Search results

1 – 2 of 2
Open Access
Article
Publication date: 22 November 2019

Xanthippi Tsortanidou, Thanasis Daradoumis and Elena Barberá

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…

6879

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Originality/value

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.

Details

Information and Learning Sciences, vol. 120 no. 11/12
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 4 April 2008

Fatos Xhafa, Leonard Barolli, Raul Fernández, Thanasis Daradoumis and Santi Caballé

In any distributed application, the communication between the distributed processes/nodes of the distributed systems is essential for both reliability and efficiency matters. The…

Abstract

Purpose

In any distributed application, the communication between the distributed processes/nodes of the distributed systems is essential for both reliability and efficiency matters. The purpose of this paper is to address this issue for distributed applications based on JXTA protocols aiming at extending and evaluating the protocols of the JXTA library for reliable P2P computing.

Design/methodology/approach

After a careful examination of the current version of JXTA protocols, the need was observed for improving the original JXTA protocols such as pipe services to ensure reliable communication between nodes of the grid platform and the discovery and presence service to increase the performance of the applications. Using a mixed P2P network based on broker peers and client peers architecture, which served as a basis to extend the JXTA protocols, was the basis of the approach.

Findings

The original JXTA protocols are extented/re‐implemented to support the development of reliable P2P distributed applications.

Practical implications

The proposed approach has been validated in practice by deploying a P2P network using nodes of PlanetLab platform and testing each of the re‐implemented protocols using this real P2P network. The extended JXTA protocols can be used to develop reliable P2P distributed applications.

Originality/value

Is of value by showing how to improve both efficiency reliability of JXTA protocols and services.

Details

International Journal of Web Information Systems, vol. 4 no. 1
Type: Research Article
ISSN: 1744-0084

Keywords

1 – 2 of 2