Notice
This item was automatically migrated from a legacy system. It's data has not been checked and might not meet the quality criteria of the present system.
Wetzinger, E., Futschek, G., & Standl-Gruber, B. (2018). A Creative Learning Sequence in an Introductory Programming MOOC. In V. Dagiene & E. Jasute (Eds.), Constructionism 2018 Proceedings (pp. 685–691). http://hdl.handle.net/20.500.12708/57404
Since January 2017 we have designed and developed a Massive Open Online Course (MOOC) for learning computer programming, addressing high-school students without or with little experience in programming who intend to start studying at a technical University. The objective of this MOOC is to conform the heterogeneous levels of our freshmen students´ pre-knowledge in computer programming. We decided ...
Since January 2017 we have designed and developed a Massive Open Online Course (MOOC) for learning computer programming, addressing high-school students without or with little experience in programming who intend to start studying at a technical University. The objective of this MOOC is to conform the heterogeneous levels of our freshmen students´ pre-knowledge in computer programming. We decided to use Processing as programming language because Processing supports an easy learning start to programming by using graphics and animations. We included already at a very early stage of the MOOC a challenging learning sequence that involves creativity, peer feedback and communication with other participants: We asked students to create a graphical artwork through coding using previously in the course presented graphical procedures. Further, we ask them to create a fake copy of an artwork coded by a peer. Finally, artists and fakers should discuss their experiences. This paper summarizes and discusses our experiences with this learning sequence gained during the first run of the MOOC in summer 2017.
