Article

Instructional design of a programming course: a learning theoretic approach

Authors:

Michael E. Caspersen,

Jens BennedsenAuthors Info & Claims

ICER '07: Proceedings of the third international workshop on Computing education research

Pages 111 - 122

https://doi.org/10.1145/1288580.1288595

Published: 15 September 2007 Publication History

Abstract

We present a brief overview of a model for the human cognitive architecture and three learning theories based on this model: cognitive load theory, cognitive apprenticeship, and worked examples (a key area of cognitive skill acquisition). Based on this brief overview we argue how an introductory object-oriented programming course is designed according to results of cognitive science and educational psychology in general and cognitive load theory and cognitive skill acquisition in particular; the principal techniques applied are: worked examples, scaffolding, faded guidance, cognitive apprenticeship, and emphasis of patterns to aid schema creation and improve learning. As part of the presentation of the course, we provide a characterization of model-driven programming---the approach we have adopted in the introductory programming course. The result is an introductory programming course emphasizing a pattern-based approach to programming and schema acquisition in order to improve learning.

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Index Terms

Instructional design of a programming course: a learning theoretic approach
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        Information systems education
2. Software and its engineering
  1. Software notations and tools
    1. General programming languages
      1. Language types
        Object oriented languages

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ICER '07: Proceedings of the third international workshop on Computing education research

September 2007

172 pages

ISBN:9781595938411

DOI:10.1145/1288580

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Richard Anderson
University of Washington, Seattle, WA
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Sally Fincher
University of Kent at Canterbury, UK
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Mark Guzdial
Georgia Institute of Technology, Atlanta, GA

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