By Pierre Tchounikine
Constructing academic software program calls for pondering, problematizing, representing, modeling, enforcing and examining pedagogical pursuits and matters, in addition to conceptual versions and software program architectures. desktop scientists face the trouble of realizing the actual matters and phenomena to be taken under consideration in academic software program initiatives and of averting a naïve technocentered standpoint. nonetheless, actors with backgrounds in human or social sciences face the trouble of knowing software program layout and implementation concerns, and the way computing device scientists interact in those tasks.
Tchounikine argues that those problems can't be solved by means of development one of those “general theory” or “general engineering methodology” to be followed through all actors for all initiatives: academic software program initiatives may well correspond to very various realities, and will be performed inside of very varied views and with very varied issues of outrage. therefore the difficulty of figuring out each one others’ views and elaborating a few universal flooring is to be thought of in context, in the thought of venture or standpoint. To this finish, he presents the reader with a framework and capacity for actively making an allowance for the relationships among pedagogical settings and software program, and for operating jointly in a multidisciplinary approach to boost academic software.
His booklet is for actors engaged in learn or improvement initiatives which require inventing, designing, adapting, imposing or studying academic software program. The middle viewers is Master’s and PhD scholars, researchers and engineers from computing device technology or human and social sciences (e.g., schooling, psychology, pedagogy, philosophy, communications or sociology) attracted to the problems raised by way of academic software program layout and research and within the number of views which may be followed.
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Additional info for Computer Science and Educational Software Design: A Resource for Multidisciplinary Work in Technology Enhanced Learning
4. ). 5. It takes place within the context of an institution. 6. It takes place within a view of how to teach programming (and, more precisely, object-oriented programming; and, more precisely, Java) and how learners learn programming (object-oriented programming; Java) that has been influenced by the evolution of CS, of CS teaching, of the place of CS and programming in the curricula and the institution and, more generally, in society. A pedagogical setting thus takes place within a context that is composed of, and impacted by, many dimensions of very different natures that, themselves, are related to one another.
38 2 A General Conceptualization for Educational Software Different concerns lead to different emphasis and the consideration of different notions. , a task to achieve or some given simulation) places emphasis on the need to provide resources (to be contrasted with: focusing on what learners do with these resources). g. reading, communicating, arguing, solving problems or building models) places emphasis on what learners do. This may however be analyzed in different ways (see for example the behavioral/cognitive dimensions) and in the light of different theoretical perspectives.
For instance, Colab-edit rationale is related to the fact that learners may learn from one another by arguing and co-constructing knowledge. , grouping learners whose background is different as a way to increase the chances they have different views and, thus, have to argue) and another part taken into account in the software design, for instance offering a collaborative editor that allows versioning pieces of text. In other words, design is only impacted by some of the pedagogical considerations, and clarifying these is of crucial importance.