Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

A case study on the decentralisation of lifelong learning using blockchain technology

Blockchain technology provides a decentralised peer-to-peer infrastructure, supporting openness, transparency, accountability, identity management and trust. As such, the Blockchain has the potential to revolutionise education in a number of ways. Blockchain technology offers opportunities to thoroughly rethink how we find educational content and training services online, how we register and pay for them, as well as how we get accredited for what we have learned and how this accreditation affects our career trajectory. This paper explores a case study on the decentralisation of lifelong learning using Blockchain technology. In particular, we investigate the different scenarios and requirements for making online education and lifelong learning more open and decentralised, while placing lifelong learners in control of their learning process and its associated data. Additionally, we discuss various approaches to the Semantic Blockchain and the applications of these approaches on education

Using ODL and ICT to develop the skills of the unreached: a contribution to the ADEA triennial of the Working Group on Distance Education and Open Learning

Innovation in technology is occurring at rapid pace thus shrinking the distances and making information and knowledge more than ever accessible to everyone irrespective of where the person resides. This paper consists of four main articles. The first one deals with technological trends. The second one focuses on the deployment and use of open and distance education mode in rural areas by documenting initiatives that embrace information and communication technologies (ICTs). Due to challenges faced in rural areas only a few success stories/cases currently exist and some of these are cited in this article. The challenges faced in the deployment of ICT enhanced ODL have been highlighted as well as the potential of developing and delivering effective and relevant ODL programmes in rural areas in order to ensure that issues of educational equity and social exclusion rural communities are adequately addressed. ICTs in ODL are perhaps the greatest tool to date for self-education and value addition to any community’s development efforts, yet poor rural communities particularly in Africa do not have the necessary awareness, skills or facilities to enable themselves to develop using ICTs. Inadequate ICT infrastructures in rural areas remain a major source for the digital divide in Africa and for under-performance of distance learners. The third one analyses the support provided to ODL learners who often encounter difficulties in completing their studies through the distance education mode due to loneliness, uncertainties and de-motivation. ICT has not been able to sufficiently support distance learners in overcoming those obstacles efficiently. An investigation regarding those learning supports has been conducted in ten distance learning institutions, along with an intensive literature review with the aim of understanding the high percentage of dropout rates of distant learners. The learners’ interactions have been scrutinized through content analysis of their synchronous exchanges, during a completely online course. After taking into account the limited technical and human resources in Africa, a technological virtual environment along with a pedagogical framework has been proposed with the aim of giving adequate educational support to them. The fourth article has explored The Open University (UK) and its efforts to use new technologies to deliver online courses to difficult-to- reach learners in prison environments. The case study analysed here is an international course (called, B201- Business Organisations and their environments) which also touches an African cohort of learners. The implications for designing and delivering online ODL to the complex unreachable environments of prisons anywhere, and particularly in Africa, have been discussed

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

Tinkering in K-12: an exploratory mixed methods study of makerspaces in schools as an application of constructivist learning

Makerspaces have experienced a surge in popularity in recent years, resulting in an influx of Maker education in K-12 settings. While Makerspaces have been studied abundantly in museums, libraries, and in after-school programs, little research has been conducted inside the K- 12 school day. The goal of this study is to discover insights of established Makerspaces inside the K-12 school environment. In this exploratory mixed methods study, educators were survived, examining school and participant demographics, Makerspace setup, as well as intersections of technology, content, and pedagogy. Next, the researcher conducted a follow-up interview with selected participants based on diversity in the following key demographic areas: teacher gender, professional background, and school environment. In order to better understand K-12 implementation of Makerspaces, the study examines seven characteristics of Makerspaces: setting, computational thinking, participant structures, teacher training, gender and racial issues, assessment, and sustainability. The data was examined through TPACK framework with a constructivist approach. Makerspaces can empower students to invent, prototype, and tinker with low-cost technology tools such as microcircuits and fabrication tools such as 3d printers. The goal of this study is to add to the body of literature regarding the role and potential value of Makerspaces in school environments. This exploration of Makerspaces in K-12 setting could be generalized to serve as a guide for teachers who want to establish their own Makerspace

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Enhancing SET Teaching at Level 3

The initial source of motivation for this report was the national response to the Commission on Adult Vocational Teaching and Learning (CAVTL) Report It’s All About Work (2013), and it addresses an issue that remains relevant to the current discussion about the creation of Professional and Technical Pathways to employment - the contribution that excellent vocational teaching and learning makes to the development of the forms of expertise that employers’ require and that facilitate learners’ continuing employability. In the course of discussions between the Gatsby Foundation and the research team the following rationale, focus and outcome was agreed. In the case of the former, to develop a conceptual framework to investigate vocational pedagogy that drew on insights from the academic and grey literature and, in the case of focus, to use that framework to investigate learning and teaching in Science, Engineering and Technology (SET) programmes at Level 3 in a variety of SET contexts. In order to do so, it was recognised that it would be important for the research team to take account of the way in which colleges respond to known as well as emerging employer demand for SET skills

Digital inclusion - the vision, the challenges and the way forward

This paper considers the vision and aspiration of digital inclusion, and then examines the current reality. It looks beyond the rhetoric to provide an analysis of the status quo, a consideration of some facilitators and challenges to progress and some suggestions for moving forward with renewed energy and commitment. The far-reaching benefits of digital inclusion and the crucial role it plays in enabling full participation in our digital society are considered. At the heart of the vision of universal digital inclusion is the deceptively simple goal to ensure that everyone is able to access and experience the wide-ranging benefits and transformational opportunities and impacts it offers. The reality is a long way from the vision: inequality of access still exists despite many national campaigns and initiatives to reduce it. The benefits and beneficiaries of a digital society are not just the individual but all stakeholders in the wider society. Research evidence has shown that the critical success factors for successful digital participation are (i) appropriate design and (ii) readily available and on-going ICT (Information and Communication Technology) support in the community. Challenges and proven solutions are presented. The proposition of community hubs in local venues to provide user-centred ICT support and learning for older and disabled people is presented. While the challenges to achieve digital inclusion are very considerable, the knowledge of how to achieve it and the technologies which enable it already exist. Harnessing of political will is necessary to make digital inclusion a reality rather than a vision. With the cooperation and commitment of all stakeholders actualisation of the vision of a digitally inclusive society, while challenging, can be achieved and will yield opportunities and rewards that eclipse the cost of implementation