Towards a Creator Mindset for Computational Thinking: Reflections on Task-Cards

Computational thinking (CT) skills are nowadays strongly advocated for educational institutions at all levels. CT refers broadly to skills of thinking about the world from a computational perspective, however, not necessarily referring to programming skills in particular. There is still a lack of consensus about what CT means, and how CT should be taught. This open peer commentary briefly discusses some ongoing trends of CT in response to the target article, which reports development, field testing and piloting of an extensive set of new learning materials for teaching CT. Recent calls for interdisciplinary technology education, creativity and open-ended problem solving in CT are highlighted.</p

Creativity-Supporting Learning Environments : Two Case Studies on Teaching Programming

It is known that students' learning approaches, types of motivation, and types of self-regulation are connected with learning outcomes. It is also known, that deep learning approaches, self-regulated learning, and intrinsic types of motivation are connected with creativity. However, in computing pedagogy there is a lack in empirically grounded analyses in integration of the varying educational theories to build learning environments that support creativity. The literature of programming education proposes a variety of theoretical, as well as practical viewpoints in relation to the teaching and learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Literature shows that education is highly context dependent, and that educational design should account for contextual differences. In programming education, the nature and implications of those differences are hitherto unclear. In this study, the paucity in research about creativity-supporting learning environments in computing education, and about contextual differences in the pedagogy of programming are addressed through two case studies. In the first context (CUH) of this study (Department of Computer Science, University of Helsinki, Finland), a method of learning-by-inventing was designed and integrated into a robotics-based programming class, and its effects on students' learning were investigated through qualitative analysis of 144 interviews. In the second context (CTU) of this study (IT Department, Tumaini University, Iringa University College, Iringa, Tanzania) a number of interventions for supporting intrinsic motivation and deep approaches to learning were designed, and their effects on students' learning were studied through qualitative and quantitative methods, and a controlled research setup. In addition, a mixed methods study about contextual factors, which affect the learning environment design was conducted. In context CUH, the results show that the provided environment supported the learning of creative processes through a number of mechanisms. In general, the provided environment was shown to facilitate changes in students' problem management approaches, and extended students' deep and surface learning approaches to computer science related problem solving and problem management. In context CTU the results reveal that students face many similar challenges than students in other educational contexts, and that the standard learning environment does not offer enough support for gaining the requisite development. Learning is also hindered by many contextually unique factors. Testing a model where students work on their homework under guidance, facilitated by active student-teacher collaboration did not result in significant advantage over the control group. However, the qualitative results about guided environments were exclusively positive. In context CUH, the analysis suggests that learning of creativity may be facilitated by supporting deep learning strategies, intrinsic motivation, and self-regulated learning through utilizing a combination of open learning environment configuration, learning-by-inventing, and robotics as the vehicle for learning. Secondly, the analysis suggests challenges in context CTU to be addressed through increasing the number of practical exercises, by selecting the proper amount of guidance required in the learning environment, and by implementing educational action research as a standard component into the learning and teaching environment.Tässä viiteen artikkeliin perustuvassa väitöskirjassa tutkittiin keksimisen ja luovan ongelmanratkaisun tukemiseen perustuvia uusia opetusjärjestelyitä kahdessa kontekstissa: 1) Helsingin yliopiston Tietojenkäsittelytieteen laitos, sekä 2) IT-Department, Tumaini University, Iringa University College, Iringa, Tansania. Ensimmäisessä kontekstissa hyödynnettiin robotiikkasarjaa oppimisvälineenä. Ensimmäisessä kontekstissa tulokset osoittavat, että tutkimuksen osana suunnitellut opetusjärjestelyt tukivat syvällisempiin opiskelutapoihin suuntautuneita muutoksia opiskelijoiden ongelmanratkaistavoissa-, ongelmien löytämistavoissa, ja ongelmajoukkojen hallintatavoissa. Tutkimuksen toisessa kontekstissa tulokset osoittavat, että opiskelijat kohtaavat useita samankaltaisia oppimisen haasteita kuin muissakin konteksteissa. Oppimiseen vaikuttaa myös joukko kontekstiin liittyviä uniikkeja tekijöitä. Tulosten analyysi osoittaa, että tutkimuksen ensimmäisessä kontekstissa keksimisen oppimista voidaan tukea hyödyntämällä avoimen oppimisympäristön periaatteita, ja robotiikkasarjaa oppimisen alustana. Tulosten analyysi osoittaa myös, että tutkimuksen toisen kontekstin haasteita voidaan ratkaista lisäämällä käytännön harjoitusten määrää ja laatua, valitsemalla oikeanlaiset oppimisen tukitoimet, sekä liittämällä opettamisen ja oppimisen tutkimus olennaiseksi osaksi opetustoimintaa

Mobile Technology Usage for Street Traders’ Market Search in Dodoma—Urban Tanzania: An Exploratory Study

Increased access to mobile technologies has significantly contributed to almost all types of work, including informal work. Mobile phones are one such technology that has been exponentially adopted and used by street traders. However, there is limited information about how street traders use mobile phones to search for new markets. This study investigated street traders’ mobile usage for new market search in Dodoma, Tanzania. Qualitative data were collected using in-depth interviews with 29 street traders, followed by a focus group discussion with eight street traders. Thematic analysis was used to analyze the data. The results show that using mobile phones to search for new markets is scarcely practiced due to certain challenges, such as high costs, technical problems, misuse of mobile contacts by customers, and a concentration of similar products in one location. The findings call for a reduction of mobile service costs, improvement of mobile infrastructure, and provision of education to street traders and customers so that they learn how to use mobile phones for business communication more effectively as well as to abide by communication ethics

Mobile Technology Usage for Street Traders’ Market Search in Dodoma—Urban Tanzania: An Exploratory Study

Increased access to mobile technologies has significantly contributed to almost all types of work, including informal work. Mobile phones are one such technology that has been exponentially adopted and used by street traders. However, there is limited information about how street traders use mobile phones to search for new markets. This study investigated street traders’ mobile usage for new market search in Dodoma, Tanzania. Qualitative data were collected using in-depth interviews with 29 street traders, followed by a focus group discussion with eight street traders. Thematic analysis was used to analyze the data. The results show that using mobile phones to search for new markets is scarcely practiced due to certain challenges, such as high costs, technical problems, misuse of mobile contacts by customers, and a concentration of similar products in one location. The findings call for a reduction of mobile service costs, improvement of mobile infrastructure, and provision of education to street traders and customers so that they learn how to use mobile phones for business communication more effectively as well as to abide by communication ethics.</div

Technology for street traders in Tanzania: A design science research approach

The informal sector employs the major part of workers in developing countries. Street trading is a common form of informal work. Despite its huge economic value in developing countries, little research is being done to improve street traders’ empowerment and entrepreneurship. Also, development informatics is over-focused on social development and under-focused on economic development. This study takes a design science research (DSR) approach in order to identify barriers for street traders in Dar es Salaam, Tanzania, that can be addressed with technology. As a follow-up to our previous qualitative study, a questionnaire was administered to a sample of (N = 285) street traders. The data was analysed using mixed methods. The results show that street traders operate in a challenging environment, and make most of their decisions based on tacit knowledge. Traders are restrained by unreliable business information, weak business strategies, and access to capital. A variety of technology innovations, such as customer-client matchmaking, and record keeping are proposed to directly address the daily challenges of street traders. Future technology projects form exciting possibilities for technology experts, students, and scholars globally. The expected future implications of this project are increased STI capacities, economic growth, and human development.</p

Computing Education Research Compiled: Keyword Trends, Building Blocks, Creators, and Dissemination

The need for organized computing education efforts dates back to the 1950s. Since then, computing education research (CER) has evolved and matured from its early initiatives and separation from mathematics education into a respectable research specialization of its own. In recent years, a number of meta-research papers, reviews, and scientometric studies have built overviews of CER from various perspectives. This paper continues that approach by offering new perspectives on the past and present state of CER: analyses of influential papers throughout the years, of the theoretical backgrounds of CER, of the institutions and authors who create CER, and finally of the top publication venues and their citation practices. The results reveal influential contributions from early curriculum guidelines to rigorous empirical research of today, the prominence of computer programming as a topic of research, evolving patterns of learning-theory usage, the dominance of high-income countries and a cluster of 52 elite institutions, and issues regarding citation practices within the central venues of dissemination.</p

From a National Meeting to an International Conference: A Scientometric Case Study of a Finnish Computing Education Conference

Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling’s scholarly communities and zoom in on it’s publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education.</p

Towards a Contextualized Pedagogy for Programming Education in Tanzania

Abstract-Contextualization of curriculum and course contents has been central to development of IT education at Tumaini University in rural Tanzania. However, as the development of the IT program has progressed, pedagogical challenges have become increasingly evident. The pedagogical difficulties materialize most markedly in programming courses. We identified a number of sources of pedagogical difficulties: reliance on rote learning, group dynamics that support free riding, extrinsic motivations, and greatly varying educational backgrounds. In this paper we describe a pedagogical approach that utilizes the theories and principles of creative problem solving to overcome those difficulties. Firstly, we provided optimal challenges to cognitive development by switching to an open learning environment, and we adapted course arrangements accordingly. Secondly, we encouraged intrinsic motivation and sense of autonomy by increasing the amount of affective support. Thirdly, we encouraged reflective learning processes by introducing a new concept of coding-while-lecturing. Fourthly, we stimulated the positive aspects of group work and promoted individual learning by providing adaptable multi-level exercises

Deepening Learning through Learning-by-Inventing

It has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning theories: changes in students’ problem management cycle, problem-rich learning environment, conceptions of the nature of computing, extension of deep and surface approaches to problem solving and management, and the use of robotics to facilitate deep learning strategies. Our analysis suggests that a combination of an open learning environment, robotics as the learning tool, and learning-by-inventing provides a conducive environment for deep learning strategies, intrinsic motivation, and self-regulated learning, which are prerequisite conditions for creativity and inventing