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Table of Contents
Intro
Contents
Microlearning and Automated Assessment - A Framework Implementation of Dissimilar Elements to Achieve Better Educational Outcomes
1 Introduction
2 Introductory Programming Learning Environments
3 Learning Environment Concept
3.1 Framework Architecture
3.2 Backend Implementation
3.3 The Front-end Implementation
3.3.1 Content Structure
3.3.2 Automatic Source Code Evaluation
3.3.3 Learning and Teaching Support
4 Students' Perception of the Elements of the Priscilla System
5 Discussion
6 Conclusion and Future Work
References
Microlearning as an Educational Technology: Information Requests and Bibliometric Analysis
1 Introduction
2 Research Design
3 The Results of the Study
3.1 Findings Related to the Analysis of Publication Trends of Microlearning
3.2 Findings on Thematic Publications Employing VOSviewer
4 Conclusions
References
Guidance for Introductory Programming Courses Creation Using Microlearning and Automated Assessment
1 Introduction
2 The Complexity of the Programming Learning
3 Java Course in Priscilla
3.1 Course Components
3.2 Course Structure
3.3 Course Students
4 Discussion and Conclusion
References
Learning by Designing, Imagination and Programming
1 Introduction
2 Cognitive Hexagon
3 Five Dimensions for Innovative Didactics
4 Learning by Designing
4.1 Gaming by Playing for Learning
5 Playing Versus Gaming
6 Why Play-Based Learning? Methodologies and Approach
7 Gamification of Learning: Principles and Mechanisms for Engagement
8 Procedural and Spatial Imagination for Programming
9 Lego Serious Play
10 Contexts for Simulations
11 Minecraft for Schools: MinecraftEdu
12 Storytelling: Didactic Genre for Initial Programming Skills
13 Integral Justification of Innovative Learning Paradigms
14 Conclusions
References
Micro-learning in Improving Professional Competences of Programmers: Pilot Studies
1 Introduction
2 Background
3 Research Design
4 Results
4.1 How Did IT Specialists Acquire the Programming Skills (Competences)?
4.2 How Many Programmers Declare Improving their Programming Competences During their Professional Career?
4.3 What Forms of Training Do Professional Programmers Use?
4.3.1 How Many Developers Are Using a Learning Method Called Micro-learning?
4.3.2 To What Extent Is It Used by Micro-learning Programmers as a Method of Learning/Improving Competences?
4.4 What Is the Interest of Programmers in Using Micro-learning in Improving their Professional Competences?
5 Discussion
6 Conclusion
References
Teaching and Learning Activities Based on the Priscilla Tool
1 Introduction
2 Background
3 Collaborative Learning Strategies
3.1 Problem-Based Learning (PBL)
3.2 Jigsaw
3.3 STAD & TGT
3.4 Role-Playing
3.5 Peer-Tutoring
Contents
Microlearning and Automated Assessment - A Framework Implementation of Dissimilar Elements to Achieve Better Educational Outcomes
1 Introduction
2 Introductory Programming Learning Environments
3 Learning Environment Concept
3.1 Framework Architecture
3.2 Backend Implementation
3.3 The Front-end Implementation
3.3.1 Content Structure
3.3.2 Automatic Source Code Evaluation
3.3.3 Learning and Teaching Support
4 Students' Perception of the Elements of the Priscilla System
5 Discussion
6 Conclusion and Future Work
References
Microlearning as an Educational Technology: Information Requests and Bibliometric Analysis
1 Introduction
2 Research Design
3 The Results of the Study
3.1 Findings Related to the Analysis of Publication Trends of Microlearning
3.2 Findings on Thematic Publications Employing VOSviewer
4 Conclusions
References
Guidance for Introductory Programming Courses Creation Using Microlearning and Automated Assessment
1 Introduction
2 The Complexity of the Programming Learning
3 Java Course in Priscilla
3.1 Course Components
3.2 Course Structure
3.3 Course Students
4 Discussion and Conclusion
References
Learning by Designing, Imagination and Programming
1 Introduction
2 Cognitive Hexagon
3 Five Dimensions for Innovative Didactics
4 Learning by Designing
4.1 Gaming by Playing for Learning
5 Playing Versus Gaming
6 Why Play-Based Learning? Methodologies and Approach
7 Gamification of Learning: Principles and Mechanisms for Engagement
8 Procedural and Spatial Imagination for Programming
9 Lego Serious Play
10 Contexts for Simulations
11 Minecraft for Schools: MinecraftEdu
12 Storytelling: Didactic Genre for Initial Programming Skills
13 Integral Justification of Innovative Learning Paradigms
14 Conclusions
References
Micro-learning in Improving Professional Competences of Programmers: Pilot Studies
1 Introduction
2 Background
3 Research Design
4 Results
4.1 How Did IT Specialists Acquire the Programming Skills (Competences)?
4.2 How Many Programmers Declare Improving their Programming Competences During their Professional Career?
4.3 What Forms of Training Do Professional Programmers Use?
4.3.1 How Many Developers Are Using a Learning Method Called Micro-learning?
4.3.2 To What Extent Is It Used by Micro-learning Programmers as a Method of Learning/Improving Competences?
4.4 What Is the Interest of Programmers in Using Micro-learning in Improving their Professional Competences?
5 Discussion
6 Conclusion
References
Teaching and Learning Activities Based on the Priscilla Tool
1 Introduction
2 Background
3 Collaborative Learning Strategies
3.1 Problem-Based Learning (PBL)
3.2 Jigsaw
3.3 STAD & TGT
3.4 Role-Playing
3.5 Peer-Tutoring