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The purpose of this study is to develop an intelligent tutoring system (ITS) for programming learning based on information tutoring feedback (ITF) to provide real-time guidance and feedback to self-directed learners during programming problem-solving and to improve learners’ computational thinking.

By analyzing the mechanism of action of ITF on the development of computational thinking, an ITF strategy and corresponding ITS acting on the whole process of programming problem-solving were developed to realize the evaluation of programming problem-solving ideas based on program logic. On the one hand, a lexical and syntactic analysis of the programming problem solutions input by the learners is performed and presented with a tree-like structure. On the other hand, by comparing multiple algorithms, it is implemented to compare the programming problem solutions entered by the learners with the answers and analyze the gaps to give them back to the learners to promote the improvement of their computational thinking.

This study clarifies the mechanism of the role of ITF-based ITS in the computational thinking development process. Results indicated that the ITS designed in this study is effective in promoting students’ computational thinking, especially for low-level learners. It also helped to improve students’ learning motivation, and reducing cognitive load, while there’s no significant difference among learners of different levels.

This study developed an ITS based on ITF to address the problem of learners’ difficulty in obtaining real-time guidance in the current programming problem-solving-based computational thinking development, providing a good aid for college students’ independent programming learning.

The study integrated understanding by design-Internet of Things (UbD-IoT) education with design thinking and computational thinking to plan and design an IoT course. Cross-domain application examples were employed to train students in problem-understanding, deep thinking and logical design for IoT applications.

In this study, the UbD model was integrated with design thinking and computational thinking in the planning and design of an IoT course. The examples of cross-domain applications were used to train students to understand a problem by engaging themselves in deep thinking and helping them think and design logically for an IoT application.

The UbD-IoT learning design greatly decreased students' overall cognitive load. UbD-IoT learning has a significant impact on the performance of computational thinking in problem-solving and problem-understanding. The impact of UbD-IoT learning on logical thinking and program learning cognition in students needs to be verified.

The results of this study have shown that the UbD model is effective in reducing the cognitive load of a learning course and also strengthens T-competencies in the lateral skills of computational thinking, critical problem-solving, logical thinking and creative thinking.

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

Purpose – For decades, archivists have been appraising, preserving, and providing access to digital records by using archival theories and methods developed for paper records. However, production and consumption of digital records are informed by social and industrial trends and by computer and data methods that show little or no connection to archival methods. The purpose of this chapter is to reexamine the theories and methods that dominate records practices. The authors believe that this situation calls for a formal articulation of a new transdiscipline, which they call computational archival science (CAS).

Design/Methodology/Approach – After making a case for CAS, the authors present motivating case studies: (1) evolutionary prototyping and computational linguistics; (2) graph analytics, digital humanities, and archival representation; (3) computational finding aids; (4) digital curation; (5) public engagement with (archival) content; (6) authenticity; (7) confluences between archival theory and computational methods: cyberinfrastructure and the records continuum; and (8) spatial and temporal analytics.

Findings – Each case study includes suggestions for incorporating CAS into Master of Library Science (MLS) education in order to better address the needs of today’s MLS graduates looking to employ “traditional” archival principles in conjunction with computational methods. A CAS agenda will require transdisciplinary iSchools and extensive hands-on experience working with cyberinfrastructure to implement archival functions.

Originality/Value – We expect that archival practice will benefit from the development of new tools and techniques that support records and archives professionals in managing and preserving records at scale and that, conversely, computational science will benefit from the consideration and application of archival principles.

The purpose of this paper is to posit that coding should be considered as a critical part of new literacies. Teacher educators should first adopt the new literacies perspective, and then prepare pre-service teachers to teach both traditional literacy and new literacies skills, especially preparing them how to weave coding into K-5 literacy curricula to cultivate younger learners’ new ways of expressions and computational thinking skills. To facilitate this educational transformation, low-cost Web 2.0 tools and apps were introduced as one practical approach, along with some literacy lesson ideas to help teacher educators and pre-service teachers begin to integrate coding into the K-5 literacy curricula.

This paper is a viewpoint paper.

A table of low-cost Web 2.0 tools was presented with sample lesson ideas.

More than ever, coding breaks the traditional definition of literacy as paper-based reading and writing. It empowers students to read, write and create with multimodality on multiple platforms. Weaving coding into the literacy curricula offers the window to promote both computational thinking and new literacies skills. Teacher educators, among all other stakeholders, should begin the efforts to prepare pre-service teachers to weave coding into the literacy curricula and other content areas in the teacher educations programs now.

This research investigates the means of tacit knowledge (TK) communication between the designer and the computer in architectural design. Despite the integration of state-of-the-art computational technologies in different design phases, this integration happens within a limited scope, focusing mainly on tangible aspects of the design process, such as technical systems and visual representations. This lets architectural design miss the wider scope technology provides, where it can help in developing the computational design process through incorporating new intangible knowledge domains that were usually neglected, such as tacit knowledge, and through incorporating more design entities that were not included in the design process before.

The study conducts an interdisciplinary analytical review of the literature to achieve two main research goals. The first goal investigates TK communication between human beings and the second understands approaches of TK communication between humans and computers. For each goal, three phases were implemented; an initial research phase, where main keywords are identified, a sampling and selection of literature phase and an analysis of literature phase.

Through interlinking findings from different disciplines, the study presents a theoretical framework for TK communication. The framework provides architects with an approach to construct and transfer TK while using the computer in a computational design environment, presenting an individual and a social set of conditions and factors revealed from the review of the analyzed literature. The framework particularly emphasizes the significance of a human–computer symbiotic relationship for the process of TK communication to take place.

This paper presents a novel interdisciplinary reading into the literature of fields beyond architectural design, incorporating intangible knowledge domains into the computational design process and expanding the capabilities of computational design tools to allow for the transfer of intangible design attributes between different design entities, particularly tacit design knowledge.

The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in which that ecology contributed to culturally sustaining learning experiences for middle school youth. In using the principles of hip-hop as a CSP for design, the authors question how and what practices were supported or emerged and how they became resources for youth engagement in the space.

The overall methodology was design research. Through interpretive analysis, it uses an example of four Black girls participating in the camp as they build a computer-controlled DJ battle station.

Through a close examination of youth interactions in the designed environment – looking at their communication, spatial arrangements, choices and uses of materials and tools during collaborative project work – the authors show how a learning ecology, designed based on hip-hop and computational practices and shaped by the history and practices of the dance center where the program was held, provided access to ideational, relational, spatial and material resources that became relevant to learning through computational making. The authors also show how youth engagement in the hip-hop computational making learning ecology allowed practices to emerge that led to expansive learning experiences that redefine what it means to engage in computing.

Implications include how such ecologies might arrange relations of ideas, tools, materials, space and people to support learning and positive identity development.

Supporting culturally sustaining computational STEM pedagogies, the article argues two original points in informal youth learning 1) an expanded definition of computing based on making grammars and the cultural practices of hip-hop, and 2) attention to cultural ecologies in designing and understanding computational STEM learning environments.

This research aims to explore how textual literacy and computational literacy can support each other and combine to create literacies with new critical possibilities. It describes the development of a Web application for interactive storytelling and analyzes how its use in a high-school classroom supported new rhetorical techniques and critical analysis of gender and race.

Three iterations of design-based research were used to develop a Web application for interactive storytelling, which combines writing with programming. A two-week study in a high-school sociology class was conducted to analyze how the Web application's textual and computational affordances support rhetorical strategies, which in turn support identity authorship and critical possibilities.

The results include a Web application for interactive storytelling and an analytical framework for analyzing how affordances of digital media can support literacy practices with unique critical possibilities. The final study showed how interactive stories can function as critical discourse models, simulations of social realities which support analysis of phenomena such as social positioning and the use of power.

Previous work has insufficiently spanned the fields of learning sciences and literacies, respectively emphasizing the mechanisms and the content of literacy practices. In focusing a design-based approach on critical awareness of identity, power and privilege, this research develops tools and theory for supporting critical computational literacies. This research envisions a literacy-based approach to K-12 computer science which could contribute to liberatory education.

The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good.

This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education.

Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education.

This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.