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  1. Mobile learning environments have the benefit of facilitating real time student learning and assessment. However, most of such learning environments only support static or traditional learning activities. In STEM disciplines, we need more active and engaging activities and mobile learning environments should be able to support such dynamic activities. By designing such learning environments to run completely on the cloud will limit its extensibility and will not accommodate interactive activities developed by anyone other than the developer of such learning environment. Instead, we argue that by incorporating cloud services in a traditional software architecture will allow the flexibility to develop and deploy interactive problem solving activities along with versatility that cloud computing brings. This paper presents Mobile Response System (MRS) that facilitates in-class interactive problem solving using mobile devices. MRS uses cloud services in the infrastructure to minimize instructor’s workload, gives students transparent access, and makes the system failsafe alongside providing extensibility to any discipline.
  2. Computer Science instructors have been exploiting learning technology such as Algorithm Visualization (AV) for last few years to explain hard-to-understand algorithms to the learners through simulations and animations. In this work, we explore an active and highly engaging approach, namely, the construction of visualizations of the algorithms under study. Our approach is further augmented with automated assessment of students' in-class construction activities, which they execute as apps in their mobile devices. In this paper, we utilize case study, a step-by-step visualization of a construction exercise app, to explain how technology is leveraged to provide a richer way for learners to interact with a problem, and how instructor can acquire real-time evidence of learners' comprehension of covered lecture material. Our experimental evaluation shows the educational benefits of the proposed approach in terms of enhanced student learning, reduced drop-out rate and increased student satisfaction.
  3. Over the past couple of years, evidence-based teaching and learning methods are brought into focus from the experience gained in clinical psychology and their use of Evidence-Based Practices. Different authors have discussed the advantages of using such evidence-based methods for teaching and learning in academia. Measuring real-time impact of traditional pedagogical approaches used in STEM disciplines are not easy and do not provide faculty an instant evidence about student learning. This paper will present Mobile Response System (MRS) software, which facilitate anonymous communication, interaction and evaluation of in-class interactive problem solving activities using mobile devices. MRS facilitates a feedback-driven and evidence-based teaching methodology, which is important to enhance student learning.
  4. Communications between mobile apps are an important aspect of mobile platforms. Android is specifically designed with inter-app communication in mind and depends on this to provide different platform specific functionalities. Android Apps can either be designed with the help of Android SDK and using IDEs such as Android Studio or by using a browser based platform called App Inventor. These two development platforms provide their own technique for inter-app communication in the same platform, however lack an established method of inter-app communication when apps are developed using the two seperate development platforms. This paper provides the missing information required for the app communications and presents the method for sending and receiving arguments between apps developed in these two platforms. The paper also outlines the significance of the result, and examines their limitations.
  5. To improve student's class experience, the use of mobile devices has been steadily increasing. However, such use of mobile learning environments in the class is mostly static in nature through content delivery or multiple choice and true/false quiz taking. In CS courses, we need learning environments where students can interact with the problem in a hands-on-approach and instructor can assess their learning skills in real-time with problems having different degree of difficulty. To facilitate such interactive problem solving and real-time assessment using mobile devices, a comprehensive backend system is necessary. This paper presents one such system, named Mobile Response System (MRS) software, associated interactive problem-solving activities, and lessons learned by using it in the CS classrooms. MRS provides instructor with the opportunity of evidence-based teaching by allowing students to perform interactive exercises in their mobile devices with different learning outcomes and by getting an instant feedback on their performance and mental models. MRS is easy-to-use, extensible and can render interactive exercises developed by third-party developers. The student performance data shows its effectiveness in increasing student understanding of difficult concepts and the overall perception of using the software was very positive.
  6. This poster addresses a significant learning barrier experienced at many CS departments, specially at predominantly minority institutions, which is the problem of students? inability to keep engaged and interested in classroom. In this research, we investigate the applicability of using mobile devices in the classroom and incorporation of interactive problem solving using those devices to increase class engagement and active learning for students. By allowing the students to solve problems in their preferred devices, the research expects to create a friendly learning environment where the students want to retain, be active and skillful. The poster will present the design aspects of Mobile Response System (MRS) software that will be utilized to communicate, collaborate and evaluate interactive problems using mobile devices. The poster will also showcase several interactive problem-solving activities utilizing mobile devices and MRS software, which have been developed and are being adopted in CS and IT courses at Winston-Salem State University (WSSU). It is expected that this research will invigorate interest in Computer Science among minority and underrepresented students through exposure to the technology-rich learning environment. By enhancing student learning and problem solving abilities, it is also expected that this research work will improve the quality and quantity ofmore »underrepresented minority students in STEM workforce or graduate study. The successful execution of this project will advance research and the knowledge of mobile device usage in CS classrooms and more importantly the way it impact teaching strategy and student learning at WSSU and other institutions.« less