Titlebook: Learner-Centered Design of Computing Education; Research on Computin Mark Guzdial Book 2016 Springer Nature Switzerland AG 2016

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What Does Computing for Everyone Mean?,f their schools. Chicago [45], San Francisco [43], and then in September 2015, the largest school system in the United States, New York City [308], announced multi-year plans to make computer science education ubiquitous—every grade in every school would have some computer science learning activitie

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不可思議

Insensate

Adults as Computing Learners,ted learner-centered design framework [257, 258, 296]. For example, their model recommends starting the learner-centered design process from what the students find challenging. The original model didn’t address the . of design. The Quintana and Soloway design methods help us understand how to apply

出血

Learner-Centered Computing Education for Computer Science Majors, aiming to be computing or IT professionals. End-users outside of the technology industry have a different community of practice that they participate in or want to join. Non-CS majors probably start from a different background than CS majors, and may harbor concerns about whether they belong in CS.

Polydipsia

Steps Toward Computing for Everyone,lementary school (roughly ages 1–13 in the U.S.), secondary/high school (ages 14–18), and undergraduate. The goals from Chapter 1 have different implications for each of those levels. I consider the issues in achieving those goals in terms of change at the different levels of education.

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陶器

運(yùn)動(dòng)性

1946-7680 re. This book presents the argument that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching everyone to program? When we target a broad audience, should we have the same goals as computer science education for professional

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