Learning to code or coding to learn? A systematic review

Popat, Shahira; Starkey, Louise

doi:10.1016/j.compedu.2018.10.005

Cited by 173 publications

(118 citation statements)

References 24 publications

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“…A list of competencies from the tree has to be associated with all courses and even topics, tests, tasks, and other activities of the study process. One subject, topic, or task can and usually will be mapped to more than one competency in the tree [9]. The mapped competencies can be from different branches and different levels of the tree.…”

Section: Proposed Hierarchy-based Competency Structure and Its Applicmentioning

confidence: 99%

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Hierarchy-Based Competency Structure and Its Application in E-Evaluation

Ramanauskaitė

Slotkienė

2019

Applied Sciences

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The development of information technologies changes the learning process. The amount of publicly available data of e-learning systems allows personalized studies. Therefore, the tutor sometimes is needed for the student’s evaluation and consultation only. To ensure clear evaluation requirements and objective evaluation process, the learning material, as well as the evaluation system, must be discrete and semantically expressed. The list of mastered competencies and skills is more important to the enterprise; therefore, during the last years, the study process has concentrated on competency evaluation too. However, the current practice, when students’ competencies are summarized and expressed as one quantitative metric (score), do not express the list of students’ competencies and their level. To solve the problem, in this paper, we proposed a method for the design of competencies’ tree. The competency tree has to be formatted based on context modeling principles and analysis of Scope-Commonality-Variability. The usage of competency tree for students’ competencies’ evaluation proposes clearly defined and semantically expressed evaluation method for both human and e-learning evaluation process. This paper presents the results of the empirical experiment to adapt the proposed competency tree design and application for competencies’ e-evaluation method, based on flexibility, adaptability, and granularity of learning material.

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Section: Proposed Hierarchy-based Competency Structure and Its Applicmentioning

confidence: 99%

“…Current studies are very wide (requires the development of social, personal, and specific specialty knowledge) and involve a lot of different activities. Some tasks require multiple competencies and cannot be separated [9]. Therefore, human-based harmonization of study program subjects might not be enough.…”

Section: Introductionmentioning

confidence: 99%

Hierarchy-Based Competency Structure and Its Application in E-Evaluation

Ramanauskaitė

Slotkienė

2019

Applied Sciences

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“…Coding in schools is not a new phenomenon, being a curriculum area introduced as early as the 1970s in some settings (Knobelsdorf et al, 2015) and during the 1980s and 1990s in others (Cartelli, 2002;Popat & Starkey, 2019). While these instances have been implemented with varying success over the past 30 to 40 years, the most recent 'initiative' arguably gained momentum from the first decade of the twenty-first century (Bresnihan, Millwood, Oldham, Strong, & Wilson, 2015), as part of a larger coding for all movement (Dimeo, 2017;Shein, 2014;Thoreau, 2017).…”

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

“…But beyond employment, the report proposed that learning to code would result in a number of learning outcomes in domains not related to coding (p. 36). These outcomes are today referred to as spill-over or transfer skills, such that Popat and Starkey (2019) ask: Are students learning coding or coding to learn? Answering their question, they identify six educational outcomes including problem-solving through mathematical concepts, social skills including collaboration, self-management/active learning, critical thinking and 'Academic skills (NOT including mathematical or computer science/ programming related skills)' (p. 367).…”

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

“…Central to this question is also the notion of (digital/information) 'literacy', where learning to code results in acquisition of a range of skills as significant to the learner's capacity to participate in the twenty-first century society as acquisition of 'traditional' literacy was to full social participation in earlier times (Bresnihan et al, 2015;Hutchison et al, 2015;Popat & Starkey, 2019;Vee, 2013). Key among these transfer skills is 'computational thinking' (Wing, 2010), and to a lesser degree 'computational participation' (Kotsopoulos et al, 2017;Burke, O'Bryne & Kafai, 2016;Fields, Giang, & Kafai, 2014;Kafai & Burke, 2014;Kafai & Burke, 2013).…”

Section: Literature: the Popular Voice-largely Ignoredmentioning

confidence: 99%

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Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Tamatea

2019

RPTEL

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Internationally, coding is increasingly introduced into primary and junior high schools (children generally aged between 5 and 15) on a compulsory basis, though not all stakeholders support this 'initiative'. In response to the public reception, discussion highlights popular argument around compulsory coding in school education. This is an argument between those supportive (hereafter referred to as the Yes case) and those unsupportive of compulsory coding (hereafter referred to as the No case). But more than simply produce a list of arguments, this discussion contributes to our understanding of this reception by identifying the 'discourses' deployed by both cases (namely, digital ubiquity, disadvantage, and habits of mind discourses) and by providing theoretical framings through which these discourses and their potential implications might be differently understood. Using critical discourse analysis to unpack these discourses shows that while both cases hold to key tenets of liberal-humanism, a commitment to the individual subject, liberty and full participation in the social, it is the Yes case with its stronger commitment to children engaging in abstraction that seems to challenge these. Discussion of this difference is framed by the work of Baudrillard around abstraction, not to 'prove' the validity of Baudrillard's thesis concerning the consequences of humanity's deepening engagement with abstraction, but to provide a broader understanding of this debate, in relation to a trajectory of engagement with abstraction that seems set to intensify.

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Student responses to creative coding in biomedical science education

Gough

Bown

Campbell

et al. 2022

Biochem Molecular Bio Educ

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Biomedical science students need to learn to code. Graduates face a future where they will be better prepared for research higher degrees and the workforce if they can code. Embedding coding in a biomedical curriculum comes with challenges. First, biomedical science students often experience anxiety learning quantitative and computational thinking skills and second biomedical faculty often lack expertise required to teach coding. In this study, we describe a creative coding approach to building coding skills in students using the packages of Processing and Arduino. Biomedical science students were taught by an interdisciplinary faculty team from Medicine and Health, Science and Architecture, Design and Planning. We describe quantitative and qualitative responses

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Learning to code or coding to learn? A systematic review

Cited by 173 publications

References 24 publications

Hierarchy-Based Competency Structure and Its Application in E-Evaluation

Hierarchy-Based Competency Structure and Its Application in E-Evaluation

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

Student responses to creative coding in biomedical science education

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