Embedded Design: Engaging Students as Active Participants in the Learning of Human-Centered Design Practices

Autor/inn/en	Borge, Marcela; Toprani, Dhvani; Yan, Shulong; Xia, Yu
Titel	Embedded Design: Engaging Students as Active Participants in the Learning of Human-Centered Design Practices
Quelle	In: Computer Science Education, 30 (2020) 1, S.47-71 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2019.1688592
Schlagwörter	Elementary Secondary Education; Design; Skill Development; Thinking Skills; Man Machine Systems; Student Participation; Student Role; Computer Science Education; Educational Technology; Technology Uses in Education; Expertise; Knowledge Level; Teaching Methods; Modeling (Psychology); Coaching (Performance); Scaffolding (Teaching Technique); Articulation (Speech); Reflection; Inquiry; Clubs; After School Programs; Grade 4; Grade 5; Grade 6; Grade 7 + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Mensch-Maschine-System; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Computer science lessons; Informatikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Expert appraisal; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Modeling; Modelling; Modellierung; Club; Klub; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Background and Context: in this paper, we argue that integrating Human-Computer Interaction (HCI) into K-12 computing education can present learners with opportunities to develop human-centered design skills as well as higher-order thinking skills. Objective: to address the issues related to the development of HCI forms of expertise, we introduce an approach, called embedded design, which extends cognitive apprenticeship methods. Method: we present case studies to illustrate the embedded design approach. Findings: six principles were drawn from the case studies, to inform the implementation of the embedded design approach. Three principles address learners as agents, actively participating in domain thinking processes, and three principles address facilitators as learning designers, orchestrating the co-construction of knowledge. Implications: embedded design provides concrete guidance for implementation to help learners to improve their own thinking processes and succeed in computing education fields, but more research is needed to extend what is known about these complex learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01