First Principles Of Cs Instruction

First Principles of CS Instruction A perspective on CS Education K. Becker

Overview ,[object Object],[object Object],[object Object]

Instructional Design & Computer Science Education ,[object Object],[object Object]

Instructional Design & Computer Science Education ,[object Object]

M. David Merrill ,[object Object],[object Object],[object Object],[object Object],[object Object],PhD ’64 (Ed. Psych.) Brigham Young / Utah State

“ If you don't provide adequate practice, if you don't have an adequate knowledge structure, if you don't provide adequate guidance, people don't learn. “

Appropriate practice is the single most neglected aspect of effective instruction.

Information is Not Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object]

Merrill’s First Principles of Instruction ,[object Object]

Merrill’s First Principles of Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Problem engagement in solving real-world problems ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

PBL Steps Topic Introduction Explore the issues. What do we already know? What do we want to know? Develop, and write out, the problem statement in your own words. ,[object Object],[object Object],[object Object],[object Object],[object Object],Closure Write up your solution with its supporting documentation, and submit it. Review your performance. Data Requests Learning Issues

Problem engagement in solving real-world problems ,[object Object],[object Object]

Activation activate existing knowledge as foundation for new knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Activation activate existing knowledge as foundation for new knowledge ,[object Object],[object Object],[object Object]

Demonstration ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Demonstration ,[object Object],[object Object],[object Object],[object Object]

Application by the learner ,[object Object],[object Object],[object Object],[object Object]

Application by the learner ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],A Mile Wide and an Inch Deep

Application by the learner ,[object Object],[object Object],[object Object]

Integration new knowledge is integrated into the learner’s world ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Integration new knowledge is integrated into the learner’s world ,[object Object],[object Object]

Conclusions ,[object Object],[object Object],[object Object]

Learning About vs. Learning To Be ,[object Object],[object Object],[object Object],[object Object]

First Principles Of Cs Instruction

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First Principles Of Cs Instruction