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 language||English (US)|
|Title of host publication||Academic Knowledge Construction and Multimodal Curriculum Development|
|Number of pages||25|
|ISBN (Print)||1466647973, 9781466647978|
|State||Published - Nov 30 2013|
ASJC Scopus subject areas
- Social Sciences(all)