573 research outputs found
Computing education research in schools
No full textOne of the most researched domains of computing education research (CER) that attracts attention is computing education in schools, starting from pre-primary level up to upper secondary level (K-12). A high number of initiatives and related research contributions have appeared over half a century of computing history in schools. This chapter presents an overview of CER in the K-12 domain, including globally influential movements such as that of Logo pedagogy, constructionism, inquiry based learning or computational thinking (CT). Development of CT in education, based on a number of previous reviews on CT and K-12, paints a diverse picture of the approaches, educational technologies, pedagogical innovations, and related challenges such as lack of teacher training or shortage of learning resources. This article presents also a scientometric overview of CER research in the K-12 domain. The analysis identifies the top topics of research, and foundational articles. While much of the research is centered around the US, key research from other parts of the globe is also highlighted. Emergence of new trends such as teaching artificial intelligence and machine learning in schools are also discussed.</p
Ansiotyöt ja ammattiin tähtäävät opinnot : päätoimisen muusikon työn ja musiikin alan korkeakouluopintojen yhdistämisen haasteet
No full textTämä opinnäytetyö on kaksiosainen sisältäen taiteellisen ja kirjallisen osion. Opinnäytetyön taiteellinen osio on 29.4.2015 pidetty tutkintokonsertti Sigyn-salissa Turussa (Liite 1). Se on tämän opinnäytetyön painotettu osio.
Opinnäytetyön kirjallisessa osiossa tekijän tavoitteena on opinnäyteprosessin avulla selventää itselleen ammattiin tähtäävien korkeakouluopintojen aikana tekemiensä valintojen vaikutusta ja niiden seurauksia. Opinnäytetyössä tarkastellaan tekijän matkaa muusikkona ja perehdytään syihin, jotka ovat johtaneet työuran aikana suoritettujen korkeakouluopintojen viivästymiseen.
Tutkimusmenetelmänä käytetään lähdemateriaaliin tutustumista, itsereflektiota sekä asioita aukikirjoittamalla niistä tietoiseksi tulemista.
Kirjoitusprosessin tuloksena syntyneitä havaintoja ja ymmärrystä hyödynnetään tekijän tulevissa jatko-opinnoissa. Opinnäytetyön aikana löytyneitä keinoja käyttämällä tekijä menestyy todennäköisesti tulevissa opinnoissaan entistä paremmin.This thesis is twofold including an artistic and literary section. The artistic section of the thesis is a degree concert held on 29 April 2015 at Sigyn Hall in Turku (Annex 1). It is the weighted section of this thesis.
In the written sections of the thesis, the author aims to clarify the impact and their consequences of the choices he has made in the course of college studies for the profession. The thesis examines the author's journey as a musician and familiarizes himself with the reasons that have led to the delay in college studies completed during the working career.
The research method involves acquaintance with source material, self-reflection, as well as making aware of things.
The observations and understanding created as a result of the writing process will be utilized in the author's future graduate studies. Using the means found during the thesis, the author is likely to be more successful in his future studies
Exploring the Past, Present and Future of Computing Education Research: An Introduction
No full textThis chapter is an introduction to the book "Past, Present and Future of Computing Education Research: A Global Perspective.'' This book uses a mixture of scientometrics, meta-research and case studies to offer a new view about the evolution and current state of computing education research (CER) as a field of science. In its 21 chapters, this book presents new insights of authors, author communities, publication venues, topics of research, and of regional initiatives and topical communities of CER. This chapter presents an overview of the contents of this book.Non peer reviewe
The development of Digelius Electronics Finland (DEF) in the documentary evidence
No full textThe spreadsheet consists of notes about the appearances of Digelius Electronics Finland in the historical documentary evidence depicting the rise and fall of the company. Digelius Electronics Finland was a Finnish small scale industry engineering company initially founded to design and build Erkki Kurenniemi's electronic musical instruments. The data set produced as a part of the PhD project "The user stories of Erkki Kurenniemi’s electronic musical instruments" by the author. PI and contact information: Mikko Ojanen / https://orcid.org/0000-0002-7833-9659</p
Computing Education Research in the UK & Ireland
No full textIn 1970, SIGCSE had five members from England, Scotland and Wales. By 1983 Ireland had a member, followed by Northern Ireland in 1995. Well before then researchers from these countries had contributed to the growing CER community. In 1998 the 3rd ACM ITiCSE conference was held in Ireland. Since then researchers in these countries have contributed to advancing CER regionally and globally, hosting numerous ITiCSE and ICER conferences and spawning several influential research projects and groups. In the last decade two ACM SIGCSE Chapters (UK, and Ireland) were established along with two annual conferences: Computing Education Practice (CEP), and the UK & Ireland Computing Education Research conference (UKICER) now in their 7th and 4th years. In 2022 ITiCSE returned to Ireland. This chapter describes more than 50 years of history and growth of CER within, and to come out of, the UK and Ireland, along with a scientometric study of research outputs
Towards a Creator Mindset for Computational Thinking: Reflections on Task-Cards
No full textComputational thinking (CT) skills are nowadays strongly advocated for educational institutions at all levels. CT refers broadly to skills of thinking about the world from a computational perspective, however, not necessarily referring to programming skills in particular. There is still a lack of consensus about what CT means, and how CT should be taught. This open peer commentary briefly discusses some ongoing trends of CT in response to the target article, which reports development, field testing and piloting of an extensive set of new learning materials for teaching CT. Recent calls for interdisciplinary technology education, creativity and open-ended problem solving in CT are highlighted.</p
Creativity-Supporting Learning Environments : Two Case Studies on Teaching Programming
No full textIt is known that students' learning approaches, types of motivation, and types of self-regulation are connected with learning outcomes. It is also known, that deep learning approaches, self-regulated learning, and intrinsic types of motivation are connected with creativity. However, in computing pedagogy there is a lack in empirically grounded analyses in integration of the varying educational theories to build learning environments that support creativity. The literature of programming education proposes a variety of theoretical, as well as practical viewpoints in relation to the teaching and learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Literature shows that education is highly context dependent, and that educational design should account for contextual differences. In programming education, the nature and implications of those differences are hitherto unclear.
In this study, the paucity in research about creativity-supporting learning environments in computing education, and about contextual differences in the pedagogy of programming are addressed through two case studies. In the first context (CUH) of this study (Department of Computer Science, University of Helsinki, Finland), a method of learning-by-inventing was designed and integrated into a robotics-based programming class, and its effects on students' learning were investigated through qualitative analysis of 144 interviews. In the second context (CTU) of this study (IT Department, Tumaini University, Iringa University College, Iringa, Tanzania) a number of interventions for supporting intrinsic motivation and deep approaches to learning were designed, and their effects on students' learning were studied through qualitative and quantitative methods, and a controlled research setup. In addition, a mixed methods study about contextual factors, which affect the learning environment design was conducted.
In context CUH, the results show that the provided environment supported the learning of creative processes through a number of mechanisms. In general, the provided environment was shown to facilitate changes in students' problem management approaches, and extended students' deep and surface learning approaches to computer science related problem solving and problem management. In context CTU the results reveal that students face many similar challenges than students in other educational contexts, and that the standard learning environment does not offer enough support for gaining the requisite development. Learning is also hindered by many contextually unique factors. Testing a model where students work on their homework under guidance, facilitated by active student-teacher collaboration did not result in significant advantage over the control group. However, the qualitative results about guided environments were exclusively positive.
In context CUH, the analysis suggests that learning of creativity may be facilitated by supporting deep learning strategies, intrinsic motivation, and self-regulated learning through utilizing a combination of open learning environment configuration, learning-by-inventing, and robotics as the vehicle for learning. Secondly, the analysis suggests challenges in context CTU to be addressed through increasing the number of practical exercises, by selecting the proper amount of guidance required in the learning environment, and by implementing educational action research as a standard component into the learning and teaching environment.Tässä viiteen artikkeliin perustuvassa väitöskirjassa tutkittiin keksimisen ja luovan ongelmanratkaisun tukemiseen perustuvia uusia opetusjärjestelyitä kahdessa kontekstissa: 1) Helsingin yliopiston Tietojenkäsittelytieteen laitos, sekä 2) IT-Department, Tumaini University, Iringa University College, Iringa, Tansania. Ensimmäisessä kontekstissa hyödynnettiin robotiikkasarjaa oppimisvälineenä.
Ensimmäisessä kontekstissa tulokset osoittavat, että tutkimuksen osana suunnitellut opetusjärjestelyt tukivat syvällisempiin opiskelutapoihin suuntautuneita muutoksia opiskelijoiden ongelmanratkaistavoissa-, ongelmien löytämistavoissa, ja ongelmajoukkojen hallintatavoissa. Tutkimuksen toisessa kontekstissa tulokset osoittavat, että opiskelijat kohtaavat useita samankaltaisia oppimisen haasteita kuin muissakin konteksteissa. Oppimiseen vaikuttaa myös joukko kontekstiin liittyviä uniikkeja tekijöitä.
Tulosten analyysi osoittaa, että tutkimuksen ensimmäisessä kontekstissa keksimisen oppimista voidaan tukea hyödyntämällä avoimen oppimisympäristön periaatteita, ja robotiikkasarjaa oppimisen alustana. Tulosten analyysi osoittaa myös, että tutkimuksen toisen kontekstin haasteita voidaan ratkaista lisäämällä käytännön harjoitusten määrää ja laatua, valitsemalla oikeanlaiset oppimisen tukitoimet, sekä liittämällä opettamisen ja oppimisen tutkimus olennaiseksi osaksi opetustoimintaa.ei saavutettav
Deepening Learning through Learning-by-Inventing
No full textIt has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning theories: changes in students’ problem management cycle, problem-rich learning environment, conceptions of the nature of computing, extension of deep and surface approaches to problem solving and management, and the use of robotics to facilitate deep learning strategies. Our analysis suggests that a combination of an open learning environment, robotics as the learning tool, and learning-by-inventing provides a conducive environment for deep learning strategies, intrinsic motivation, and self-regulated learning, which are prerequisite conditions for creativity and inventing
Design science research for learning software engineering and computational thinking: Four cases
No full text- …
