This paper describes co-located collaborative information seeking in the context of the Social Media Tracking Centre (SMTC) in Ghana. The SMTC was operational for three days during the Presidential elections in Dec 2016. The SMTC»s role was to collaboratively find and verify novel, actionable, and relevant information on social media and escalate it to the authorities to use that information to ensure a transparent and peaceful election process. We performed a qualitative analysis of semi-structured interviews with the volunteers at the SMTC as well as its managing team. We present, in this paper, the importance of volunteer motivation and co-location in the success of the SMTC, as well as the users» feedback on the collaborative tool, informing future design, derived from our analysis.

Tax fraud is the intentional act of lying on a tax return form with intent to lower one's tax liability. Under-reporting is one of the most common types of tax fraud, it consists in filling a tax return form with a lesser tax base. As a result of this act, fiscal revenues are reduced, undermining public investment.

Since 2011, our research group, along with numerous local partners, has been building a platform and methodology for monitoring elections using social media. Historically, election monitoring has traditionally been the domain of trained monitors provided by international monitoring groups. But monitoring by domestic groups with fewer resources has been a growing phenomenon, supported in part by the availability of inexpensive digital technologies such as SMS. Social media represents a further, exciting step in this trend. We describe our five years of experience in this endeavor and report a series of key lessons learned. These lessons touch on issues such as source types and curation, collaboration with other election-related groups, human vs. automated analysis, varying stakeholder needs, and the value of falsification. We also share our vision for the next five years of this research.

A review of the practical uses of errors in education reveals three contexts where errors have been shown to help: teaching conceptual knowledge, changing students' attitudes and promoting learning skills. Conflictive animations form a novel approach to teaching programming that follows a long tradition on research and development on program animation tools. Conflictive animations link the benefits of errors with program animation tools and programming education. This approach involves presenting to the students conflictive animations that do not animate faithfully the programs or concepts taught. Conflictive animations are versatile enough to cover the fundamental building blocks of programs such as operators, expressions and statements. With conflictive animations a novel set of learning activities can be introduced to computer science classes. This conflictive dimension of activities augments an engagement taxonomy for animation tools at all levels. They are an example of activities that promote critical thinking. A particular implementation of conflictive animations has been empirically evaluated aiming for ecological validity rather than statistical significance. Results indicate that students using conflictive animations improve their metacognitive skills, and, when compared to a control group, their conceptual knowledge improves at a better rate.

This poster introduces a Moodle module oriented to include program animation activities using Jeliot 3. By installing it, teachers can easily define animation activities that students are requested to complete within the moodle environment.

Previous research on program visualization tools has suggested that both static and dynamic aspects of the program shall be shown to novice students. We attempted to expand the state-of-art environment, BlueJ, by a dynamic low-level visualization of program execution, with an extension based on a visualization tool, Jeliot 3. We discuss the technical issues and how the combination can be used in teaching and learning of programming.

We present a program visualization tool called Jeliot 3 that is designed to aid novice students to learn procedural and object oriented programming. The key feature of Jeliot is the fully or semi-automatic visualization of the data and control flows. The development process of Jeliot has been research-oriented, meaning that all the different versions have had their own research agenda rising from the design of the previous version and their empirical evaluations. In this process, the user interface and visualization has evolved to better suit the targeted audience, which in the case of Jeliot 3, is novice programmers. In this paper we explain the model for the system and introduce the features of the user interface and visualization engine. Moreover, we have developed an intermediate language that is used to decouple the interpretation of the program from its visualization. This has led to a modular design that permits both internal and external extensibility.

Jeliot is a family of program animation systems [1]. It has been successfully used to improve the teaching of intro- ductory programming by supplying a concrete language in which to explain programming structures and concepts [2]. Jeliot 3 [4] retains the novice-oriented GUI and animation display of the previous version, Jeliot 2000. Both versions automatically visualize the execution of user-written Java programs.Jeliot 3 introduces a new kind of design in order to make the system extendable and to add new features [5]. The front-end of system has been replaced by the DynamicJava interpreter, which was instrumented to produce an intermediate code, MCode, describing the program's runtime trace. The MCode trace is then rendered by the graphics back-end. The previous version of Jeliot animated variables, expressions, I/O and static method calls. Jeliot 3 is also capable of animating concepts for object-oriented programming: objects, class inheritance, constructors, method calls, instance fields, and reference semantics of arrays and objects. Jeliot 3 is intended to be a simple tool to be used in different kinds of learning scenarios [3]. It can be used to show and teach the basics of programming during a lecture. The lecturer can explain different concepts and show their corresponding animations with Jeliot. Students may use Jeliot 3 by themselves after the lectures to complete and understand the follow-up assignments related to the concepts learned at the lectures. Jeliot 3 can be used as a tool in interactive laboratory sessions. The visual display of the program can be used to facilitate communications about the errors. It can also support virtual courses, as where Jeliot 3 provides a tool that can assist students when external help is not available. Jeliot 3 is available under the GPL for downloading at http://www.cs.joensuu.fi/jeliot/. We intend to form a community around Jeliot 3, where teachers, students and developers could propose ideas and solutions in order to im- prove Jeliot 3 and the teaching of programming. The forum is available on the website and open for anyone interested. There are also plans for further development, for example, a new tool called JeCo (Jeliot Collaborative) [3] aims to integrate Jeliot 3 into a co-authoring environment where students can develop and visualize their programs together.

Classroom pair-programming activities have been found to support novice student's learning during basic programming courses. However, there are very few tools that could support pair or group programming in distance education courses. Here, we explain the new concept of collaborative program visualization and present a tool to support it, called JeCo, that can help students work together on a platform that supports both collaborative authoring and program visualization