Designing for computational expression: Four principles for the design of learning environments towards computational literacy

David Weintrop*, Uri Wilensky

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In this chapter, framed by Vygotsky's sociocultural theory, Wilensky and Papert's restructuration theory, and Noss and Hoyles' theoretical construct of webbing, the authors explore four practical design principles facilitating the creation of learning environments that can overcome the challenge of introducing learners to computational expression in meaningful contexts and can start learners down the path towards computational literacy. The four design principles discussed are (1) low-threshold interfaces, (2) task-specific tools, (3) visual feedback, and (4) in-context examples. The heart of this chapter presents these features and their design rationales in the context of a qualitative study examining participants' use of RoboBuilder, a blocks-based, program-to-play game.

Original languageEnglish (US)
Title of host publicationAcademic Knowledge Construction and Multimodal Curriculum Development
PublisherIGI Global
Pages86-110
Number of pages25
ISBN (Electronic)9781466647985
ISBN (Print)1466647973, 9781466647978
DOIs
StatePublished - Nov 30 2013

ASJC Scopus subject areas

  • Social Sciences(all)

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