Using BlueJ to Introduce Programming

Kölling, Michael

doi:10.1007/978-3-540-77934-6_9

Cited by 32 publications

(18 citation statements)

References 15 publications

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“…[13]). No algorithms of substantial complexity are implemented before objects are brought in (although students may consume such implementations, as discussed in Section 4.3 above).…”

Section: Phase 1: Preparing For Objectsmentioning

confidence: 93%

Research-based design of the first weeks of CS1

Sorva

Seppälä

2014

Proceedings of the 14th Koli Calling International Conference on Computing Education Research

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On the basis of cognitive load theory, theoretical models of instructional design, and empirical findings from computing education research, we propose three independent but compatible and complementary frameworks that can be used in introductory programming education. Motivate-isolatepractice-integrate is a framework that marries project-driven learning to careful management of cognitive load through the selection of learning activities and the isolation of partial tasks. Head Straight for Objects is an outline of an introduction to programming that emphasizes object-orientation early while mediating the cognitive load intrinsic to objectoriented concepts. Finally, the principle of explicit program dynamics states that the runtime dynamics of programs should be a continuous and explicit theme in introductory programming education. We illustrate the application of the three frameworks in the context of a university course.

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“…[13]). No algorithms of substantial complexity are implemented before objects are brought in (although students may consume such implementations, as discussed in Section 4.3 above).…”

Section: Phase 1: Preparing For Objectsmentioning

confidence: 93%

Research-based design of the first weeks of CS1

Sorva

Seppälä

2014

Proceedings of the 14th Koli Calling International Conference on Computing Education Research

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“…In Greenfoot standard textual Java code is used for coding. Greenfoot enables an easy transition into other development environments, such as BlueJ ('BlueJ', 2016;Kölling, 2008b), as well as into more professional programming tools.…”

Section: Greenfootmentioning

confidence: 99%

Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo

Segredo

Miranda

León

2017

Education in the Knowledge Society

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ResumenLa transformación de la educación tradicional en una educación "SMART" (del inglés, "Sensitive, Manageable, Adaptable, Responsive and Timely") implica la modernización integral de todos los procesos educativos. Para dicha transformación, la incorporación de nuevas pedagogías se vuelve imprescindible a nivel metodológico, mientras que el uso de entornos interactivos e inteligentes de aprendizaje supone un hito fundamental a nivel tecnológico. En cualquier caso, el objetivo último de esta transformación es formar y transformar a los estudiantes del futuro para que desarrollen habilidades del siglo XXI y puedan convertirse así en ciudadanos de nuestro mundo en continuo cambio. La tecnología y las computadoras son un aspecto esencial para esta modernización, no solo en términos de soporte tecnológico, sino también en términos de ofrecer nuevas metodologías para el desarrollo de nuevas pedagogías y habilidades. En este contexto, el pensamiento computacional aparece como un mecanismo prometedor para fomentar estas nuevas competencias básicas, ya que ofrece herramientas que se ajustan a los intereses del alumnado y les da la posibilidad de comprender mejor los fundamentos de nuestra sociedad y de los entornos basados en las Tecnologías de la Información y la Comunicación (TIC). En este trabajo, planteamos la necesidad de realizar un esfuerzo para fomentar el desarrollo del pensamiento computacional como una oportunidad para transformar las pedagogías tradicionales en metodologías adaptadas al futuro. Además, presentamos una visión general sobre el pensamiento computacional y analizamos el estado actual de la educación "SMART", haciendo hincapié en la falta de metodologías que permitan apoyar esta transición. Por último, proporcionamos -a aquellos educadores interesados en conseguir un cambio real-información sobre iniciativas dedicadas a la difusión o promoción del pensamiento computacional; herramientas o materiales de apoyo para el desarrollo del pensamiento computacional entre los estudiantes; así como una síntesis de las experiencias y los resultados existentes en relación a la aplicación del pensamiento computacional en entornos educativos. AbstractThe transformation of traditional education into a Sensitive, Manageable, Adaptable, Responsive and Timely (SMART) education involves the comprehensive modernisation of all educational processes. For such a transformation, smart pedagogies are needed as a methodological issue while smart learning environments represent the technological issue, both having as an ultimate goal to cultivate smart learners. Smart learners need to develop 21st century skills so that they can become into smart citizens of our changing world. Technology and computers are an essential aspect for this modernisation, not only in terms of technological support for smart environments but also in terms of offering new methodologies for smart pedagogy and the development of smart skills. In this context, computational thinking appears as a promising mechanism to encourage core skills since it ...

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“…We will first give a short overview of the BlueJ environment (a more detailed description is provided elsewhere [18]), and then concentrate on possible projects specific to the Raspberry Pi.…”

Section: Aims Of the Bluej Environmentmentioning

confidence: 99%

Educational Programming on the Raspberry Pi

Kölling

2016

Electronics

Self Cite

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Abstract:The original aim when creating the Raspberry Pi was to encourage "kids"-pre-university learners-to engage with programming, and to develop an interest in and understanding of programming and computer science concepts. The method to achieve this was to give them their own, low cost computer that they could use to program on, as a replacement for a family PC that often did not allow this option. With the original release, the Raspberry Pi included two programming environments in the standard distribution software: Scratch and IDLE, a Python environment. In this paper, we describe two programming environments that we developed and recently ported and optimised for the Raspberry Pi, Greenfoot and BlueJ, both using the Java programming language. Greenfoot and BlueJ are both now included in the Raspberry Pi standard software distribution, and they differ in many respects from IDLE; they are more graphical, more interactive, more engaging, and illustrate concepts of object orientation more clearly. Thus, they have the potential to support the original aim of the Raspberry Pi by creating a deeper engagement with programming. This paper describes these two environments and how they may be used, and discusses their differences and relationships to the two previously available systems.

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Using BlueJ to Introduce Programming

Cited by 32 publications

References 15 publications

Research-based design of the first weeks of CS1

Research-based design of the first weeks of CS1

Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo

Educational Programming on the Raspberry Pi

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