence is necessary for the resolution problems. CHARACTERISTIC OF THE STUDENTS - AGE The access technologies included in the MD and the ability to use these features is a characteristic of Prensky (2001) refers to as digital natives and that Banes (2007) characterizes as net generation. Table 2 The age ofthenetgenerationstudentsand100% digital natives Age Number the students Percentage 18~24 20 100% INTERACTION Students interact through text messages using SMS technology, ie, solutions for problems in the classroom. Students reflect upon receiving this message about the

solution proposed by the students and teachers sent by the solution. The teachers sent motivational messages and educational.

RESULTS AND DISCUSSION The researchers work closely with teachers to design the content and deployed to teach algorithms using mobile technology to support learning in an investigation outside the traditional class.This study investigated the use of mobile devices in learning algorithms considering preferred styles of students. The paradigm shift in education was observed by an increase in student motivation made possible by the use of technology in which students are skilled as well as reducing the failure rate and a significant reduction in the course of abandonment. Although studies show that a variety of reasons and circumstances that change the traditional paradigm of teaching an experimental approach to a common theme that permeates all disciplines is the increasing perception of inadequacy and limitation of equal academic achievement to learning. CONCLUSION The use of mobile learning in the teaching of algorithms led to a significant improvement on the students performance, because it made possible the collaboration, giving a good opportunity for the support of multimedia such as videos, graphics. The learning through the mobile devices in consonance with the students learning styles, as well as their motivation with the insertion of this technology made the teaching of algorithms more attractive and, consequently, made it possible to improve the learning. Regarding the fifteen level 1 students, fourteen students participated actively of the assignments and thirteen obtained approval without need of a third exam to be retaken. It can be, therefore, stated that the experience contributed to the development of the logical thinking and made it easier the supervision of the academic trajectory. It was verified in these students the improvement of the abstraction, of the logical reasoning and of their learning performance, confirming a differential with regard to the ones who did not take part into the project, even though, evidently, other factors can also have interfered into the learning. REFERENCES 1. BARCELOS, R.J.S., Tarouco, L.M.R., O uso de mobile learning no ensino de algoritmos. CINTED-UFRGS Novas Tecnologiasna Educao. V. 7 N 3, dezembro, 2009. 2. BERCHT, M., FERREIRA, L.F. E SILVEIRA, S.R. Aprendendo a construir algoritmos atravs da mediao digital Cinted-UFRGS Novas Tecnologias na Educao. V.3 N 1, maio, 2005. 3. BOYINBODE O. K. AND AKINYEDE R. O., MOBILE LEARNING: An Application Of Mobile And Wireless Technologies In Nigerian Learning System, International Journal of Computer Science and Network Security, VOL.8 No.11, 2008, p.p. 386-392. 4. CAUDILL, J., The Growth of M-learning and the Growth of Mobile Computing Parallel Developments, International Review of Research in Open and Distance Learning, 2007.

5. GEORGIEV, T., GEORGIEVA E., SMRIKAROV A., M-Learning - a New Stage of E-Learning, Proceedings of the ComSysTech2004, p.p. IV.28-1-IV.28-5, 2004. 6. Georgieva, Evgeniya S., Smrikarov Angel S., GeorgievTsvetozar S.. Evaluationof mobile learning system. Procedia Computer Science 3 (2011) 632637, WCIT 2010 (2011). 7. GRABE, M. E., KAMHAWI, R. & YEGIYAN, N.. Informing citizens: How people with different levels of education process television, newspapers, and web news. Journal of Broadcasting & Electronic Media, 53(1), 90-111, 2009. 8. JACOB S. AND ISSAC B., The Mobile Devices and its Mobile Learning Usage Analysis, Proceedings of the International MultiConference of Engineers and Computer Scientists, Vol. I, 2008. 9. JENKINS, T. On the difficulty of learning to program. In: Annual LTSN-ICS Conference. Proceedings... Leeds: LoughboroughUniversity. p. 53-57, 2002. 10. PRENSKY, M - Digital Natives Digital Immigrants Marc PrenskyDigital Natives, Digital Immigrants, Marc PrenskyFromOntheHorizon, 2001. 11. SHARPLES, M., Big issues in mobile learnin, Report of a Workshop by the Kaleidoscope Network of Excellence, Mobile Learning Initiative, University of Nottingham, 2007. 12. VALENTIM, H.. Para uma Compreenso do Mobile Learning. Reflexo sobre a utilidade das tecnologias mveis na aprendizagem informal e para a construo de ambientes pessoais de aprendizagem. Tese de mestrado em Gesto de Sistemas de e Learning, Universidade Nova de Lisboa, Lisboa, 2009. 13. Dazzi, R. L. S. 2007. Metodologia para Adaptao de Interface e EstratgiaPedaggica em Sistemas Tutores Inteligentes. Tese de doutorado. UniversidadeFederal de Santa Catarina. Departamento de Ps-graduao em EngenhariaEltrica. Florianpolis. 14. Pei-Ping Luo, Shuing-Bo Yang, Chih-Hung Lai and Jing-San Liang, Development and Evaluation of Mobile Learning System for Collaborative Learning, UbiLearn 2010 (2010). 15. BROWN, M. H. Zeus: A System for Algorithm Animation and Multi-View Editing. Procedings...IEEE Workshop on Visual Languages, 1991. 16. BROWN, M. H. Algorithm Animation. The MIT Press, 1987. 17. BROWN, M. H. Exploring Algorithms Using Balsa-II. Computer, maio 1988. p. 14-36. 18. GOMES, A. J. Ambiente de suporte aprendizagem de conceitos bsicos de programao,Dissertao (Mestrado)Universidade de Coimbra, 2000.