Learning the Process of Programming Through ICT-Mediated Apprenticeship - An Activity Theoretical Approach

Abstract

Abstract: This case description focuses on how we have used activity theoretical concepts as analytical tools for improving better pedagogical design regarding a particular course on objectoriented programming. We argue that productive learning environments must be considered as environments where certain pedagogical, communicative, technological conditions are incorporated with the specific knowledge domain, the objective of the central learning activity, the pedagogical approach and, the target group. We illustrate the power of using activity theoretical concepts – particularly contradictions –for identifying misfits and problems regarding these conditions. Dimensions of productive learning Nowadays, productive networked learning environments are not solely considered in terms of the operational functionality of the information- and communication technologies (ICTs) used. Productive learning environments must be considered as environments where certain pedagogical, communicative, technological conditions are incorporated with the specific knowledge domain, the objective of the central learning activity, the pedagogical approach and, the target group. We consider activity theory as a powerful analytical tool for understanding such a complexity and for making new design suggestions. In this case description we show the potential of using this theoretical framework in a case study where the central learning activity is learning object-oriented programming. The concrete results from the analysis, and how it should inform pedagogical designs, are elaborated in Fjuk & Berge (2004) and Bennedsen, Fjuk, Berge & Dolonen (2004). Background The knowledge domain of the case study is introduction to object-oriented programming (IOOP). The objective of the learning activity is abstract knowledge and concrete skills on the programming process. The importance of this objective is illustrated by Caspersen and Bennedsen (2004) by making a parallel to the processes of painting: Figure 1: The absurd expectation of paintin