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Ten lessons for Computer Education Research
Title: Ten lessons for CER
Date/time: Tuesday 29 March 2022. Session: 2pm
Occasion: CCSE "Festival" 29 March - 1 April 2022.
CCSE
School of CompSci
Author / Presenter
 |
School of Psychology
University of Glasgow
The talk was for 5 min.s, with a single slide. But some notes on each of
the "ten points" was distributed at the talk as a printed handout, and are
available online:
Abstract
- Self-paced vs. synchronised learning
- Not only conceptual knowledge but expertise is required for even
Introductory programming.
- Exams tell you nothing about how good or bad the learning or the
teaching is: only about how much they know at the end.
- Study not only mean performance / effect in the class as a whole, but
individual variation.
-
There are two quite different learning motivations in play in programming.
- Time On Task (ToT) is the biggest factor in learning.
- The natural blindness of CS faculty: you teach as you were taught
yourself; you assume your students already know what you knew then.
- There are hidden goals / objectives of learning as important as the
overt, explicit ones.
- Basic constructivism and its implications
- Why many students found covid isolation very destructive of their
university experience
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