Enhancing learning management systems to better support computer science education

  • Authors:

  • Guido Rößling;Mike Joy;Andrés Moreno;Atanas Radenski;Lauri Malmi;Andreas Kerren;Thomas Naps;Rockford J. Ross;Michael Clancy;Ari Korhonen;Rainer Oechsle;J. Ángel Velázquez Iturbide

  • Affiliations:

  • TU Darmstadt, Dept of Computer Science Germany;University of Warwick, United Kingdom;University of Joensuu, Finland;Chapman University;Helsinki University of Technology, Finland;Växjö University, Sweden;University of Wisconsin, Oshkosh;Montana State University;University of California, Berkeley;Helsinki University of Technology, Finland;University of Applied Sciences Trier, Germany;University Rey Juan Carlos, Spain

  • Venue:
  • ACM SIGCSE Bulletin
  • Year:
  • 2008

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Abstract

Many individual instructors -- and, in some cases, entire universities -- are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed--and continue to develop-computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a CALMS. However, we do not go into details of creating a plug-in for some specific LMS. Further, the report does not favor one LMS over another as the foundation for a CALMS.