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Conference Paper: Combining Smart Web-based Learning Environments with Teaching and Learning Analytics to Support Reflection on Project-based Programming Education

TitleCombining Smart Web-based Learning Environments with Teaching and Learning Analytics to Support Reflection on Project-based Programming Education
Authors
Issue Date2017
PublisherAssociation for Computing Machinery.
Citation
Proceedings of the 26th International World Wide Web Conference, Perth, Australia, 3-7 April 2017, p. 379-385 How to Cite?
AbstractProject-based learning (PjBL) is a promising approach for supporting learning of computer programming by addressing the gap between the attainment of abstract knowledge and the application of this knowledge to authentic programming tasks. The World Wide Web has considerable potential to expand and improve PjBL environments. However, making implicit aspects of a programming task accessible to learners and instructors to support reflection and improvement can be challenging. This paper discusses the challenge of PjBL in programming education and outlines a set of key aspects and an analysis framework to inform design and analysis of PjBL programming in web-based environments, by exploiting the emerging field of Teaching and Learning Analytics. Based on the proposed analysis framework, the design of an empirical study is outlined, capitalizing on a novel web-based PjBL environment that makes complex cognitive processes accessible and affords the analysis of its effects on learning programming in multiple aspects.
DescriptionAlternate Research Tracks - Digital Learning Track: Session 3L - Digital Learning III
Persistent Identifierhttp://hdl.handle.net/10722/243484
ISBN

 

DC FieldValueLanguage
dc.contributor.authorPeng, J-
dc.contributor.authorSergis, S-
dc.contributor.authorWang, M-
dc.contributor.authorSampson, DG-
dc.date.accessioned2017-08-25T02:55:24Z-
dc.date.available2017-08-25T02:55:24Z-
dc.date.issued2017-
dc.identifier.citationProceedings of the 26th International World Wide Web Conference, Perth, Australia, 3-7 April 2017, p. 379-385-
dc.identifier.isbn9781450349147-
dc.identifier.urihttp://hdl.handle.net/10722/243484-
dc.descriptionAlternate Research Tracks - Digital Learning Track: Session 3L - Digital Learning III-
dc.description.abstractProject-based learning (PjBL) is a promising approach for supporting learning of computer programming by addressing the gap between the attainment of abstract knowledge and the application of this knowledge to authentic programming tasks. The World Wide Web has considerable potential to expand and improve PjBL environments. However, making implicit aspects of a programming task accessible to learners and instructors to support reflection and improvement can be challenging. This paper discusses the challenge of PjBL in programming education and outlines a set of key aspects and an analysis framework to inform design and analysis of PjBL programming in web-based environments, by exploiting the emerging field of Teaching and Learning Analytics. Based on the proposed analysis framework, the design of an empirical study is outlined, capitalizing on a novel web-based PjBL environment that makes complex cognitive processes accessible and affords the analysis of its effects on learning programming in multiple aspects.-
dc.languageeng-
dc.publisherAssociation for Computing Machinery.-
dc.relation.ispartofInternational World Wide Web Conference Proceedings, 2017-
dc.rightsInternational World Wide Web Conference. Copyright © International World Wide Web Conference Committee (IW3C2).-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.titleCombining Smart Web-based Learning Environments with Teaching and Learning Analytics to Support Reflection on Project-based Programming Education-
dc.typeConference_Paper-
dc.identifier.emailWang, M: magwang@hku.hk-
dc.identifier.authorityWang, M=rp00967-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1145/3041021.3054158-
dc.identifier.hkuros274605-
dc.identifier.spage379-
dc.identifier.epage385-
dc.publisher.placeUnited States-

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