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Extending Presentation Features of Jupyter Notebook
Pastorek, Peter ; Dytrych, Jaroslav (referee) ; Smrž, Pavel (advisor)
This work deals with Jupyter Notebook environment. It extends its abilities for presenting programming, allows downloading of materials from html documents, improves the look of presentations, allows automated preparation of the document for the presentation, editing of RISE settings used for presentation, and editing conversion of the document into LaTeX.
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Using Version Control Systems to Support Learning
Pokorný, Milan ; Jeřábek, Tomáš (advisor) ; Štípek, Jiří (referee)
The thesis examines version control systems (VCs) and the possibilities of their use in information technology classes. At first, various solutions for version management are evaluated. As a result, a decentralized system called Git is deemed the most appropriate to be used in education. The text further explains the details of how Git works while also introducing some of the relevant training software and Git extensions. The thesis continues by exploring the role of version control systems in education, their teaching, and use as a didactic tool. The final chapters are practically oriented and include the description of processes which allow source code version control to be used within a student group environment. The thesis concludes with an overall evaluation of the use of version management systems in teaching, including practical recommendations and examples.
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Problems of teaching object-oriented programming in programming courses in tertiary education
REMEŠ, Radim
Teaching programming with a focus on object-oriented programming in various computer science disciplines at universities is one of the basic but challenging disciplines. The presented research dealt with the problem of how beginner students understand the basic concepts of object-oriented approach in programming. The research identified the threshold concepts of this approach to programming that are difficult for students, but overcoming them is the key to good mastery of object-oriented programming, and addressed the question of what strategies students use in teaching programming to overcome these difficult concepts. We used a phenomenographical framework; using deductive and inductive content analysis with open coding, we identified the concepts of object-oriented programming and their properties according to the theory of threshold concepts. We conducted semi-structured interviews that helped us gain insight into how students understand and use the various concepts of object-oriented programming in the tasks assigned in the research. We also used the method of evaluating the understanding of concepts using conceptual maps and evaluating the tasks and results of student solutions using SOLO taxonomy of cognitive processes. Based on the use of these methods, we identified two threshold concepts in the teaching of object-oriented programming: "Interface" and "Event (or Delegate)". To successfully master the object-oriented approach in programming, it is necessary to master both threshold concepts, however, mastering each of them means a significant shift ("opening the portal") in the ability to solve more complex program tasks using an object-oriented paradigm. Both of these concepts also belong to the abstract level of SOLO metrics of cognitive processes, i.e. the ability to process abstract concepts and ideas. This is the key in the design and implementation of complex information systems.
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Verification of educational materials for teaching computational thinking in the Unreal Engine 4 environment
PACLT, Dominik
As part of my bachelor's degree, a set for teaching programming in the Unreal Engine 4 development environment was created. The main goal of this work is to verify whether the work is suitable for teaching programming or not. The theoretical part deals with the basic description of the Unreal Engine 4. It also deals with the description of the term "computer thinking" and its components. Subsequently, the principle of Action Research is discussed, through which the work is tested and assessment of whether the tasks support computer thinking. The practical part contains the results of action research both in terms of meeting the objectives of teaching in individual lessons, and in terms of leading to computer thinking. The appendix contains Tested worksheets for students and the projects solved by students in u nreal Engine 4. Within the GAJU STEM project, this work is u sed mainly in the technical field, as the individual lessons support algorithmic thinking, which is one of the foundations of technical fields. Furthermore, interdisciplinary relationships are strongly evident in the tasks, especially in mathematics and physics, because simple mathematics is evident in the tasks and the whole environment is situated in the simulation of the real world (from the point of view of Physics).
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Creation projects for programming education in Unreal Engine 4 environmen
PACLT, Dominik
The bachelor thesis deals with the methodology of teaching the basics of programming at the second stage of elementary school through the environment Unreal Engine 4. The theoretical part deals with the description of the Unreal Engine 4 environment, together with the way of working in it. Furthermore, this environment is compared in terms of suitability for teaching programming with Scratch and MakeCode. The practical part contains the procedure by which I created and verified a set of tasks, according to which students learn the basics of programming and basic orientation in the Unreal Engine 4. The work also contains methodological materials for the teacher, including notes on the tasks. The attachment contains worksheets for students for individual lessons, a project in which students program with the help of worksheets and a sample project for the teacher with developed parts of the code.
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Extending Presentation Features of Jupyter Notebook
Pastorek, Peter ; Dytrych, Jaroslav (referee) ; Smrž, Pavel (advisor)
This work deals with Jupyter Notebook environment. It extends its abilities for presenting programming, allows downloading of materials from html documents, improves the look of presentations, allows automated preparation of the document for the presentation, editing of RISE settings used for presentation, and editing conversion of the document into LaTeX.
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Requirements of the companies on the graduate profile - programmer
Borza, Tomáš ; Pecinovský, Rudolf (advisor) ; Rais, Aziz (referee)
This thesis is focused on the requirements of the IT companies on the graduated students with the major field programing and their knowledge gained at the university. The importance for the universities is in the focus on the trend according which the profile of school leavers falls behind the labor market. This thesis brings the complete view on the weak side of university education thanks to the combination of the gained knowledge and requirements of the companies. The target of this thesis is to describe the profile of the graduated student, requirements of the IT companies from the historical and present point of view, point out the differences between these two approached, and suggest the possible solution of this problem. To reach this aim there were used the historical data from the researches which were worked out by the experts from the University of Economics in Prague and my own question-naires in which the experts from IT companies could express their opinions to the specified problems. On the basis of these researches there were identified that the profile of the graduated student gained at the university differ from the required profile of the labor market. The conclusion of this thesis is aiming on the description of the problems in education and the possible solution to the future.
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BlueJ interactive mode enhancement
Chadim, Marek ; Pecinovský, Rudolf (advisor) ; Pavlíčková, Jarmila (referee)
The main focus of this thesis is to design and develop tool, which will be part of the integrated development environment BlueJ and which will allows users to display kopenogram of selected method in interactive mode. This should contribute to improving support of Architecture First methodology in BlueJ environment. This thesis starts with theoretical part, where the methodology Object First is described. Afterwards follows the part dedicated to the methodology Architecture First, which removed some deficiencies of the Object First methodology and also which is the main objective of this paper. After that, the thesis continues with analyzing the tool capable of generating source code in BlueJ interactive environment and than follows the part describing kopenograms theoreti-cally. Then the thesis leads to its main objective, where the abovementioned tool, whose realiza-tion is described in the subsequent chapter, is designed. This tool should be used for pur-pose of teaching object-related programming in BlueJ in compliance with the principles of Architecture First methodology.
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Ruby programming language and its advisability of inclusion in education
Porazil, Tomáš ; Pecinovský, Rudolf (advisor) ; Oraný, Vladimír (referee)
The thesis presents the Ruby language and deals with the idea of including this language in the teaching of computer science at the University of Economics in Prague (UEP). In the beginning of their studies, all students have to complete two compulsory science subjects related to programming, which is the first experience with programming for many of them. Currently, the primary programming language being taught is Java. This work aims to present Ruby language, as an alternative to currently taught Java or at least as a language which the students could continue with after studying Java. In the introduction of the thesis the reader gets familiar with the history of language with its philosophy, which stood at the birth of Ruby and the basic concepts on which it is based. Next there are presented the basic constructs and syntax which are necessary to understand the final part of the paper, which discusses the different programming techniques that can be used in Ruby. The final chapter highlights the features of Ruby, for which it would be appropriate to include Ruby in the languages taught at UEP. These include especially clear and concise syntax, possibility to use different programming paradigms and creating internal DSL. The practical outcome of the whole work is a web application that offers an interactive form of the work itself. It is possible to browse the whole work in the internet and all mentioned examples of program code can be immediately tested in practice. The application outlines possible direction which can teaching programming languages take.
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