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The proliferation of course management systems (CMS) in the last decade stimulated educators in establishing novel active e-learning practices. Only a few of these practices, however, have been systematically described and published as pedagogic patterns. The lack of formal patterns
is an obstacle to the systematic reuse of beneficial active e-learning experiences. This paper aims to partially fill the void by offering a collection of active e-learning patterns that are derived from our continuous...
This paper analyzes difficulties with the introduction of object-oriented concepts in introductory computing education and then proposes a
two-language, two-paradigm curriculum model that alleviates such difficulties. Our two-language, two-paradigm curriculum model begins with teaching imperative programming using Python programming language, continues with teaching object-oriented computing using Java, and concludes with teaching object-oriented data structures with Java.
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