eXtreme teaching: A framework for continuous improvement

Andersson, Roy; Bendix, Lars

doi:10.1080/08993400600912335

Cited by 20 publications

(27 citation statements)

References 7 publications

(5 reference statements)

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“…These have included innovations both in pedagogy (e.g., [1,20]), and in the programming languages and environments used to introduce computing to novices (e.g., [4,5,14]). …”

Section: Related and Background Workmentioning

confidence: 99%

Exploring studio-based instructional models for computing education

Hundhausen

Narayanan

Crosby

2008

Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education

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While the demand for college graduates with computing skills continues to rise, such skills no longer equate to mere programming skills. Modern day computing jobs demand design, communication, and collaborative work skills as well. Since traditional instructional methods in computing education tend to focus on programming skills, we believe that a fundamental rethinking of computing education is in order. We are exploring a new "studio-based" pedagogy that actively engages undergraduate students in collaborative, design-oriented learning. Adapted from architectural education, the studio-based instructional model emphasizes learning activities in which students (a) construct personalized solutions to assigned computing problems, and (b) present solutions to their instructors and peers for feedback and discussion within the context of "design crits." We describe and motivate the studio-based approach, review previous efforts to apply it to computer science education, and propose an agenda for multi-institutional research into the design and impact of studio-based instructional models. We invite educators to participate in a community of research and practice to advance studio-based learning in computing education.

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“…These have included innovations both in pedagogy (e.g., [1,20]), and in the programming languages and environments used to introduce computing to novices (e.g., [4,5,14]). …”

Section: Related and Background Workmentioning

confidence: 99%

Exploring studio-based instructional models for computing education

Hundhausen

Narayanan

Crosby

2008

Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education

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“…Teaching methods play a key role in successful learning. Cognitive psychology [1], [2], neuroscience [3], [4], and more recently neurodidactics [5], [6] provide reasons for why learning with different teaching methods works better. Traditionally, learning theories provide recommendations that are the basis for the development of teaching methods.…”

Section: Introductionmentioning

confidence: 99%

Teaching Methods for Computer Science Education in the Context of Significant Learning Theories

Zendler¹

2019

IJIET

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Answers to the questions of which teaching methods are suitable for school and should be applied in teaching individual subjects and also how teaching methods support them act of learning represent challenges to general education and education in individual subjects. This study focuses on teaching methods for computer science education with respect to significant learning theories. Using an expert survey, subjects rated the importance of behavioristic, cognitivist and constructivist learning theories for 20 teaching methods. The result of the study makes it clear that the importance of learning theories for certain teaching methods in computer science education is different. Teaching methods can be assigned to learning theories and can benefit from the empirical findings of the learning theories. Moreover, the result is an important contribution to the development of a theory of teaching methods for computer science education, which is still lacking.Index Terms-Computer science education, instructional methods, teaching methods, theories of learning, act of learning.

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“…One major difference of applying the teaching strategy from paper [14] was that we didn't ask two teachers make preparations together before class, but ask them to teach together in classroom. Considering present teachers' working situation and teaching researching situation, it was difficult to ask two teachers to prepare lessons together.…”

Section: Pair Teaching Applicationmentioning

confidence: 99%

Improving Classroom Teaching Abilities with Pair Teaching Strategy in Higher Education: A Case Study in BIGC

Zhang¹,

Yang²,

Chen³

2017

dtssehs

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Abstract. Quality of teaching in university has a great influence on students' learning and developing. Nowadays, studies on teaching strategies have attracted more attention, but practical methods to improve teaching abilities are not common. At the same time, most studies focused on how to improve teaching abilities in theory. Teachers need specific and practical methods to help them improve teaching abilities. Classroom teaching is one of the most important aspects in higher education. Therefore, this paper aimed at providing specific implementation methods and recommendation guidelines to improve classroom teaching abilities. We introduced how to improve classroom teaching abilities with Pair Teaching strategy. According to feedbacks from both teachers and students, we got a conclusion that pair teaching can not only improve both teachers' classroom teaching abilities, but also increase students' learning output, which improves teaching effectiveness. The significance of the study was that we provided valuable guidance to improve classroom teaching abilities with pair teaching strategy, and we also demonstrated how to apply pair teaching strategy in C programming language in Beijing Institute of Graphic Communication as a case.

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eXtreme teaching: A framework for continuous improvement

Cited by 20 publications

References 7 publications

Exploring studio-based instructional models for computing education

Exploring studio-based instructional models for computing education

Teaching Methods for Computer Science Education in the Context of Significant Learning Theories

Improving Classroom Teaching Abilities with Pair Teaching Strategy in Higher Education: A Case Study in BIGC

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