Coding for Integration. Best practices from Austria

•

0 likes•108 views

Teaching coding to refugees as a measure of integration is currently gaining momentum all over the world. Since 2016, numerous coding schools have been established, for example Refugees on Rails, HackYourFuture, CodeYourFuture, refugees{code}, among others. Such initiatives are aiming higher than just filling the demands of the IT job market. They offer their participants tools as well as a community to navigate digital landscapes effectively and develop their technological fluency. Although these coding schools share similar objectives as educational institutions, their work is done by rapid and iterative testing of ideas in a way that traditional education institutions are not able to, possibly because of factors such as regulations, internal processes or mere traditions. In Austria, refugees{code} is the only coding school which offers a program specifically for refugees. Participants are offered the opportunity to dedicate themselves to coding during a time in which application for employment or university is still difficult due to several reasons. Learning to code is not only an efficient use of their time but can give them focus and structure in a period of being in a state of limbo. To evaluate the impact of such approaches, the authors pay attention to refugees{code} and share the lessons learned in teaching programming to refugees based on an empirical technique called action research. Therefore, this paper reports on three programming courses for refugees and seeks to offer practical advice for further research and the implementation of such courses into the educational system.

Education

1
Coding for Integration:
Best practices from Austria
Alexander Hartveld
alex@refugeescode.at
Daniela Wolf
daniela.wolf@fernfh.ac.at

5
Overview
1. An example of an iterative research approach – Action Research
2. Course History and Description
3. 7 Good Practices, 3 Key Learnings

7Course 1 Course 2
21 male and 1 female refugees
5 different nationalities
requirements:
• beeing proficient in English
• being motivated to learn how to code
• having time to attend
Course Format:
• traditional face-to-face classes (3 x 2 hours)
• Student instructors
Completion rate: only 5 (all male) from 22

8Course 1 Course 2
21 male and 1 female refugees
5 different nationalities
requirements:
• beeing proficient in English
• being motivated to learn how to code
• having time to attend
Course Format:
• traditional face-to-face classes (3 x 2 hours)
• Student instructors
Completion rate: only 5 (all male) from 22
38 male and 2 female refugees
10 different nationalities
requirements:
• same as in Course 1
• three-part application process
Course Format:
• 2 x 3 hours lessons, 2 groups („Java“ and „C“)
Java: traditional face-to-face classes
C: Introduction to Computer Science-MOOC
CS50x from Harvard University
• Student instructors
• Completion: 23 (Java: 10 male & 2 women, C: 9)

10
Course 3
18 male and 3 female refugees
5 different nationalities
requirements:
• same as in Course 1 and 2
• three-part application process
• positive asylum status, work permit
Course Format:
• Introductionary MOOC (CS50x)
• 24/7 location
• specialisation and project phase, Internship
• Student instructors and part-time trainers

14
D. Goal Orientation: preparing
professionals.

16
F. Iteratively working with variables
Space Content
Community System

18
Key Learnings
• Flexibility, iterative, working non-hierarchical.
• Zeitgeist is technology and migration.
• Awareness of Challenges.

19
Questions?
Lorem ipsum dolor sit amet, consectetur adipiscing elit
bit.ly/2EHF3Cx
Link to paper (Research Gate)

The COOL Lab is an open learning space that aims to increase interest in STEM subjects like computer science. It uses innovative teaching methods called COOL Informatics to introduce computational thinking concepts across different subject areas. Activities in the lab's areas include using modeling, algorithms, and digital tools to solve problems in subjects like English and fashion design. Research at the lab focuses on how to best incorporate modeling techniques in primary and secondary education to improve learning skills like problem-solving and abstraction. Evaluations found that students found modeling useful for representing knowledge, and teachers saw its potential despite challenges in applying strict computer science criteria.

AudioVisuals In the Disciplines: Developing libraries of recommended TV and r...

Chris Willmott

Slides from a presentation given at the Enhancing Student Learning Through Innovative Scholarship Conference (Durham, July 2015) about the AudioVisuals In the Disciplines (AVID) project. #ESLIS15 The presentation describes the rationale and initial outcomes of a project to develop libraries of subject-specific recommendations of TV and Radio broadcasts available to UK Universities via the Box of Broadcasts service.

MOOC Presentation for EDDE 801

Apostolos Koutropoulos

Actfl 2013

Clayton Mitchell

2005 HACU A Dual-Language Model for Higher Education

Carmen Lizy Lamboy-Naughton, Ed.D.

Designing developing and assessing online intra collegiate earth charter proj...

Sheila Bolduc-Simpson

This document outlines an online intra-collegiate project focused on diversity and the Earth Charter principles. It describes the purpose of introducing undergraduate students to conducting research related to the Earth Charter principles of diversity. It provides details on the project implementation across online courses in 2012-2013, involving 95 and 60 students respectively. The project involved a multi-stage research and presentation process culminating in a Research Day. Results included student participation in the Research Day and reflections. Lessons learned centered on hybrid courses, team formation, attendance, and assisting with publication. Strategies emphasized communication, collaboration tools, modeling and structuring the research process.

2005 CAEL Speak English? Habla Espanol? A dual-language accelerated learning ...

Carmen Lizy Lamboy-Naughton, Ed.D.

The document describes a dual-language accelerated learning model for higher education. It discusses the need for such a model to increase access to higher education for Latinos in the US. The model provides an immersive education in both English and Spanish that allows students to take more credits per semester and balance work, study, and personal responsibilities. An implementation of the model at a university center in Orlando, Florida is also described, including growth in enrollment and positive student evaluations of the program.

This course is an introduction to basic programming concepts. It is worth 4 credit points and includes 15 lectures that are 3 hours each as well as 30 hours of lab sessions. The course will cover designing programs, the Java programming language including data types, variables, operators, and object-oriented concepts. It will also teach test-driven development using Junit and using IDEs like Eclipse and Netbean. Students will be assessed based on a final exam worth 50%, a midterm exam worth 20%, and assignments worth 30% that include weekly lab exercises and homework.

2005 AAACE Speak English? ¿Habla Español? A Dual-Language Model for Higher ...

Carmen Lizy Lamboy-Naughton, Ed.D.

This document summarizes a presentation about an accelerated dual-language education model for higher education. The presentation discusses the need for such a model given the growing Latino population in the US and barriers to higher education for Latinos. It describes the characteristics of the dual-language immersion model used, including using both English and Spanish in all courses, language placement testing, and hiring bilingual faculty. The presentation shares the experience of implementing this accelerated dual-language model at a university center in Orlando, which has experienced enrollment growth. It promotes partnering with other institutions and provides contact information for the program.

Student Teacher roles in 3D world projects in modern language and teacher ed...

Ton Koenraad

This document summarizes Ton Koenraad's presentation about using 3D virtual worlds in language education and teacher training projects. It describes two projects involving student teachers: the ViTAAL Project, which included a Virtual Language Village and interactive story activities, and the NIFLAR project, which focused on developing intercultural communication skills through video chat and virtual world tasks. Evaluations found that the projects provided authentic language practice and increased student motivation, but required substantial preparation time and technical issues sometimes arose. Student teachers gained experience designing materials and interacting with students online.

Introduction to Linguistics_1 Syllabus Overview

Edi Brata

This document provides an overview of the Introduction to Linguistics course being taught. It includes information about the course identity, description, objectives, outline, topics to be covered over 16 sessions, assessment criteria including assignments, exams and class participation, grading policy, and references for further resources. The course aims to provide students with foundational knowledge of linguistics to help them understand subsequent related courses.

Intro. to Linguistics_1 Syllabus Overview

Edi Brata

This document provides an overview of the Introduction to Linguistics course being taught. It includes information about the course code, credits, semester, prerequisites, time allotment, description, objectives, outline with topics, grading policy, and references. The course aims to introduce students to the field of linguistics and have them understand subsequent courses. It will be taught over 16 meetings and include exams, quizzes, assignments, and class participation for grading.

EdX webinar on Blended Learning, with Merle de Kreuk

Janine Kiers

This document discusses the use of MOOC material in residential teaching at Delft University of Technology. It provides examples of how MOOC content created for various courses is being used to supplement on-campus instruction. Formative assessment techniques are employed using the MOOC material, including knowledge checks during lectures and practice exercises. Student preparation and understanding is formatively tested through anonymous voting using tools like Feedback Fruits. The experiences provide lessons for improving formative assessment and adapting instruction based on student responses.

A Video Corpus for Language Learning: Open Source Tools & Materials from the ...

Spanish in Texas Project

The document summarizes the Corpus-to-Classroom project which developed an interface called SpinTX to make a video corpus of Spanish in Texas more accessible for language learning. Key points: 1) SpinTX provides a searchable collection of video clips from interviews in the Spanish in Texas Corpus tagged for linguistic and pedagogical features to help educators find relevant clips. 2) Workshops involved teachers in developing open educational resources like lesson templates built around the video clips. 3) The project aims to create a model for using open source tools and a pedagogical interface to make any language corpus more useful for education.

Description and Analysis of Facilitating the Development of "Study Skills thr...

Robert Stowe

A 2012 study at the University of Wolverhampton in the UK tested a blended learning approach to address issues of large class sizes and lack of study skills in new undergraduate students. The model combined weekly face-to-face tutorials in small groups with online asynchronous tasks and discussions. Results found students engaged productively in Kolb's experiential learning cycle. While anecdotal evidence supported goals, no data on student success or comparison to previous courses was provided. The design showed promise for addressing the institution's challenges but required further study.

Student Worker Experience by Anders Selhorst

TALA 2014 Conference

The document discusses the importance of recruiting and retaining talented student workers at the High Point Campus Library of Guilford Technical Community College. It provides an overview of the college and library, including that the library has one librarian and one part-time staff member, with seven student workers expected to perform paraprofessional duties. To recruit the best candidates, the library uses clear job descriptions, distributes postings widely online, and looks for skills in professionalism and communication. For retention, the library provides extensive training, guidance, performance evaluation, and opportunities for growth.

Confident Kernel Sparse Coding and Dictionary Learning

babak hosseini

Teaching Symposium 2013: Plenary Panel - Staying on Course

Julie Sievers

Test Design Construction and Adminstration

EL HOUCINE NESSI

[01-A] introduction to the Green Lab course

Ivano Malavolta

Learners' experiences of innovative 'flipped' and open curricula

ELESIGpresentations

The document summarizes the experiences of engineering students in innovative "flipped" and open curricula at a large public university in Australia. It describes the institutional context, challenges in educating a large cohort of engineering students, and critical incidents that led faculty to redesign courses around active and project-based learning. The response involved flipping classrooms, using online tools and podcasts, empowering student ownership over their learning, and implementing multi-disciplinary project-based courses. Faculty aimed to educate students for a changing world, support large class sizes through engagement, and help with the transition from high school. The document reflects on extending these approaches across programs and facilitating collaboration.

Building MOOCs: Scalable Course Development & Delivery

Opus Learning

This document discusses strategies for designing, developing, delivering and assessing online courses at scale. It emphasizes that an engineering approach using standards-based content management and semantic markup is needed to efficiently author, publish and distribute large volumes of online learning materials. It also highlights the need for learning analytics to longitudinally assess student progress and provide formative feedback. A digital workbook is proposed as a way to capture this analytic data and provide a portfolio of student work.

lecture1.pdf

Tamer Nadeem

This document provides an overview of the CIS 4190/5190 Applied Machine Learning course. It discusses course goals of identifying ML opportunities and training models. Lectures will focus on mathematical understanding and assignments on applying concepts. The schedule, grading, instructors, and policies are also outlined. Machine learning is introduced as algorithms that improve performance on tasks through experience. Examples of supervised learning for prediction and game playing are provided.

Shaping the Open Course at Bucks County Community College

Bill Hemmig

This document outlines Bucks County Community College's OER Strategic Initiative to transition 10 gateway courses from traditional textbooks to open educational resources. It describes hiring consultants and faculty developers to redesign courses. Courses were transitioned in phases from 2016-2018 and assessed for impact. Instructional design and universal design resources and feedback templates were provided to support course redesign. Student surveys found OER benefits included free and accessible digital materials that could be annotated and searched across devices.

Lecture 1: Introduction to the Course (Practical Information)

Marina Santini

This document provides an introduction and overview for a course on Machine Learning for Language Technology. It outlines the course structure, which uses a flipped classroom model with both online presentations and in-person lab sessions. Key points include: - The course will use a blended learning approach with online video lectures and in-class lab sessions. - Students must attend at least 80% of both the online and in-class components. - The course will be examined through 9 graded individual lab assignments completed during the lab sessions. - Students are expected to read assigned chapters and complete quizzes associated with the online video lectures.

Nitle

Profess Moravec

1) Four lessons were learned from a digital history project done with undergraduates that had a small class size of 5 students and was led by only two professors. 2) The first lesson is to have concrete parameters for the project like focusing on the stained glass windows of the campus chapel but to finalize aspects of the project together with the students. 3) The second lesson is to turn over control of the project to the students as soon as possible, like having them propose and take ownership of the project after initial brainstorming. 4) The third lesson is to let the project evolve organically or it may fail, as the focus changed from the hagiography of individual saints to a Wordpress

PBL in engineering

Ghazally Faridah

The document discusses problem-based learning (PBL) in engineering education. It describes the origins of PBL in medical education at universities like McMaster in the late 1960s. It then discusses how PBL was adapted for engineering education, particularly through the Aalborg model in Denmark. Key aspects of PBL discussed include using real-world problems to stimulate self-directed learning, teachers acting as facilitators rather than lecturers, interdisciplinary learning, and emphasis on developing problem-solving skills. Research is cited showing benefits of PBL for skills development, deep learning, and motivation of students. Factors in successful implementation and management of change to PBL are also examined.

Wie funktioniert ein Computer.pptx

Coding for Integration. Best practices from Austria

Recommended

Recommended

More Related Content

Similar to Coding for Integration. Best practices from Austria

Similar to Coding for Integration. Best practices from Austria (20)

More from Daniela Wolf

More from Daniela Wolf (17)

Recently uploaded

Recently uploaded (20)

Coding for Integration. Best practices from Austria