G Listserve; Stefano Federici
Subject: Re: evalutation of new tools to teach computer programming
Stasha, your paper is unclear (at least to me) what assessment you were using.
You describe the rubric:
The use of loops, conditional, etc. to achieve the given task was part of the
marking crit
/download.php?file=italics/vol10iss1/pdfs/paper10.pdf
I hope this helps.
Regards,
Stasha
From: Stefano Federici [sfeder...@unica.it]
Sent: 01 March 2011 14:29
To: PPIG Listserve
Cc: Stefano Federici
Subject: Re: evalutation of new tools to teach computer
/download.php?file=italics/vol10iss1/pdfs/paper10.pdf
I hope this helps.
Regards,
Stasha
From: Stefano Federici [sfeder...@unica.it]
Sent: 01 March 2011 14:29
To: PPIG Listserve
Cc: Stefano Federici
Subject: Re: evalutation of new tools to teach computer programming
On 1 Mar 2011, at 14:29, Stefano Federici wrote:
Do you have any references to similar evalutations?
Now that Alan and Chuck have made the text of 'Psychology if
Programming' available again, you might start there. Also look for
work by Jorma Sajaniemi in Finland, and for lots of work by
Thanks a lot Thomas and John for your suggestions.
To better clarify my settings, I have two new tools (aiming at
teaching two different topics: general programming the first, sorting
algorithms the second) that I want to compare against NOT using the
tools.
Do you have any references to
I would suggest taking a more holistic view of the design space. Rather than
asking which tool is best, you may be better served by seeking to
empirically describe and explain the underlying trade-offs. In what ways do
option1 help, hinder, and undermine learning? In what ways do option2 help,
hind
Depending on your aims, you might want to measure transfer to other
problems: that is, do participants who used tool A for the sorting
task, then do better when tackling a new problem, possibly with a
different tool, than participants who used tool B?
You might also want to look at memory
