Teaching and Learning Programming

The flipped classroom has been gaining popularity in recent years. In theory, flipping the classroom appears sound: passive learning activities such as unidirectional lectures are pushed to outside class hours in the form of videos, and precious class time is spent on active learning activities. Yet the courses for information systems (IS) undergraduates at the university that the author is teaching at are still conducted in the traditional lecture-in-class, homework-after-class style. In order to increase students’ engagement with the course content and to improve their experience with the course, the author implemented a trial of the flipped classroom model for a programming course with pair programming as the predominant in-class active learning activity. Student feedback on this pedagogy was generally very positive with many respondents considering it effective and helpful for learning. One of the biggest advantages mentioned by students is that they had the option to watch each video lecture as many times as required to be prepared for class. The author also observed that students were more engaged and empowered to take on more ownership for their learning. He recommends that other instructors consider rolling out their own trials of the flipped classroom incrementally for courses that would benefit the most from this pedagogy.

During their time at school few high school students are exposed to basic computing concepts as Computer Science (CS) is not considered to be an important part of the curriculum. As a result many high school students do not encounter programming during their studies. In the UK, despite newly qualified CS and ICT (Information and Communication Technology) teachers having specific subject knowledge, in recent years schools have steadily ‘watered down’ the content of CS courses and have aligned the subject with disciplines such as Business Studies. This has distanced Computing from the other sciences whilst adding to students’ confusion about what the subject actually entails. This paper presents the results of a study which involved 23 trainee CS/ICT teachers. The study took the form of a day-long workshop session and had the objectives of determining what perceptions and opinions the trainee teachers held in regards to programming as well as to discover the effectiveness and potential of a programming teaching tool based on the concept of a robot simulator. Analysis of data collected during the session shows how, despite the majority of trainees having some programming experience, a number of trainees had difficulty completing basic programming challenges. This displays how some CS/ICT teachers may lack fundamental programming knowledge. Moreover, whilst most of the trainees felt programming should be taught to high school students studying a CS or ICT course, fewer than half of the trainees said they had the confidence to teach the subject. An evaluation of the effectiveness of the robot simulator as a teaching tool is also presented as is a discussion on the implications which these findings may have.

Learning Mobile Application & Game Development with Corona SDK introduces programming concepts in an incremental, pedagogically friendly method. Additional topics include:  how to identify the needs and create the user interface for apps, provide opportunities for students to collaborate on the projects, conduct research in the mobile industry,  provide opportunities to exercise critical thinking skills, learn responsibilities as digital citizens, and gain additional technology skills.
This textbook is designed to teach programming skills and meet curriculum requirements as proposed by the Texas Education Agency 9/2012 update, section 126.39 (T.E.A. §126.39).  Of course, the textbook isn’t exclusively intended for just Texas high school students. The textbook is written in a way that will hopefully make the book accessible to anyone who would like to learn to create mobile applications but has limited or no previous programming experience.
As an added bonus, Learning Mobile Application & Game Development with Corona eTextbook includes an appendix on the new Corona Certified Developer Exam.  All topics on the exam are covered in the eTextbook.

This paper explores some a novel approaches to harnessing the Internet-of-Things (IoT) as a teaching and research vehicle in education. For teaching we argue that the Internet-of-Things provides a highly motivating topic to capture students’ imaginations, and a perfect platform for teaching computer science. In addition, we explain the potential for entire campuses or buildings to be constructed from Internet-of-Things technologies and the potential for this infrastructure to act as a teaching platform. This proposition is perfectly captured by the axiom “The college building (or campus) is the lab”. This philosophy is part of a wider movement that started in the EU, called Living Labs. In achieving these aims, our work seeks to combine a number of concepts; first we utilise the Internetof- Things, second we incorporate Living Labs ideas, third we harness the iCampus vision, forth we use the ‘Smart Box’ concept and finally we implement the Pervasive-interactive-Programming (PiP) paradigm. We contend this approach can be used in various mixes to produce highly motivating and effective educational environments. We illustrate this work by describing the application of these ideas to a real-world venture, the Harlow UTC (in the UK). The main focus of this paper concerns the use of PiP, together with the Internet-of- Things, to teach elementary programming skills. In in support of this we present results of an evaluation of PiP with 18 participants (students and staff) of varied age and gender. The main conclusions of these evaluations were that PiP enabled students and staff, with diverse backgrounds, to quickly master the programming skills involved. The paper concludes by describing our future plans for this work.

Background: Robots have been used in the past as tools to aid the teaching of programming. There is limited evidence, however, about the effectiveness of simulated robots for this purpose.
Aim: To investigate the effectiveness of a robot simulator, as a tool to support the learning of introductory programming, by undertaking empirical research involving a range of participants.
Method: After the completion of a Systematic Literature Review, and exploratory research involving 33 participants, a multi-case case study was undertaken. A robot simulator was developed and it was subsequently used to run four 10-hour programming workshops. Participants included students aged 16 to 18 years old (n. 23) and trainee teachers (n. 23). Three in-service
teachers (n. 3) also took part. Effectiveness was determined by considering participants’ opinions, attitudes and motivation using the simulator in addition to an analysis of the students’ programming performance. Pre- and post-questionnaires, in- and post-workshop programming exercises, interviews and observations were used to collect data. Results: Participants enjoyed learning using the simulator and believed the approach to be valuable and engaging. Whilst several factors must be taken into consideration, the programming performance of students indicates that the simulator aids learning as most completed tasks to a satisfactory standard. The majority of trainee teachers, who had learned programming beforehand, believed that the simulator offered a more effective means of introducing the subject compared to their previous experience. In-service teachers were of the opinion that a simulator offers a valuable means for supporting the teaching of programming. Conclusion: Evidence suggests that a robot simulator can offer an effective means of introducing programming concepts to novices. Recommendations and suggestions for future research are presented based on the lessons learned. It is intended that these will help to guide the development and use of robot simulators in order to teach programming.

Visual representations are present in modern societies to such an extent that it wouldn't be an exaggeration to characterize the modern civilization as "Civilization of the Images". Facing this reality, the modern educational systems are obliged to upgrade their traditional methods by adapting practices and processes to multimodality and visual literacy. Based on M.A.K. Halliday's three metafunctions of non-verbal communication, Gunter Kress's and Theo van Leeuwen's Grammar of Visual Design could provide a very useful methodological tool in analyzing each textbook's visual material. The authors of this survey have focused on the relationship among the represented participants and the observer, by emphasizing on every representation's arrangement of structural elements, use of perspective and social distance. After analyzing each image, they make didactic proposals by exploiting a variety of techniques. The research was being conducted on the 6 th grade's History textbook, which covers the historical period from 1453 to now. Regarding the ideological and didactical expectations of the illustration, the findings proved very useful.

This report is written as a post-mortem of a project that has, perhaps, been the author’s most extensive personal project: creating a complete and comprehensive solution to one of the most famous programming problem sets in the modern computer science curriculum Structure and Interpretation of Computer Programs by Abelson, G. J. Sussman, and J. Sussman. It measures exactly: • How much effort SICP requires (729 hours 19 minutes (over eight months), 292 sessions). • How many computer languages it involves (6). • How many pieces of software are required (9). • How much communication with peers is needed. It suggests: • A practical software-supported task management procedure for solving coursework. • Several improvements, on the technical side, to any hard skills teaching process. • Several improvements, on the social side, to any kind of teaching process. The solution is published online (the source code and pdf file): • http://gitlab.com/Lockywolf/chibi-sicp (Nikishkin 2020) This report (and the data in the appendix) can be applied immediately as: • A single-point estimate of the SICP problem set difficulty. • A class handout aimed at increasing students’ mo- tivation to study. • A data source for a study of learning patterns among adult professionals aiming for continuing education. • An “almost ready” protocol for a convenient problem- set solution procedure, which produces artefacts that can be later used as a student portfolio. • An “almost ready”, and “almost convenient” pro- tocol for measuring time consumption of almost any problem set expressible in a digital form. Additionally, a time-tracking data analysis can be re- produced interactively in the org-mode version of this report. (See: Appendix: Emacs Lisp code for data ana- lysis)

This work investigates the effectiveness of simulated robots as tools to support the learning of programming. After the completion of a systematic review and exploratory research, a multi-case case study was undertaken. A simulator, named Kebot, was developed and used to run four 10-hour programming workshops. Twenty-three student participants (aged 16–18) in addition to 23 pre-service, and 3 in-service, teachers took part. The effectiveness of this intervention was determined by considering opinions, attitudes, and motivation as well as by analysing students’ programming performance. Pre- and post-questionnaires, in- and post-workshop exercises, and interviews were used. Participants enjoyed learning using the simulator and believed the approach to be valuable and engaging. The performance of students indicates that the simulator aids learning as most completed tasks to a satisfactory standard. Evidence suggests robot simulators can offer an effective means of introducing programming. Recommendations to support the development of other simulators are provided.

Achieving  success  or  failure  at  the  beginning  of  the  introductory  programming  course often determines whether the student will continue to track content related to computer science. Despite numerous  studies,  it  is  still  not  entirely  clear  why  some  students  of  introductory  programming courses learn to program faster and better than others, and why, for some, programming is funny while others see it as arduous struggle in an effort to pass one course. In an effort to discover the factors that influence the achievement of success in introductory programming course, a growing number of researchers are studying the importance of students creating consistent mental models of fundamental programming concepts. This paper aims to give an overview of the relevant literature that examines the impact of novice programmer creating consistent mental model to his learning  programming  in  general,  lists  the  advantages  and  disadvantages  of  the  application  of certain teaching techniques with respect to the student’s engagement, emphasizes  the  importance  of  student's  high  self-efficacy  for  knowledge  adoption  and  transfer, compares  the  effectiveness  of  individual  tools,  visual  or  Command  Line,  which  aims  to  assist students  in creating  consistent  mental  models  in  learning  programming  and  understanding  how computer program really works and finally gives some pedagogical implications.

"Background: Teaching programming to novices is a difficult task due to the complex nature of the subject, as negative stereotypes are associated with programming and because introductory programming courses often fail to encourage student understanding.

Aim: This study investigates the effectiveness of using robots as tools to aid the process of teaching programming and to determine whether such technology can help to overcome the current barriers for learners in this context.

Method: The Systematic Literature Review (SLR) methodology has been selected to discover how effective the use of robotics has been in the teaching of introductory programming concepts. Nine electronic databases, the proceedings from six conferences and two journals have been searched for literature relevant to the study.

Results: After applying inclusion and exclusion criteria 34 articles have been accepted in the SLR. 74% of included literature report robots to be an effective teaching tool and one that can help novice programmers in their studies.

Conclusion: Robots can be a powerful and effective tool when used in an introductory programming course but the potential remains to further investigate methods for their implementation. Thoughts on the use of the SLR methodology from the perspective of a PhD student are also given.

Keywords - teaching; novices; programming; robots; SLR; systematic literature review; learning; robotics; innovative"

> Context • Constructionism, Papert's pedagogy and learning theory, involves experiential learning where students engage in exploration, create things that are personally meaningful, and share them with others. This approach is quite motivating, evidenced by the popularity of maker spaces, hackathons, and educational technologies that promote creative computing. With constructionism, the learner's choice is important. This means that learning is often serendipitous. It also means that people often abandon their designs when obstacles arise. This is problematic in learning environments where coverage of key concepts is necessary, practice to develop skills is essential, and persistence with troubleshooting errors is required. > Problem • How can teachers and instructional designers complement a constructionist approach with one that addresses its limitations? I introduce de-construction-ism, a pedagogy and learning theory that emphasizes learning from taking things apart. It is inspired by reverse engineering, cognitive load theory, practice theory, and theories of learning from errors and negative knowledge. This approach is applicable to computer science, as described here, and other disciplines. > Method • I report on a design-based research experiment, where university students interacted with Python practice problems during weekly labs. The designs of the individual problems, and series of problem sets, were based on a model for de-construction developed by the author. > Results • The experiment serves as a successful proof of concept for implementing practice problems designed with a de-constructionist approach. Few technical difficulties arose, and the students enjoyed the learning experience. A few revisions to the model for de-construction were warranted. > Implications • I provide teachers and instructional designers with a simple, practical way to think about instruction , in terms of construction and de-construction. The de-constructionist approach involves ample, effective practice with taking apart well-built examples, some with intentional bugs. > Constructivist content • I propose a pedagogy that is opposite yet complementary to constructionism. >

The  implementation  of  curriculum  2013  in Indonesia  today,  particularly  in the  practice  of
English  language  teaching,  marks  as  well  as  strengthens  the  infusion  of  critical  thinking
theories. Using various genres as the main teaching resources, critical thinking theories infusion
which directly  lead to critical literacy development has been given a bigger portion in ELT
practice in Indonesia. In response to this issue, this study aims to investigate students'
understanding  of  expository  genre which  has  long been claimed  as an effective means  for
students' critical thinking development. In addition, this study also aimed at revealing students'
hopes  for critical thinking  enhancement  in an EFL class  in one  state university in Serang,
Banten. A case study research design was used in this study employing interview as a means of
its data collection. The study revealed that students'  understanding of the genre and critical
thinking  is  still  limited  resulting  in  their  inability  to  apply  their  critical  thinking  skills
particularly in an expository genre. These findings suggest that the students need more guidance
so that they have a better understanding  of the genre and a better command of some critical
thinking components to develop their critical thinking, especially thiculr capacity to argue, to
state opinions and stance explicitly and carefully.
Keywords: critical thinking, genre, teaching program.

This article explores the language context of Information Technology classes in the Free State province. An overview of the multilingual context, within which the research was done, is provided through a brief historical background of language accommodation and recognition in South Africa in general, and then specifically in schools. Attention is paid to the role of English in contrast to that of the other official languages as well as code switching as a method of accommodating multilingualism. Details are also provided on the language requirements of the subject Information Technology. Through questionnaires completed by Information Technology teachers and an interview with the provincial subject specialist the language profiles of teachers and learners are explored and current multilingual practice is described. It is determined that Information Technology classes are multilingual by  nature and that some accommodation of multilingualism is done by teachers through code switching, but that not all the teachers are able to do this. Finally, based on the response of the provincial subject specialist, it is clear that increased multilingual accommodation is necessary in Information Technology as adequate knowledge of English is required in addition to mother tongue instruction.

This chapter explores the affordances of individual language planning in terms of facilitating self-directed learning (SDL) in multilingual Information Technology (IT) classrooms at high school level. Multilingualism is a reality within South African schools, however, not only does education in general in South Africa show evidence of the hegemony of English, in a subject such as IT, English is even more prominent. This chapter regards language as being one of the essential resources to be considered in terms of effective SDL in multilingual IT classrooms. The multilingual nature of classrooms and the status of English in South Africa pose unique challenges which have not been considered in terms of SDL in multilingual IT classrooms before and this serves as impetus for this research. The problem posed for this chapter is, what affordances do individual language planning provide in terms of facilitating SDL in multilingual IT classrooms at high school level? To this end, an exploratory qualitative study was undertaken regarding language practices within IT classrooms in high schools in the Free State province of South Africa. The aim of this chapter is to provide recommendations that can serve as practical guidelines for effective individual language planning in this context.

Araştırma, 2013 yılında revize edilen Fen Bilimleri Dersi Öğretim Programı'nda yer alan model oluşturma ve kullanmaya yönelik kazanımları ortaya çıkarmak ve bu kazanımların hitap ettiği model türlerini belirlemek amacıyla yürütülmüştür. Bu amaç doğrultusunda ise araştırmada nitel araştırma deseninden birisi olan doküman analizi yöntemi tercih edilmiştir. Araştırmada veri kaynağı olarak 2013 yılında revize edilen Fen Bilimleri Dersi Öğretim Programı kullanılmıştır. Bu bağlamda Fen Bilimleri Dersi Öğretim Programı'nın 3., 4., 5., 6., 7. ve 8. Sınıflarda yer alan kazanımlar taranmıştır. Yürütülen tarama işleminin ardından belirlenen modelleme Harrison ve Treagust tarafından nitelendirilen model türlerine göre sınıflandırılmıştır. Veriler gizli içerik kodlaması yapılarak tablolaştırılmıştır. İlk aşamada güvenirlik için üç farklı araştırmacı tarafından yapılan kodlamalar üzerinde Güvenirlik= Görüş Birliği/ Görüş Birliği + Görüş Ayrılığı X 100 formülü uygulanmıştır. Araştırmacılar arasındaki uyuşum yüzdesi %87 olarak hesaplanmıştır. Araştırmacılar ikinci aşamada güvenirliliği daha da artırmak için yaptıkları analizleri karşılaştırarak üzerinde hemfikir oldukları analizi araştırmada kullanmışlardır. Çalışmanın geçerlik faktörü için iç ve dış geçerlik unsurları göz önünde bulundurulmuştur. 2013 yılında revize edilen Fen Bilimleri Dersi Öğretim Programı'nda yer alan model oluşturma ve kullanmaya yönelik kazanımları ortaya çıkarmak ve bu kazanımların hitap ettiği model türlerini belirlemek amacıyla yürütülen bu çalışmada öğretim programının analizi sonrasında elde edilen bulgular tablo ve grafikler halinde sunulmuştur. Tablo ve grafiklerin yorumlanması sonucunda da, 2013 yılında revize edilen Fen Bilimleri Dersi Öğretim Programı'nda yer alan kazanımların yaklaşık olarak %14'ünün model oluşturma ve kullanmaya yönelik olması bu öğretim araçlarının öğretim programını önemli derecede etkilediğini göstermektedir.

Özet Teknolojik gelişimin beraberinde, elektronik içerik ve video desteğinin öğretim süreçlerinde kullanım oranlarının da artış gösterdiği ifade edilebilir. Özellikle, video ders kayıtlarının, önemli ders destek araçları olarak, diğer öğretim teknolojisi uygulamaları ve fiziki öğretim materyalleriyle rekabet edecek düzeye geldiği görülebilmektedir. Günümüzde, büyük yazılım firmalarının, video ders içeriklerinin potansiyellerini keşfederek bu alanda büyük yatırımlar yaptığı bilinmektedir. Web 2.0 teknolojilerinin yaygınlaşmasıyla birlikte " how to " olarak bilinen binlerce videonun, yeni video dağıtım ortamlarıyla (Udemy, ehow, howcast, videojug vb.) paylaşıma sunulduğu görülmüştür. Ayrıca, son yıllarda, videolar içerisine entegre edilen etkileşimli içerikler, güçlü öğrenme sistemlerinin ortaya çıkışını beraberinde getirmiştir. Etkileşimli video; bilgi yönetimi yapabilen ve karar verici olan bilgisayarın yeteneği ile videonun yeteneklerini birleştiren göreceli olarak yeni bir öğretimsel teknolojidir. Bu teknoloji; öğrencinin pasif bir izleyici konumundan çıkarak öğretimsel video ile etkileşime girmesini sağlamaktadır. İlk video içeriklerinde yaşanan; ilerleyiş sırasına bağlı kalma gerekliliği, motivasyon eksikliği, bireysel öğrenme ihtiyaçlarına verilen destek eksikliği ve öğrenen ve içerik arasındaki etkileşimsizlik, etkileşimli video içeriklerin oluşturulmasıyla birlikte aşılmaya çalışılmıştır. Teknoloji ve özellikle yazılım eğitimi hedeflerine yönelik olarak, uluslararası düzeyde ders videolarının kullanıldığı bilinmektedir. Bu kapsamda, hazırlanan çalışmada, yazılım eğitiminde kullanıma yönelik etkileşimli video sistemini geliştirmek için bir sistem tasarımı önerilmektedir. Bu tasarım içerisinde; veritabanı tasarımları, ekran tasarımları ve genel yapının yazılımsal mantığı açıklanmıştır. Yıldız Teknik Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü'nde yürütülmekte olan bir Yüksek Lisans tez çalışmasının ilk fazını oluşturan çalışmada önerilen sistemin verimliliğine ilişkin deneysel süreçler, tez çalışmasının ileriki fazlarında gerçekleştirilecektir. Abstract With technology developments, we can assume that usage of electronic content and video support in learning is also showing increase. Especially video tutorials, as an important teaching materials, has capable to compete other teaching and non-electronic materials. Nowadays, It's a known thing that well-known technology companies, such as Apple, Microsoft, Adobe etc., realize the video tutorial's potential and they are making sizable investments on it. Becoming Web 2.0 widespread, there are a lot " how-to " videos which have been sharing with new global video-sharing web sites like Udemy, ehow, howcast, videojug, coursera, etc. Moreover, in recent years, interactive contents which are embedded into videos lead to the existence of powerful learning systems. Interactive video is a relativistic new instructional technology which combines functionalities of video and abilities of computer which can do information management and is decision-maker. This technology provides student interact with instructional video by taking student from a passive video-watcher. Using interactive videos, we're trying to overcome problems occurred in non-interactive video content such as requirement of watching linear video progressing, lack of motivation, lack of support given to individual learning needs, lack of interactivity between learner and content. As for technology and especially software training objectives, it is known that lesson videos are used international level. In this paper, we offer a software design to develop Interactive Video System(IVS) to be used for programming teaching. The system has following components; Student component, Authentication and User Management

This protocol provides details of a case study design that will investigate the use of simulated robots as introductory programming teaching tools. This research is motivated by the results of a Systematic Literature Review which indicated that such work would be valuable. The protocol will help to ensure that a reliable, transparent and rigorous study is performed. Furthermore, potential problems have been considered and accounted for in advance of its implementation. The protocol may also act as a point of reference for other researchers interested in performing a case study.

Learning programming languages especially the first programming language is generally known to be a challenging task to most learners. It takes a long time to understand and master programming. We strongly believe that programming should be taught in stages to children at early age in efforts to turn them into experts in the future. Educational games provide a
unique opportunity for integrating the cognitive, affective, and social aspects of learning. Since, learning programming is a complex subject matter, we could exploit games as means to introduce programming to children. This paper discusses how
game could be used as a mechanism to introduce basic
programming principles to children between the age of 5 to 7 years old. A simple 2D game prototype consisting of 7 different scenarios is being developed. Each of the scenarios covers the fundamentals of computer programming such as variables, data type, arithmetic operators, comparison operators, and operator precedence. Just like most of the game in the market today, this game is built with a storyline, rules, challenges and a reward system.

In-video quizzes are common in many distance learning platforms, including those from Coursera and EdX. However the effectiveness of in-video quizzes has not previously been assessed. In this paper we describe the construction and instrumentation of an Interactive Video Lecture Platform to measure student engagement with in-video quizzes. We also investigate the use of in-video quizzes as an approach to mitigate the lack of feedback available to students and lecturers in videos and traditional lectures. Finally, we evaluate the effectiveness of augmenting video with the ability to answer and receive feedback to quiz questions embedded directly within the video.

We observed that student engagement with in-video questions was consistently high (71-86%) across two cohorts (N_1=81, N_2=84) with a rate of 1 question per 8.7 minutes of video. We identified three broad levels of engagement with the quiz questions and four motivations, including challenge seeking and completionism, which explain some of the observed behaviour. The results from this investigation demonstrate that in-video quizzes were successful in creating an engaging and interactive mode of content delivery. We recommend that in-video quizzes be used to increase the interactivity of video content as well as supporting formative assessment within a flipped classroom environment.

There is currently a problem attracting students to, and retaining them on, introductory programming courses. This is because traditional methods of teaching the subject fail to excite students and because programming is often perceived to be a difficult activity. Such factors are worrying considering societies reliance upon technology. After all, it is not just PCs and PDAs that need to be programmed, but also washing machines, microwaves and a range of other essential items. This dependence has resulted in an increase in demand for talented programmers. At the moment, however, Higher Education Institutes (HEIs) are unable to produce sufficient numbers of capable graduates required to meet this need.

In part this research investigates current methods of teaching programming to novices. The mapping study methodology has been used in order to gain an overview of existing literature and the content of 402 academic papers has been examined. Following this a systematic literature review (SLR) has been performed. This work to date presents a platform upon which future research activities can build. The next stage of the project will involve the testing of innovative software that utilises the concept of simulated robotic agents as teaching tools. A description of the software and how it will help novice programmers is discussed. An evaluation plan that will be used to test the effectiveness of the software is also described.

It is predicted that the implementation of such a tool will help to make programming more appealing, more accessible and more enjoyable for novice students. The software will help to foster learning as students will see their algorithms being “acted out”. Moreover, it is envisaged that the software will demonstrate to students that programming need not be a overly demanding experience. Due to the interactive and unique nature of such a teaching method current barriers that impact upon the successful learning of programming may be overcome. Students first experiences with the subject will also be enhanced. By improving this initial encounter with programming there is a better chance that student motivation and retention will be positively impacted.

Keywords: innovation, programming, teaching, novices, robots, robotics, learning, mapping study, systematic literature review, computing.

Digital technologies are redefining established practices and creating new opportunities for innovation across formal and informal music education settings and arts venues. The Sonic Pi:
Live & Coding (SPL&C) project demonstrates a new model for arts-led partnerships in which professional artists and arts organisations work with instrumental teachers and local schools to develop digital music opportunities. Sonic Pi v2.0 is a system that allows children to create music of a high technical standard in a range of genres and in a live performance context. It does this not just by simulating the behaviour of "professional" instruments and recording technology, but by giving learners the tools to construct their own digital sounds through working with the actual software code, resulting in a fully customisable musical instrument. The result helps children to gain skills and experience of digital technology as a creative and empowering medium.

The SPL&C project represents an urgent response to: (i) the continued rise of digital media as a defining aspect of 21st century arts, (ii) the ongoing debates and criticisms about the relevance of music education and the quality and diversity of provision by music education hubs and (iii) the new computing curriculum., SPL&C has shown the potential for artists to lead digital music education using innovative tools for live performance that can be applied to create exciting and
engaging digital music opportunities. In this report explores the way that technology partners, artists, arts organisations and educators explored, defined and expressed a mutual engagement and partnership, providing windows into each other’s practices. Practical strategies focus on how
arts organisations can engage with young people - enhancing digital and musical literacies, and working as co-producers and co-creators to inspire new thinking and practices for both formal and informal learning settings.

This research paper presents the features of an interactive multimedia courseware which is used to learn C-Programming. The courseware utilizes the cognitive learning approach where
the mechanism of listening, watching, touching, reading, experiencing and then processing and remembering the information are all carefully inflated. The courseware has been tested and provides evidence to be an effective learning platform to beginners who wishes to gain and improve their knowledge in the subject matter.

The tasks of programming include complex knowledge and skills
that is, from understanding problems to evaluating validity of program. Novice students often face difficulties in learning programming due to various issues and the nature of the subject, which can be vague and invisible. A survey was conducted on 294 students from two universities to study novices’ problems in
dealing with tracking the logical flow and writing a simple code. The average score for tracking and writing skills were quite disappointing. Students were only able to master the static part of programming knowledge. They lacked the knowledge in understanding and tracing the dynamic behavior of the program.
This research attempts to propose a model to shift the internal working memory load of students through integrated visualization tools that can reveal the dynamic behavior of programs and related concepts that appear in each level of program abstractions.

Many barriers exist for novice programmers when confronted with the C programming language, such as its low level orientation, cryptic syntax and ambiguous compiler error messages. This paper presents the design and development of a block-based visual shell for the C programming language following the recognition over recall design pattern to eliminate syntax errors and enable the effective internalization of C programming language constructs. The evaluation studies provide evidence of the effectiveness of this shell, in tutorial/lab settings without the presence of human tutors.

The article presents a Systematic Literature Review that analyzes a particular bibliographic corpus (LACLO Congress papers 2015-2017 about computer programming learning in Latin American educational institutions) from the Sociocultural Approach of learnings. The results allow us to characterize the papers presented, reflect on the contributions that their reading from the Vygotskian Approach provides and propose theoretically oriented future-work hypotheses. Specifically, the centrality of the research devoted to teaching and not to the learning of programming is noted, as well as the interest placed in the material artifacts rather than in the construction processes of the programming language made by the students. Likewise, the research allows us to identify special characteristics assumed by the process of content pedagogical transformation for its transmission in elementary schools.

On the last years, gamification has studient in variuous contexts, such as marketing, health, sports and education. According to literature, gamification integrates " elements of game design in non-game context " , with the objective of increasing users' engagement in certain activities. Therefore gamification integration on information systems should follow a formal and clear design process. However, these gamification design processes for specific contexts are not still defined. Thus, based on a literature review the authors proposed in a previously conducted study a framework for the implementation of gamification in online courses of computer programming learning. The framework is composed of the following dimensions: target audience, general goals, learning outcomes, topics, contents, gamification, cognitive absorption, flow, and personality. In the scope of this paper, authors present and describe the implementation of the conceptual framework. In order to achive the objective, an online course of fundamentals of programming was designed and implemented, based on the previously proposed framework having then been launched a questionnaire to the students who attended the online course. The student's attitudes towards game elements have been identified.

coding program is a dominant activity in programming cycle, nevertheless the equal attention must also given upon designing and evaluating the program in order to understanding the whole of the programming tasks. Unfortunately, these issues have not been addressed by current software visualization as a learning-aid tool. The development of 3De intended to help novice students to comprehend the multi forms of program from a higher level to a lower level within integrated environment. The basic idea of the system is to show students about the programming stages starting from designing problem-solving, developing code and validating logical flow of the program through visualizing multi level of program abstraction. Students preferred to construct their problem-solving visually, and 3De will simulate it to explain the program behaviour and data changing. A line-by-line auto generated syntax in C++ form will be produced accordingly and can be run in conventional C++ program developer