Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Megan Venn-Wycherley"'
Autor:
Megan Venn-Wycherley, Emeline Brulé, Serdar Abaci, Daniel Lambton-Howard, Petr Slovák, Ahmed Kharrufa
Publikováno v:
IDC (Extended Abstracts)
This virtual workshop will bring together practitioners and researchers from the fields of HCI and the learning sciences to discuss the challenges associated with the evaluation of emerging educational technologies in the classroom. In alignment with
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a9739b29c177b6a93c9d980aef5382cc
https://doi.org/10.1145/3397617.3398065
https://doi.org/10.1145/3397617.3398065
Publikováno v:
SIGCSE
Following the decline of pupil engagement in compulsory computing education (K-12) in the UK, advocates have called for further research into computing-specific pedagogies. Aiming for an improvement in pupil engagement, the subsequent report explores
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::30f3196e7013b04e95cdbb6aac4f8a60
https://doi.org/10.1145/3328778.3366923
https://doi.org/10.1145/3328778.3366923
Publikováno v:
CEP
The wide availability and accessibility of personal digital technologies offers students in schools and universities the opportunity to learn through the creation of their own digital artefacts. Also, the uptake of peer-learning is continuing to grow
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4165116138e230d17864b7f399e93bc2
https://doi.org/10.1145/3372356.3372372
https://doi.org/10.1145/3372356.3372372
Autor:
Megan Venn-Wycherley, Ahmed Kharrufa
Publikováno v:
CHI
The state of computing education in the UK is described as "patchy and fragile" with universities tasked to provide further support to schools. However, little guidance exists towards the provision of this support. To explore the development of unive
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ab8b39ce560712cfff3061a30b9a2ec1
https://doi.org/10.1145/3290605.3300729
https://doi.org/10.1145/3290605.3300729