Prolog teaching transformed through interactive online book evolution
Simply Logical -- The First Three Decades
Artificial IntelligenceLogic in Computer Science
Summary
Teaching and learning Prolog, a computer language for logical reasoning, have changed a lot over 30 years thanks to new technology. The authors trace how the original printed book with simple programs evolved into a fully interactive online version. They share their different experiences creating and using these materials to help readers learn better. The paper looks at how web technology can make learning programming languages like Prolog more engaging and effective.
What this means in practice
- •For web developers: Build interactive educational platforms that embed runnable Prolog examples for enhanced coding instruction.
- •For software training providers: Create immersive online courses that integrate interactive logic programming exercises leveraging modern web technologies.
A position paper. It proposes an approach and reports no results.
Authors
Peter Flach, Kacper Sokol, Jan Wielemaker
Abstract
This paper charts the evolution of the Prolog textbook Simply Logical -- Intelligent Reasoning by Example from print with runnable programmes on a 3.5-inch diskette published in 1994, via various intermediate online versions, to the fully interactive online edition available today. Our aim is to investigate -- from both the writer's and the reader's perspectives -- the potential impact of technology on educational materials. The three authors of this paper present three distinct and complementary points of view, which come together to shape an interactive online book that offers an immersive learning experience. Peter describes the philosophy behind the original book and experiences teaching from it. Jan demonstrates how contemporary web programming has enabled a fully interactive realisation of the book's philosophy. Kacper reports how different technologies can be adopted to build a versatile authoring toolkit that underpins the interactive online edition of the book. Collating these distinct yet coherent perspectives allows us to reflect on future opportunities for interactive Prolog teaching materials arising from the continuous development of web technologies. The insights we offer should be of interest to teachers of Prolog as well as those wanting to find out about the latest educational technologies.