Educational games are games that have been specifically designed to teach players about a certain subject, expand concepts, reinforce development, understand an historical event or culture, or assist them in learning a skill as they play.
Scratch is an educational programming language with graphical interface, created as a tool which would make programming easy and intuitively understandable. Its purpose is to allow students without any programming experience to learn the basic principles programming. It will be used to develop fun and educational projects, as prototypes for educational games.
We will present how students could achieve competences related to educational games programming by using teaching method “pair programming”. Pair programming (PP) differs from standard methods (individual work, seminars, projects etc.). It belongs to the extreme programming as a discipline of software development and is known to have positive effects on teaching first programming language.
Our goal is to realize teaching pair programming experiment, as a technique based on collaboration, with aim to improve students’ programming skills by shearing ideas and control on the developing code. Student pairs are more self -sufficient which reduces their reliance on the teaching staff. Qualitatively, paired students demonstrate higher order thinking skills than students who work alone. The results are in general positive and demonstrate the promising usage of this collaborative learning technique in the introductory programming courses.
Before the experiment students will be explained basis of Scratch and the exact rules of PP technique. After the experiment they pairs will submit their projects, reflect on the peers’ projects and fulfill questionnaire on the attitude of students towards PP, as teaching method.
Educational games are games that have been specifically designed to teach players about a certain subject, expand concepts, reinforce development, understand an historical event or culture, or assist them in learning a skill as they play.
Scratch is an educational programming language with graphical interface, created as a tool which would make programming easy and intuitively understandable. Its purpose is to allow students without any programming experience to learn the basic principles programming. It will be used to develop fun and educational projects, as prototypes for educational games.
We will present how students could achieve competences related to educational games programming by using teaching method “pair programming”. Pair programming (PP) differs from standard methods (individual work, seminars, projects etc.). It belongs to the extreme programming as a discipline of software development and is known to have positive effects on teaching first programming language.
Our goal is to realize teaching pair programming experiment, as a technique based on collaboration, with aim to improve students’ programming skills by shearing ideas and control on the developing code. Student pairs are more self -sufficient which reduces their reliance on the teaching staff. Qualitatively, paired students demonstrate higher order thinking skills than students who work alone. The results are in general positive and demonstrate the promising usage of this collaborative learning technique in the introductory programming courses.
Before the experiment students will be explained basis of Scratch and the exact rules of PP technique. After the experiment they pairs will submit their projects, reflect on the peers’ projects and fulfill questionnaire on the attitude of students towards PP, as teaching method.
The Rise of Conversational Classrooms - Bett 2020Juraj Pal
The concept of a teacher broadcasting to a room full of students is increasingly a thing of the past. Siri, MOOCs, Wikipedia. Information is always only a click away. This radically challenges traditional one-way lectures. Flipping the current model, conversational presenting allows you to engage with students and create a space for conversation that deepens their understanding of the content. Paired with new interaction technologies, these principles can be scaled in a class of any size. During this talk, you will pick the principles of conversational presenting, learn how to use our integrations with Google Slides or PowerPoint, and discover real-life case studies.
David W. Deeds: Teaching/Training with 3D Virtual Worlds (in Schools)David W. Deeds
David W. Deeds' presentation for Moodle MOOC Virtual Conference 2014 (MMVC14)! Teaching/Training with 3D Virtual Worlds (in Schools) uses the what does/doesn't work format for not just student teaching, but also teacher training. Covers Second Life and OpenSimulator, for both K-12 and higher ed environments. Games-based learning comparisons/contrasts.
Introductory programming course have two very specific difficulties for novice students. First is the lack use of real world examples in the sessions. It is very difficult to find areas of application where all the students are familiar enough and that offers challenging and engaging examples. Second is the lack of palpable examples of the job done. Introductory courses in other fields generate products that the students can show to others, and feel proud about it. In CS1, for example, explaining cycles by printing a series of numbers on the screen doesn't yield the same sense of ac-complishment as drawing a basic perspective in an archi-tecture class. We propose using Project Hoshimi [1], a Microsoft Platform, as a base for introducing computer programming to CS1 students. Through the paper we dis-cuss the main advantages and disadvantages in our experi-ence of using Project Hoshimi, comparing its use against other more traditional approaches, as well as against other graphic programming methods such as Alice or videogame based learning.
Flat Connections Global Projects: NMC K-12 Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the 2015 Flat Connections Global Projects. Student version. Covers: Flat Connections Global Projects, NMC K-12 Horizon Report, The Tomorrow Student (new identity for 21st century learning).
Flat Connections Global Projects: NMC Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the 2015 Flat Connections Global Projects. Covers the New Media Consortium K-12 Horizon Report: how it's produced and used. Also covers The Tomorrow Teacher: how to prepare educators for making the transition to a new identity.
How the Heck do you Teach Level Design? Educating in the StudioChristopher Totten
Ask anyone who has trained a new level designer or taught level design students, and they will tell you that a major challenge is balancing training for the technical aspects of the job while also teaching them "good" level design. In the studio environment, you also have to teach communication, documentation, designing for specific types of gameplay, or the elements of your studio's "style." How can we effectively mentor newcomers without taking time away from other ongoing design work?
This talk by a level designer and educator with 13+ years of experience examines processes that studios can use to onboard new designers in productive and accessible ways. It does so through topics such as setting "learning goals", assigning quick-but-usable level design exercises, incorporating "style" into task specifications, and how to structure feedback. This talk incorporates both on-the-job knowledge and examples collected from education to build a roadmap for effective mentorship.
TRACK 9. A world of digital competences: mobile apps, e-citizenship and computacional systems as learning tools
Authors: José Figueiredo, Natália Gomes and Francisco José Garcia-Peñalvo.
https://youtu.be/SaWpTbBH0R4
Hour Of Code : A Sample Lesson With Links To ActivitesJill Hubbard
Hour Of Code
Have your class, school, district, organization participate in the Hour Of Code 2015!
This presentation describes what Hour Of Code is,when it is, why you should participate, and provides a sample lesson and links to hour of code activities.
Links to youtube videos:
Slide 2: https://www.youtube.com/watch?v=2DxWIxec6yo
Slide 6: https://www.youtube.com/watch?v=FC5FbmsH4fw
Hour of Code 2015
What, When, Why, How?
Sample Lesson Plan Across Grade Bands
Abstract
Since its release in 2010 the iPad has become the leading computer tablet in the market. Due to its popularity, the iPad is widely used in different higher education (HE) institutions around the world. However, the research on the use of this tablet in HE remains limited. This paper describes how the iPad was used in an undergraduate web development class to encourage collaboration through participatory exercises. Firstly, the students were provided with the tablet in order to contribute to the class exercise, and then the iPad display was streamed real-time to a projector. The device was passed from student to student, thus bypassing the need for them to individually walk up to the lecturer's computer. This instructional approach also eliminated the use of laptops or workstations, and encouraged collaborative and active learning. Data was gathered through surveys and interviews with participating students, and a mixed methods approach was appliedto the analysis. This paper reports on the user experience and the perceived learning outcomes, as well as the advantages and disadvantages of using this instructional approach for the specific lesson.
The Rise of Conversational Classrooms - Bett 2020Juraj Pal
The concept of a teacher broadcasting to a room full of students is increasingly a thing of the past. Siri, MOOCs, Wikipedia. Information is always only a click away. This radically challenges traditional one-way lectures. Flipping the current model, conversational presenting allows you to engage with students and create a space for conversation that deepens their understanding of the content. Paired with new interaction technologies, these principles can be scaled in a class of any size. During this talk, you will pick the principles of conversational presenting, learn how to use our integrations with Google Slides or PowerPoint, and discover real-life case studies.
David W. Deeds: Teaching/Training with 3D Virtual Worlds (in Schools)David W. Deeds
David W. Deeds' presentation for Moodle MOOC Virtual Conference 2014 (MMVC14)! Teaching/Training with 3D Virtual Worlds (in Schools) uses the what does/doesn't work format for not just student teaching, but also teacher training. Covers Second Life and OpenSimulator, for both K-12 and higher ed environments. Games-based learning comparisons/contrasts.
Introductory programming course have two very specific difficulties for novice students. First is the lack use of real world examples in the sessions. It is very difficult to find areas of application where all the students are familiar enough and that offers challenging and engaging examples. Second is the lack of palpable examples of the job done. Introductory courses in other fields generate products that the students can show to others, and feel proud about it. In CS1, for example, explaining cycles by printing a series of numbers on the screen doesn't yield the same sense of ac-complishment as drawing a basic perspective in an archi-tecture class. We propose using Project Hoshimi [1], a Microsoft Platform, as a base for introducing computer programming to CS1 students. Through the paper we dis-cuss the main advantages and disadvantages in our experi-ence of using Project Hoshimi, comparing its use against other more traditional approaches, as well as against other graphic programming methods such as Alice or videogame based learning.
Flat Connections Global Projects: NMC K-12 Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the 2015 Flat Connections Global Projects. Student version. Covers: Flat Connections Global Projects, NMC K-12 Horizon Report, The Tomorrow Student (new identity for 21st century learning).
Flat Connections Global Projects: NMC Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the 2015 Flat Connections Global Projects. Covers the New Media Consortium K-12 Horizon Report: how it's produced and used. Also covers The Tomorrow Teacher: how to prepare educators for making the transition to a new identity.
How the Heck do you Teach Level Design? Educating in the StudioChristopher Totten
Ask anyone who has trained a new level designer or taught level design students, and they will tell you that a major challenge is balancing training for the technical aspects of the job while also teaching them "good" level design. In the studio environment, you also have to teach communication, documentation, designing for specific types of gameplay, or the elements of your studio's "style." How can we effectively mentor newcomers without taking time away from other ongoing design work?
This talk by a level designer and educator with 13+ years of experience examines processes that studios can use to onboard new designers in productive and accessible ways. It does so through topics such as setting "learning goals", assigning quick-but-usable level design exercises, incorporating "style" into task specifications, and how to structure feedback. This talk incorporates both on-the-job knowledge and examples collected from education to build a roadmap for effective mentorship.
TRACK 9. A world of digital competences: mobile apps, e-citizenship and computacional systems as learning tools
Authors: José Figueiredo, Natália Gomes and Francisco José Garcia-Peñalvo.
https://youtu.be/SaWpTbBH0R4
Hour Of Code : A Sample Lesson With Links To ActivitesJill Hubbard
Hour Of Code
Have your class, school, district, organization participate in the Hour Of Code 2015!
This presentation describes what Hour Of Code is,when it is, why you should participate, and provides a sample lesson and links to hour of code activities.
Links to youtube videos:
Slide 2: https://www.youtube.com/watch?v=2DxWIxec6yo
Slide 6: https://www.youtube.com/watch?v=FC5FbmsH4fw
Hour of Code 2015
What, When, Why, How?
Sample Lesson Plan Across Grade Bands
Abstract
Since its release in 2010 the iPad has become the leading computer tablet in the market. Due to its popularity, the iPad is widely used in different higher education (HE) institutions around the world. However, the research on the use of this tablet in HE remains limited. This paper describes how the iPad was used in an undergraduate web development class to encourage collaboration through participatory exercises. Firstly, the students were provided with the tablet in order to contribute to the class exercise, and then the iPad display was streamed real-time to a projector. The device was passed from student to student, thus bypassing the need for them to individually walk up to the lecturer's computer. This instructional approach also eliminated the use of laptops or workstations, and encouraged collaborative and active learning. Data was gathered through surveys and interviews with participating students, and a mixed methods approach was appliedto the analysis. This paper reports on the user experience and the perceived learning outcomes, as well as the advantages and disadvantages of using this instructional approach for the specific lesson.
Sample workshop presentation prepared for in-service training for Module Preparation at Dual Language Discipline Based model at Sistema Universitario Ana G. Méndez in Orlando Florida. (Initial model training)
AUGMENTED, ASSESSED, ADDRESSED: REFRAMING THE CURRICULA FOR FIRST YEAR STEM S...debbieholley1
There is a particular challenge with engaging technically motivated STEM students with ‘softer skill’ development, despite clear evidence from employers that these skills are highly desirable. In the UK, Higher Education Institutes response has been to require undergraduate courses to contain an element of Personal Development Planning (PDP)[1]. Our paper directly addresses the issue of trying to engage students from Computer and Gaming courses with their PDP. Previous experiences of teaching these cohorts traditionally report low attendance and poor completion rates, impacting on first year/second year progression. This study reports on work reframing the curricula for this essential aspect of the student learning experience, by offering the students realistic and authentic tasks by ‘flipping’ the classroom. This requires them to work in small groups, selecting, designing and then creating an augmented reality artefact using ‘Aurasma’[2], a free software tool for developing augmented reality objects. We note that the co-design process of curriculum development has enhanced student engagement; student completion rates have significantly increased, and class attendance improved.
Not just learning to Code…. Coding to Learn!
Learn how coding builds higher order thinking and problem solving with elementary students. Explore cross-curricular ways to prepare K-5 students for the twenty-first century while reinforcing counting, sequencing, patterns, cause and effect, and more. Today’s students are not just learning to code, they are coding to learn!
Using the Business Model Canvas and Gamestorming for Hybrid and Online Course...Christopher Rice
Presentation for EDUCAUSE 2015 conference, Indianapolis, IN. Discusses how I have used design thinking tools like the Business Model Canvas, Value Proposition Canvas and Gamestorming activities to work with faculty and staff to develop innovative online and hybrid courses and programs.
Track 4. New publishing and scientific communication ways: Electronic edition, Information metrics and digital educational resources
Authors: Antonio Jose Rodrigues Neto, Maria Manuel Borges and Licinio Roque
Track 15. Communication, Education and Social Media
Authors: Rafael Galán-Arribas, Francisco-Javier Herrero-Gutiérrez, Cruz-Alberto Martínez-Arcos and Sonia Casillas-Martín
Track 15. Communication, Education and Social Media
Authors: Diego Cachón, Juan José Igartua, Magdalena Wojcieszak, Iñigo Guerrero and Isabel Rodríguez-de-Dios
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Andrea Vázquez-Ingelmo, Francisco José
García-Peñalvo and Roberto Theron
https://youtu.be/4T87QwwQSgQ
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Alicia García-Holgado and Francisco José García Peñalvo
https://youtu.be/e1etRHqIjCo
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Joaquín Gayoso-Cabada, Mercedes Gómez-Albarrán and José-Luis Sierra
https://youtu.be/Um3MxZP79_s
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Mary Sánchez-Gordón and Ricardo Colomo-Palacios
https://youtu.be/W6oAObExar8
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Joaquín Gayoso-Cabada, Antonio Sarasa-Cabezuelo and José-Luis Sierra
https://youtu.be/_-kkPLGPPPI
Track 13. Uncertainty in Digital Humanities
Author: Amelie Dorn, Eveline Wandl-Vogt, Thomas Palfinger, Jose Luis Preza Diaz, Barbara Piringer, Alexander Schatek and Rainer Zoubek
More from Technological Ecosystems for Enhancing Multiculturality (20)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Building Skills
in Introductory Programming
José Figueiredo
Research Unit for Inland Development
Polytechnic of Guarda
Portugal
jfig@ipg.pt
Francisco J. García-Peñalvo
Computer Science Department
Research Institute for Educational Sciences
GRIAL research group
University of Salamanca
Spain
fgarcia@usal.es
2. • This is a difficult time for many students
• The abstract concepts that are involved in programming
• Programming is a new subject for many of the students who take
programming courses
• The students need to know the syntax, the semantics and the
structure, of a unusual language
• Reputation: Programming courses acquire the reputation of being
difficult
• Image: the public image of a "programmer“
Learning Programming is Difficult
3. Most students never had the opportunity to develop skills, like :
• Make a Plan: decomposition
• Look for similarities: pattern recognition
• Make solution to multiple problems: abstraction
• Develop a step-by-step solutions: algorithm
Computational Thinking
Programming is difficult.
7. “Teaching yourself programming in ten years“
“… it takes about ten years to develop expertise in
any of a wide variety of areas, including chess
playing, music composition, telegraph operation,
painting, piano playing, swimming, tennis, …”
Programming requires time.
Peter Norvig
9. Motivation
“the programmers of tomorrow are the wizards of the future.”
“You gonna look like you have magic powers compared to
everybody else. ”
“It’s the closest thing we have to a superpower.”
Gabe Newell (Valve Corporation) in Hour of Code
Drew Houston (Founders DropBox) in Hour of Code
10. • Difficuty in following students in their learning process
• Students with difficulties
Lose:
Passion Beauty Joy Awe
•Failure / Unsuccess
Follow learning process
I teach programming, over 25 years.
Every year I feel the same problem.
The same problems I felt 25 years ago.
Even with all technological growth the problems are the same.
---
There are numerous studies with the main reflection of the difficulties of solving programming problems.
Some of these problems.
This is a difficult time for many students – a time of transition as they adapt to life and study at university.
They may well be living away from home for the first time.
The abstract concepts that are involved in programming
Programming is a new subject for many of the students who take programming courses
The students need to know the syntax, the semantics and the structure, of a unusual language
Reputation: Programming courses acquire the reputation of being difficult
Image: the public image of a "programmer“
Or, most students who come to university have never had the opportunity to develop these skills of computational thinking
Computational Thinking:
Decomposition
Pattern recognition
Abstraction
algorithm
In recent years
we have see the proliferation of numerous projects
with the specific objective of encouraging the study of programming.
Many organisations are working hard to set young people up for success in a digital world.
The projects of massification of computational thinking and coding are now starting to be implemented in our education system in Portugal.
This is the main reason why most students have never had the opportunity to learn computational thinking or coding.
This is one way to develop this skill, use programming
Young people, our students, grow up surrounded by technology.
They have not known life without technology.
They have grown up with computers and mobiles.
It is intentional that students handle and solve the exercises manually, like board games,
where they can explore with pleasure,
without fear of making mistakes and
where teacher-student relationship and confidence can be improved and enhanced.
We have tried some exercises quite different from the usual ones in programming
We can try many techniques and methods and technologies but ...
Programming requires
Work hard
Dedication
Training
A bit like the author Peter Norvig, about "teaching yourself in ten 10 years", where he refers to the need to give time to learn anything
Teach Yourself Programming in Ten Years
Peter Norvig
Why is everyone in such a rush?
Researchers (Bloom (1985), Bryan & Harter (1899), Hayes (1989), Simmon & Chase (1973)) have shown it takes about ten years to develop expertise in any of a wide variety of areas, including chess playing, music composition, telegraph operation, painting, piano playing, swimming, tennis, and research in neuropsychology and topology. The key is deliberativepractice: not just doing it again and again, but challenging yourself with a task that is just beyond your current ability, trying it, analyzing your performance while and after doing it, and correcting any mistakes. Then repeat. And repeat again.
The author Peter Norvig, about "Teach Yourself Programming in Ten Years",
where he refers to the need to give time to learn anything
Why is everyone in such a rush?
Researchers (Bloom (1985), Bryan & Harter (1899), Hayes (1989), Simmon & Chase (1973))
have shown it takes about ten years to develop expertise in any of a wide variety of areas,
including chess playing, music composition, telegraph operation, painting, piano playing, swimming, tennis, and research in neuropsychology and topology.
The key is deliberativepractice: not just doing it again and again, but challenging yourself with a task that is just beyond your current ability, trying it, analyzing your performance while and after doing it, and correcting any mistakes. Then repeat. And repeat again.
We can try everything… but work hard is necessary.
It is up to us to suggest, encourage, motivate and supervise the work.
Some examples … especially in C programming language
some motivation is also needed
the programmers of tomorrow are the wizards of the future
You gonna look like you have magic powers compared to everybody else
Gabe Newell (Valve Corporation)
It’s the closest thing we have to a superpower.
Drew Houston (Founders DropBox)
for the most diverse reasons
I feel that I am not able to following students in their learning process.
student with difficulties.
loses interest
not motivated, unmotivated
does not work, does not practice
Failure or unsuccess
For efficient follow-up of students,
we think about building the learning profile of each student.
To do this, we use the set of exercises that students do and build their profile.
The student can improve all his characteristics with specific training.
Over time, we think it is possible to tell students that with certain characteristics the probability of success, or failure, is large or small.
We also think that it is also possible to determine which factors contribute most to success or failure.
Just as the characters in video games can improve, work, and training their skills
I want to look at a student and see their skills.
And help you out
I want to be a better programming teacher