Developing a computer science-specific learning taxonomy

Fuller, Ursula; Riedesel, Charles; Thompson, Errol; Johnson, Colin G.; Ahoniemi, Tuukka; Cukierman, Diana; Hernán-Losada, Isidoro; Jacková, Jana; Lahtinen, Essi; Lewis, Tracy L.; Thompson, Donna M.

doi:10.1145/1345443.1345438

Cited by 87 publications

(36 citation statements)

References 29 publications

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“…Constructive alignment is a tool for instructional design and involves defining and communicating intended learning outcomes (ILOs), planning T&L tasks that enable students to achieve ILOs and assessments that ensure achievement of preset ILOs. ILO specification and evaluation can be improved by applying learning taxonomies, such as Bloom's (Fuller et al, 2007) and SOLO (Biggs & Tang, 2007). Thota and Whitfield (2010) integrated constructive alignment and SOLO for programming course design and assessment.…”

Section: Constructivism and Learner-centred Assessmentmentioning

confidence: 99%

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati

Gelderblom

Biljon

2014

Computer Science Education

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The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the ThreeStage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

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Section: Constructivism and Learner-centred Assessmentmentioning

confidence: 99%

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati

Gelderblom

Biljon

2014

Computer Science Education

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“…A taxonomia de Bloom possui entendimentos diversos, e até mesmo divergentes. Além disso, segundo [Fuller et al 2007], apesar de ser a taxonomia mais utilizada, existem categorias que não são fáceis de serem interpretadas. Por esse motivo, [Anderson et al 2001] criaram a taxonomia de Bloom revisada, utilizada nesta pesquisa.…”

Section: Fundamentação Teóricaunclassified

Saberes DAvó: Uma Abordagem para o Ensino de Programação no Ensino Médio

Silva

Carvalho

2016

Anais Do XXII Workshop De Informática Na Escola (WIE 2016)

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Abstract. In pursuit of innovation in the introductory programming education for young people, we propose a new approach by adding an emotional bias to the technical one, which we call Saberes D'Avó (Grandma Wisdom). This approach integrates a gamification bias regarding the use and production of computer applications as study tools. In this sense, we propose a course in which students get in contact with grandparents to discuss regional knowledge and, through the training, create quiz applications games, to be use by children. This article presents the proposal approach and a consolidated of the conducted case study.

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“…We use the computing discipline specific Bloom's taxonomy for this analysis [23]. The modified Bloom's taxonomy is a two-dimensional table and the version for current computing is shown in Table 2.…”

Section: Green Curriculum In Computing Programsmentioning

confidence: 99%

Developing a Green Computer Science Program

Zalewski

Sybramanian

2015

2015 Seventh Annual IEEE Green Technologies Conference

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The intention of establishing a so-called Green University is pursued in multiple countries around the world. While information technology has been a core enabler in several green initiatives, it will be worthwhile to observe how computing programs themselves educate their students in green technologies so that students graduate from such programs with a strong environmental focus. In this paper we examine how computing programs can help answer the following questions regarding a green program: (1) How to minimize a negative impact of the discipline's practices and technologies on the environment? (2) How to contribute the discipline's resources and techniques to increase environmental sustainability? (3) How to incorporate both aforementioned principles into the discipline's curriculum? Eventually, the authors attempt to build a model of education for computing programs for sustainable development, which will allow other educational institutions adopt practices that will help graduate environmentally conscious students from computing disciplines.

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Developing a computer science-specific learning taxonomy

Cited by 87 publications

References 29 publications

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Saberes DAvó: Uma Abordagem para o Ensino de Programação no Ensino Médio

Developing a Green Computer Science Program

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