Exploration of Learning Gained Through CoderDojo Coding Activities

In an increasingly digital world there is a considerable and growing divide between those who are considered to be digitally literate and those who are not. In addition, among those who are digitally literate, there is a divide between those capable of engaging with technology end products and applications as competent users and those capable of developing software themselves; between users and creators. As technology becomes more pervasive in our society it has impacts in most aspects of life, including education, health, culture and work. In terms of the workplace impact it is clear that the currently reported skills deficits, gaps and mismatches are generating significant demand for skilled information technology workers across many sectors and the ability to meet this demand can have substantial impact on economic development. Developing appropriate technological skills and competence among young people has been the focus of many government, industry-led and voluntary schemes and has given rise to a diverse set of initiatives around Europe. However, little has been published on the attainment of knowledge, skill, competence and evidence of learning outcomes through these initiatives. This research has focused on the efforts to support development of coding capability among young people through the CoderDojo voluntary initiative and sought to identify the skills which are potentially transferable in an education and workplace context. CoderDojo is a global movement of free, volunteer-led, community based programming clubs for young people between the ages of seven and seventeen. The movement was founded by James Whelton and Bill Liao, an entrepreneur and philanthropist. From the first Dojo founded in Cork in Ireland in 2011, the movement has grown significantly and by May 2015 there were over 675 verified Dojos in 57 countries globally [1]. Through a review of the extant literature and the development of a potential skills acquisition template, this research seeks to identify and evaluate the knowledge, skills and competence that may be developed by participants in the CoderDojo movement. Before seeking to identify the skills that might be attained through programming activities, consideration of the broad themes and language of digital skills attainment is presented. The actual skills that are attained are considered in relation to the context within which the learning takes place. A research instrument is developed in association with project collaborators in the CoderDojo volunteer coding movement. The findings from the research are analysed and some preliminary recommendations are considered

A self-regulated learning management system: Enhancing performance, motivation and reflection in learning

Practising self-regulated learning is essential in one’s lifelong learning journey. As educators, we can assist our students to regulate their learning effectively, whether this is in an online learning environment or any other. However, many factors affect how well learners regulate their learning. Research reveals that self-regulated learning practices vary and warrant further exploration. This study specifically investigates how the guided practice of self-regulated learning behaviour affects learning in the online learning environment. To guide students in managing their learning more effectively, an automated self-regulated learning management system was developed. The system assists students in practising the cognitive, meta-cognitive and motivational aspects of self-regulated learning. 155 postgraduate students in two online healthcare-related courses were randomly selected to be involved in the study. Trace data from the self-regulated learning management system was used to triangulate the students’ self-reports in relation to their self-regulated learning behaviours. Non-parametric statistical tests were used in the analysis. Findings indicate that the use of the self-regulated learning management system facilitated and aided students in practising more effective self-regulated learning behaviours thus impacting positively on learning motivation and metacognitive reflection. However, its effect is inconclusive in relation to academic performance. In summary, positive changes were made to their self-regulated learning behaviours and these subsequently improved their self-regulation and related outcomes

Determinants and Promotion of Self-Regulated Learning in Educational Contexts: The Potential of Web-based and Attendance-based Courses

Self-regulated learning is an important skill to successfully study at school and university, but it is also of high importance for life-long learning (Commission of the European Community, 2000; Dignath & Büttner, 2008). The aim of this dissertation is to expand the knowledge about the trainability of self-regulated learning. To this end, the effectiveness of a web-based and an attendance-based self-regulated learning-training was compared, the role of individual characteristics as predictors of the effectiveness of self-regulated learning-training was examined, and the possibility of promoting the participation rate in voluntary self-regulated learning-training with minimal interventions was explored. Study I showed that students of an attendance-based and web-based course with the aim of fostering self-regulated learning were very satisfied with both course formats, self-regulated learning was considered useful for studying, and the subjective and objective increases in learning were high. Furthermore, the findings of Study I suggest that self-regulated learning can be fostered in the web-based course as effectively as in the attendance-based course as there were no group differences. Moreover, the findings suggest that it is of relevance to differentiate between two training phases that promote different processes: A theory phase that fosters declarative metacognitive knowledge on self-regulated learning and an implementation phase where strategies of self-regulated learning are practiced. The question of whether the effectiveness of a self-regulated learning-training intervention differs between participants depending on their individual characteristics was investigated in Study II. Results revealed that individual differences in personality – but not motivational factors – were related to the gain of self-regulated learning through respective training in a university context. More precisely, conscientiousness, agreeableness, and openness to experience significantly predicted increases in self-regulated learning, however, with varying importance for the two different phases of the training (theory versus implementation) and the training format (attendance-based versus web-based). Conscientiousness was related to both theory and implementation phases as well as both formats (attendance-based and web-based), agreeableness was only related to the theory phase and to the attendance-based format, and openness was as well only related to the attendance-based format but only in the implementation phase. Finally, while Study I and II were conducted at university, Study III focused on high-school students and addressed the question of whether the participation rate in voluntary web-based self-regulated learning-training can be promoted by minimal interventions on utility value and implementation intention. Unexpectedly, the minimal interventions had no effect on the participation rate, suggesting that these interventions are not effective per se, but rather context dependent. Apart from that, students’ expectation of success and average grade score proved to be positive predictors of training participation, which was also shown by latent profile-analyses. This suggests that initial motivation has an impact on voluntary training participation. In conclusion, the findings of the studies indicate that self-regulated learning can be fostered in web-based and attendance-based formats, that training success of self-regulated learning is related to personality factors, and that motivation plays a role concerning training participation. This dissertation significantly contributes to previous research by showing that both a theory phase and an implementation phase are crucial when employing a training program, and that the extent of training success seems to be affected by personality traits. Moreover, the findings give reason to evaluate critically in which contexts minimal interventions are successful. This dissertation has a number of implications for theory and for future research and it can also provide practical advice for educational contexts

A study of the use of technology in teaching students with executive function difficulties (EFD) in the Kingdom of Saudi Arabia: Teachers’ and parents’ perspectives

This qualitative multiple case study explores teachers' and parents' views of the use of technology in addressing executive function difficulties (EFD) in primary schools in Saudi Arabia. Executive functioning skills (EFS) are crucial high cognitive functions that control thoughts, emotions, and actions, and determine the ability of students to adapt to different social settings in both mainstream educational and home contexts. Primary executive functions, such as cognitive flexibility (CF), working memory (WM), inhibitory control (IC), and attention are critical components of behavioural and cognitive development and have a strong association with academic performance. The rapid rate of technological integration in special education, notably in primary schools, calls for greater understanding of the role technology can play in addressing EFD. This study draws on data collected via 21 semi- structured interviews with teachers and parents and 18 classroom observations in three primary schools in Saudi Arabia to explore how technology was employed in the classroom to support students with EFD. Thematic analysis followed by cross-case analysis was informed by theoretical perspectives by Vygotsky’s cognitive development theory and the concepts of scaffolding and the zone of proximal development. The findings show that teachers and parents hold positive opinions about the role of technology in addressing EFD. Although there was a lack of awareness about the term ‘executive function difficulties (EFD)’ amongst both parents and teachers, they were familiar with the underlying challenges. Gaps in knowledge were also identified in relation to effective and context-specific uses of technology and interventions for students with EFD. Variability in students' manifestation of EFD, the choice of technological affordances, and the accommodations required in mainstream classrooms are important considerations for the effective use of technology. However, the analysis identified various challenges which limit teachers' optimal use of technology and their ability to determine the relevant affordances and accommodations. In light of these findings, and from a constructivist paradigm, recommendations for teachers, for practice, and for policymakers are made to address these challenges and promote more effective use of technology to support students with EFD in Saudi schools. The research fundamentally contributes to understanding EFD and its potential to regulate difficulties in different neurodevelopmental groups in the Saudi context. This research is the first of its kind in the Saudi context and presents meaningful implications for future research, specifically to expand the body of evidence on how EF skills may provide competencies in relation to Theory of Mind (ToM), and how technology may function as a mediating tool. The findings also raise crucial questions to be addressed in future studies to explore the underpinning mechanisms of EF-ToM association, and how use of technology can facilitate in the context of behavioural synchronisation, so as to lead to improvement in EFD using the concept of ToM. The thesis suggests potential recommendations for teachers, policymakers, and the educational ministry to address gaps in EFD. These recommendations include developing EFD-specific technological affordances, capabilities, and functions, enabling customisation of applications with EFD-specific design specifications and features, and catering to the training and development needs of teachers through teacher-oriented programs, workshops and conferences. This will enhance their knowledge base of EFD and improve the overall educational experience in the Saudi context

A study of the use of technology in teaching students with executive function difficulties (EFD) in the Kingdom of Saudi Arabia: Teachers’ and parents’ perspectives

This qualitative multiple case study explores teachers' and parents' views of the use of technology in addressing executive function difficulties (EFD) in primary schools in Saudi Arabia. Executive functioning skills (EFS) are crucial high cognitive functions that control thoughts, emotions, and actions, and determine the ability of students to adapt to different social settings in both mainstream educational and home contexts. Primary executive functions, such as cognitive flexibility (CF), working memory (WM), inhibitory control (IC), and attention are critical components of behavioural and cognitive development and have a strong association with academic performance. The rapid rate of technological integration in special education, notably in primary schools, calls for greater understanding of the role technology can play in addressing EFD. This study draws on data collected via 21 semi- structured interviews with teachers and parents and 18 classroom observations in three primary schools in Saudi Arabia to explore how technology was employed in the classroom to support students with EFD. Thematic analysis followed by cross-case analysis was informed by theoretical perspectives by Vygotsky’s cognitive development theory and the concepts of scaffolding and the zone of proximal development. The findings show that teachers and parents hold positive opinions about the role of technology in addressing EFD. Although there was a lack of awareness about the term ‘executive function difficulties (EFD)’ amongst both parents and teachers, they were familiar with the underlying challenges. Gaps in knowledge were also identified in relation to effective and context-specific uses of technology and interventions for students with EFD. Variability in students' manifestation of EFD, the choice of technological affordances, and the accommodations required in mainstream classrooms are important considerations for the effective use of technology. However, the analysis identified various challenges which limit teachers' optimal use of technology and their ability to determine the relevant affordances and accommodations. In light of these findings, and from a constructivist paradigm, recommendations for teachers, for practice, and for policymakers are made to address these challenges and promote more effective use of technology to support students with EFD in Saudi schools. The research fundamentally contributes to understanding EFD and its potential to regulate difficulties in different neurodevelopmental groups in the Saudi context. This research is the first of its kind in the Saudi context and presents meaningful implications for future research, specifically to expand the body of evidence on how EF skills may provide competencies in relation to Theory of Mind (ToM), and how technology may function as a mediating tool. The findings also raise crucial questions to be addressed in future studies to explore the underpinning mechanisms of EF-ToM association, and how use of technology can facilitate in the context of behavioural synchronisation, so as to lead to improvement in EFD using the concept of ToM. The thesis suggests potential recommendations for teachers, policymakers, and the educational ministry to address gaps in EFD. These recommendations include developing EFD-specific technological affordances, capabilities, and functions, enabling customisation of applications with EFD-specific design specifications and features, and catering to the training and development needs of teachers through teacher-oriented programs, workshops and conferences. This will enhance their knowledge base of EFD and improve the overall educational experience in the Saudi context