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A Constructionist Toolkit for Learning Elementary Web Development at Scale

Published: 25 April 2016 Publication History

Abstract

We describe the design rationale and principles of a web authoring tool for beginner web developers called Snowball. We explain how this constructionist toolkit exposes content creators to computational features of web pages, enabling them to create meaningful artifacts while they move from content creation to basic coding. Finally, we discuss how we are instrumenting learning analytics in Snowball.

References

[1]
Fields, D.A., Giang, M., and Kafai, Y. Programing in the wild: Trends in youth computational participation in the online Scratch community. In Proc. WiPSCE 2014, ACM Press (2014), 2--11.
[2]
Papert, S., and Harel, I. Situating constructionism. in Harel, I., and Paper, S. eds. Constructionism, Ablex Publishing Corp., New York, 1991, 1--11.
[3]
Park, T.H., and Wiedenbeck, S. Learning web development: Challenges at an earlier stage of computing education. In Proc. ICER 2011, ACM Press (2011), 125--132.
[4]
Resnick, M., et al. Scratch: Programming for all. Communications of the ACM 52, 11 (2009), 60--67.
[5]
Yang, S., et al. Uncovering trajectories of informal learning in large online communities of creators. In Proc. L@S 2015, ACM Press (2015), 131--140.

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  1. A Constructionist Toolkit for Learning Elementary Web Development at Scale

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    Published In

    cover image ACM Conferences
    L@S '16: Proceedings of the Third (2016) ACM Conference on Learning @ Scale
    April 2016
    446 pages
    ISBN:9781450337267
    DOI:10.1145/2876034
    Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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    Association for Computing Machinery

    New York, NY, United States

    Publication History

    Published: 25 April 2016

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    Author Tags

    1. computing education at scale
    2. constructionism
    3. informal learning
    4. web development

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    • Work in progress

    Funding Sources

    • National Science Foundation

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    L@S 2016
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    L@S 2016: Third (2016) ACM Conference on Learning @ Scale
    April 25 - 26, 2016
    Scotland, Edinburgh, UK

    Acceptance Rates

    L@S '16 Paper Acceptance Rate 18 of 79 submissions, 23%;
    Overall Acceptance Rate 117 of 440 submissions, 27%

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