Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice

Two complementary processes may be distinguished in learning a complex cognitive skill such as computer programming. First, automation offers task-specific procedures that may directly control programming behavior, second, schema acquisition offers cognitive structures that provide analogies in new problem situations. The goal of this paper is to explore what the nature of these processes can teach us for a more effective design of practice. The authors argue that conventional training strategies in elementary programming provide little guidance to the learner and offer little opportunities for mindful abstraction, which results in suboptimal automation and schema acquisition. Practice is considered to be most beneficial to learning outcomes and transfer under strict conditions, in particular, a heavy emphasis on the use of worked examples during practice and the assignment of programming tasks that demand mindful abstraction from these examples

Collaborative knowledge management - A construction case study

Due to the new threats and challenges faced by the construction industry today, construction companies must seek new solutions in order to remain ahead of the competition. Knowledge has been identified to be a significant organisational resource, which if used effectively can provide competitive advantage. A lot of emphasis is being put on how to identify, capture and share knowledge in today's organisations. It has been argued over the years that due to the fragmented nature of the construction industry and ad-hoc nature of the construction projects, capture and reuse of valuable knowledge gathered during a construction project pose a challenge. As a result critical mistakes are repeated on projects and construction professionals have to kee

Reinventing discovery learning: a field-wide research program

© 2017, Springer Science+Business Media B.V., part of Springer Nature. Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based pedagogical philosophy, citing an inherent structural challenge of students constructing historically achieved conceptual structures from their ingenuous notions. This special issue presents six educational research projects that, while adhering to principles of discovery-based learning, are motivated by complementary philosophical stances and theoretical constructs. The editorial introduction frames the set of projects as collectively exemplifying the viability and breadth of discovery-based learning, even as these projects: (a) put to work a span of design heuristics, such as productive failure, surfacing implicit know-how, playing epistemic games, problem posing, or participatory simulation activities; (b) vary in their target content and skills, including building electric circuits, solving algebra problems, driving safely in traffic jams, and performing martial-arts maneuvers; and (c) employ different media, such as interactive computer-based modules for constructing models of scientific phenomena or mathematical problem situations, networked classroom collective “video games,” and intercorporeal master–student training practices. The authors of these papers consider the potential generativity of their design heuristics across domains and contexts

The role of re-appropriation in open design : a case study on how openness in higher education for industrial design engineering can trigger global discussions on the theme of urban gardening

This case study explores the opportunities for students of Industrial Design Engineering to engage with direct and indirect stakeholders by making their design process and results into open-ended Designed Solutions. The reported case study involved 47 students during a two-weeks intensive course on the topic of urban gardening. Observations were collected during three distinctive phases: the co-design phase, the creation of an Open Design and the sharing of these design solutions on the online platform Instructables.com. The open sharing of local solutions triggered more global discussions, based on several types of feedbacks: from simple questions to reference to existing works and from suggestions to critiques. Also some examples of re-appropriation of the designed solutions were reported. These feedbacks show the possibilities for students to have a global vision on their local solutions, confronting them with a wider and more diverse audience. The case study shows on the other hand the difficulty in keeping students engaged in this global discussion, considering how after a few weeks the online discussions dropped to an almost complete silence. It is also impossible with such online platforms to follow the re-appropriation cycles, losing the possibility of exploring the new local context were the replication / modification of the designed product occurred. The course’s focus on Open Design is interesting both under the design and educational points of view. It implies a deep change in the teaching approach and learning attitude of students, allowing unknown peers to take part of the design process and fostering a global discussion starting from unique and local solutions