Abstract
The FitPed Project focuses on students’ efforts to acquire programming skills in order to become up-to-date professionals and become better life-long learners as well. The current chapter sketches the larger spectrum of learning/teaching paradigms in order to enable more flexible and effective didactic planning in diverse academic curricula. ‘Active Learning’ has been coined as one of the best striving to let students regain ‘ownership’ of their studying and cognitive development. Simulations, programming, gaming and storytelling are promising candidates for empowering the learning and increasing intrinsic motivation. The chapter will synthesize the various aspects of active learning like: Collaborative, Constructive, Authentic, Situational and Intentional Learning, in order to enable teachers to integrate these instructional ingredients for blended learning even after the Covid-19 era. Learning paradigms have shifted from cognitive acquisition into constructivist approaches, where the learner is encouraged to build more complex concepts from elementary primitives. In this evolution, programming experiences have an important generic role: Students from all major directions need to integrate their thinking in topics like: Algorithmic Thinking, Data Mining, Meta Data, Machine Learning, Deep Learning, Deep Fake, Analytics for Smart Environments, Privacy Issues, etc. For this goal, a basic programming education and experience is useful and necessary. This chapter will highlight how university curricula need to evolve and new teacher roles will develop as well. It will illustrate the transition from the current FitPed Project to its successor. Important additional notion is that the integration of Computer Science and Programming Courses need innovative didactic scenarios as well; Problem-based Learning and Challenge-based Learning are two of the most prominent candidates. After having read this chapter, you will be motivated and equipped to pro-actively design new ICT-oriented courses with your colleagues.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The CONSTRUIT! project introduces new principles and tools that enable educators and learners to collaborate in creating ‘construals’—live interactive resources that capture personal understandings of a phenomenon. Tools developed are more expressive and powerful than conventional programming tools, but yet accessible for everyone. http://construit.org/
References
Argyris, C. (2005). Double-loop learning in organizations: A theory of action perspective. In Smith, G. Ken, & M. A. Hitt (Eds.), Great minds in management: The process of theory development (pp. 261–279). Oxford University Press. ISBN 0199276811. OCLC 60418039. January, 2008.
Bonanno, P., & Kommers, P. A. M. (2008). Exploring the influence of gender and gaming competence on attitudes towards using instructional games. British Journal of Educational Technology. https://doi.org/10.1111/j.1467-8535.2007.00732.x
Issa, T., Kommers, P. A. M., Issa, T., Isaías, P. & Issa, T. B. 2017. Smart technology applications in business environments. IGI Global, p. XX–XXV, 429p.
Jayalath, J. & Esichaikul, V. (2016). Gamification-embedded eLearning courses for the learner success of competency-based education: Case of technical and vocational education and training. Downloaded from http://hdl.handle.net/11599/2540.
Kaufman, D., Sutow, E., & Dunn, K. (1997). Three approaches to cooperative learning in higher education. In The canadian journal of higher education; La revue Canadienne d’enseignement supérieur. Vol. XXVII, Nos. 2,3, pp. 37–66.
Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: Cooperative or not? British Journal of Educational Technology, 38(2), 249–259. https://doi.org/10.1111/j.1467-8535.2006.00593.x
Kommers, P.A.M.; TEXTVISION, conceptual representation beyond the HYPERTEXT metaphor. European Journal of Psychology of Education. Vol. 3, No. 2 (June 1988), pp. 201–216.
Kommers, P. A. M. (2021). Sources for a better education; lessons from research and best practices. Springer.
Kommers, P. A. M., & Simmerling, M. (2015). Editorial special issue on the future of lifelong learning MOOCs, e-learning platforms and web communities. International Journal of Continuing Engineering Education and Life-Long Learning, 25(2), 135–137.
Kommers, P. A. M., Luursema, J. M., Rodel, S., Geelkerken, B., & Kunst, E. (2004). Virtual reality for training medical skills. International Journal of Continuing Engineering Education and Life-Long Learning, 14(1/2), 142–166.
Luursema, Jan-Maarten, Willem B. Verwey, A.M. Kommers, Jan-Henk Annema. The role of stereopsis in virtual anatomical learning. In: Interacting with computers, 20, 4–5, 2008, 455–460, https://doi.org/10.1016/j.intcom.2008.04.003.
Mariscal, V. (2014). Looking Inside the Black Box Albert Bandura “Social Cognitive Theory” “self-efficacy” Solomon Ash “Conformity” Heiner, Weiner “Attribution Theory” Martin Seligman “Positive Psychology” Richard M. Ryan, Edward L.Deci “Self-determination Theory” Mihály Csíkszentmihályi “Flow” Donald Broadbent “Selective Attention” “Short-Term Memory” Jerome Bruner “scaffolding” Jean Piaget “cognitive development”.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Harvester Press.
Slavin, R. E. (1977). Student learning team techniques: Narrowing the achievement gap between the races (Report No. 228). Center for Social Organization of Schools, The Johns Hopkins University.
Smyrnova-Trybulska, E., Morze, N., Pavlova, T., Kommers, P. A. M., & Sekret, I. V. (2017). Using effective and adequate IT tools for developing teachers’ skills. International Journal of Continuing Engineering Education and Life-Long Learning, 27(3), 219–245.
Vygotsky, L. (1986). Thought and language. MIT Press.
Werbach, K. (2014). (re) defining gamification: A process approach. In Persuasive technology (pp. 266–272). Springer International Publishing.
Werbach, K., and Hunter, D. (2015). The Gamification toolkit: Dynamics, mechanics, and components for the win. Wharton.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Kommers, P. (2022). Learning by Designing, Imagination and Programming. In: Smyrnova-Trybulska, E., Kommers, P., Drlík, M., Skalka, J. (eds) Microlearning. Springer, Cham. https://doi.org/10.1007/978-3-031-13359-6_4
Download citation
DOI: https://doi.org/10.1007/978-3-031-13359-6_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-13358-9
Online ISBN: 978-3-031-13359-6
eBook Packages: EducationEducation (R0)