
| Knowledge                                              | Bloom's Level           | Example (Student       |
|--------------------------------------------------------|-------------------------|------------------------|
| ..                                                     |                         |                        |
| Behavioral                                             | Factual  and Conceptual | Understands a model    |
| gometric                                               |                         |                        |
| of                                                     | fig-                    |                        |
| ures                                                   | with different          |                        |
| attributes                                             |                         |                        |
| Implement ation                                        | Procedural              | Underst ands overload- |
| ing of constructors in                                 |                         |                        |
| Java                                                   |                         |                        |
| Enh ancement                                           | Metacognitive           | Recognize redund ancy  |
| a                                                      | m ainten ance           |                        |
| as                                                     |                         |                        |
| problem                                                |                         |                        |
| Table 4: CS1 Proposed Knowledge Model derived from [3] |                         |                        |
| Add setter and getter methods for the field x in the   |                         |                        |
| following class declaration:                           |                         |                        |
| public class A{                                        |                         |                        |
| private int x;                                         |                         |                        |
| k                                                      |                         |                        |

Figure 5: Exercise on Small Code Generation based on [3]
beginners learning needs into consideration. As course model, and from a Bloom's based perspective, we consider it shares a lot with [3] in goals, pattern (recipe) based methodology
(very related to [15]) and particularly the central role a tools plays on incremental learning.

A special interesting feature is the existence of different programming languages according to student level. We identify this a requirement in the e-Learning context, certainly.