دورية أكاديمية
Design and Development of a Digital Personalized Learning Track: Bridging the Gap between Textual and Visual Programming
| العنوان: | Design and Development of a Digital Personalized Learning Track: Bridging the Gap between Textual and Visual Programming |
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| اللغة: | English |
| المؤلفون: | Rani Van Schoors, Sohum M. Bhatt, Jan Elen, Annelies Raes, Wim Van den Noortgate, Fien Depaepe (ORCID |
| المصدر: | International Journal of Designs for Learning. 2024 15(1):74-95. |
| الإتاحة: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Secondary School Students Grade 1 Individualized Instruction Electronic Learning Programming Languages Computer Science Education Design Visual Aids Foreign Countries Academic Standards Learning Activities |
| مصطلحات جغرافية: | Belgium |
| تدمد: | 2159-449X |
| مستخلص: | Due to swift technological changes in society, programming tasks are proliferating in formal and informal education around the globe. However, challenges arise regarding the acquisition of programming skills. Many students are unequipped to develop programming skills due to limited instruction or background and therefore feel insecure when encountering programming in higher education. Some after-school initiatives focus on teaching younger students programming skills, however, not all students have the opportunity to attend. It can also be very challenging for teachers to teach programming--even more so due to significant differences in students' knowledge and interests. To alleviate these challenges, we designed and developed a digital personalized learning (DPL) track for programming in the first grade of secondary education (12-14 year-old students) with a threefold purpose: (a) to encourage students bridging the gap between visual and more general-purpose textual programming languages (b) to meet differences in students' programming knowledge by challenging them, albeit on their own pace, and subsequently (c) to support teachers in the delivery of programming education with relevant supportive learning materials. The design was tested by students and teachers, both of varying technical abilities. Assessments of the DPL-track were positive, with students identifying the tasks as challenging and the tools as motivating. Teachers praised the adaptivity, as well as the gradual transition from visual to textual programming. We present several suggestions for design improvement and dilemmas while reflecting on our design case. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1414892 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2159-449X |
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