Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the “General teaching model”. “Mentorship” was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner’s brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problem-oriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation

Changing my life one step at a time – using the Twelve Step program as design inspiration for long term lifestyle change

To explore how people manage and maintain life style change, we conducted interviews with eight members of different Twelve Step Fellowships with 2-23 years of recovery about how they maintain and develop their recovery in everyday life. They reported how identification, sharing, and routines are keys to recovery. Our lessons for design concerns how these concepts support recovery in a long term perspective: Sharing to contribute in a broader sense to the fellowship and to serve as an example for fellow members created motivation even after 20 years of recovery; reflecting over routines in recovery was essential since life is constantly changing and routines need to fit into everyday life; concrete gestures were helpful for some of the abstract parts of the recovery work, such as letting go of troubling issues. Design aimed to support maintenance of lifestyle change needs to open up for ways of sharing that allow users to contribute their experiences in ways that create motivation, and support users in reflecting over their routines rather than prompting them on what to do

Sea level rise adaptation: emerging lessons for local policy development

Many coastal communities across the United States are beginning to plan for climate-related sea level rise. While impacts and solutions will vary with local conditions, jurisdictions which have begun this process seem to pass through three common stages when developing policy for local sea level rise adaptation: l) building awareness about local sea level rise threats, 2) undertaking analyses of local vulnerabilities, and 3) developing plans and policies to deal with these vulnerabilities. The purpose of this paper is to help advance community dialogue and further inform local decision-makers about key elements and steps for addressing climate-related sea level rise. It summarizes the results of a project the Marine Policy Institute (MPI) undertook during 2011-12 to review experiences from fourteen U.S. coastal jurisdictions representing a variety of city, county, and state efforts with sea level adaptation. There are many more initiatives underway than those reflected in this sample, but the “focus jurisdictions” were selected because of the extensive information publically available on their experiences and lessons being learned that could provide insights for coastal communities, especially in Southwest Florida

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience