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393 research outputs found
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Leveraging the Potential of Abstraction in Programming Education
Full text linkAbstraction is a fundamental part of computer science, but it is also challenging, especially for novice learners. Part of this difficulty is that experts and teachers often unconsciously operate on several levels of abstraction at once, without being conscious of or explicit about this fact. This lightning talk suggests ways to overcome this potential disconnect between teachers and learners, and discusses the need for more research into the ways in which Python makes abstraction more visible and explicit to students
Choosing from a range of e-resources when planning lessons : a challenge for teachers
Full text linkIn this article we report on a qualitative survey in a primary school based on observation in the classrooms and interviews with teachers. The aim was to find out what e-sources teachers were using during the mandated distance learning in the context of the Covid-19 pandemic and immediately after students returned to school, and how and why they were using them. The results show that teachers are not very familiar with the range of complex e-textbooks and their additional digital support offered by publishing houses. They believe they can find fun and interactive exercises on the internet on their own and in practice they do so, often unsystematically. The teachers’ main criteria for selecting sources are attractiveness, fun and interactivity. The research shows that in the flood of different e-resources that teachers can use, it is more crucial that the textbook plays a coordinating role. Within it, it is important to offer teachers high quality and goal-oriented resources that they can adapt, combine, and compile according to their own discretion and the needs of their classroom. At the same time, there is a need to focus teacher training on developing competences to work with diverse and fragmented resources
UDIT 2022 Preface
Full text linkThe Norwegian conference for education and didactics in IT (UDIT) is a track under the NIKT conference. The UDIT track deals with teaching computer science. Most of the presenters at NIKT are also teachers, and UDIT is meant to facilitate discussion between the staff of all IT departments in Norway on the pedagogical aspect of being a university professor, including teaching, supervision, assessment, etc.
This is the third year that UDIT has its own volume in the conference proceedings, which should be seen as evidence that UDIT is no longer a newcomer, but a well-established part of NIKT. In addition, this is the eighth year that UDIT has been arranged as a separate track at NIKT.
UDIT 2022 received 11 full paper submissions, of which the program committee accepted five for publication and two more for presentation. New this year is that 5-minute lightning talks have replaced the posters. Three lightning talks have been accepted for presentation this year.
We want to thank all those who submitted a paper to UDIT2022. We would also like to give our sincere thanks to the program committee members and the external reviewers who did the essential job of reviewing the submissions. Without authors and reviewers, no conference!
We expect you will enjoy this year’s version of NIKT, hosted by the University of Agder
Students, teachers, and other stakeholders concerns regarding group issues in the group work-based exams
Full text linkGroup project that count as final exam has many implications for students and teachers and each of them have their concerns and issues regarding this. To manage the issues our research focus on collecting data related to each stakeholders’ concerns in this context and match them with the goals and objectives of the stakeholders involved
Erfaringer med interaktive verktøy for å påvirke studentinteraksjonen i kombinert online-, offline og campusundervisning
Full text linkVi diskuterer her erfaringer ved bruk av forskjellige interaktive online verktøy gjennom to semestre med hensikt å øke studentinvolveringen og interaktiviteten i online undervisning for en meget heterogen gruppe med studenter. Dette er både fulltids-, deltids- og fjernstudenter hvorav noen er i full jobb og noen i deltidsjobb. Dermed er det en blanding av studenter som ønsker klasseromsundervisning, noen ønsker streaming, andre ønsker opptak av alt som skjer, og noen ønsker ikke selv å bli tatt opp på video. Det har blitt forsøkt bruk av forhåndsopptatte videoer og tilhørende interaktive sesjoner med bruk av verktøyene Menti, Padlet, BlackBoard, Teams og andre. Egne erfaringer samt tilbakemeldinger fra undervisning våren 2021 og våren 2022 fra både studenter og kolleger er gjennomgått, og muligheter for videre forbedringer diskuteres
Textbooks and educational resources: overview of contemporary research
Full text linkThe text presents an overview of textbooks and educational resources, from inert text to reactive text to augmented reality, taking up the notion of pedagogical text. Then, it presents what can be learned from the cycle described by Larry Cuban of educational technologies in school systems (1986), which is still relevant today. The last part proposes current and future research paths related to the notion of educational resource, taking into account digital technologies and platforms
