Abstract
Teaching programming is much more like teaching a
craft skill than it is an academic subject. Hence an “apprenticeship”
model, where apprentices learn by watching the master
do, and then do themselves, and are criticised in their doing,
is, we claim, more appropriate than the “lecturer/lecturee”
model that universities implicitly adopt. Furthermore, there
are generally many more apprentices than the master can
personally supervise. Universities will therefore use various
tutors, who should be regarded as the analogue of the guildmaster’s
journeymen. However, how does one encourage this
mindset in students who, for their other courses, are indeed
lecturees? What are the implications for the journeymen?
craft skill than it is an academic subject. Hence an “apprenticeship”
model, where apprentices learn by watching the master
do, and then do themselves, and are criticised in their doing,
is, we claim, more appropriate than the “lecturer/lecturee”
model that universities implicitly adopt. Furthermore, there
are generally many more apprentices than the master can
personally supervise. Universities will therefore use various
tutors, who should be regarded as the analogue of the guildmaster’s
journeymen. However, how does one encourage this
mindset in students who, for their other courses, are indeed
lecturees? What are the implications for the journeymen?
Original language | English |
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Title of host publication | Proceedings of the 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) |
Publisher | IEEE |
Pages | 115-119 |
ISBN (Print) | 9781509025053 |
DOIs | |
Publication status | Published - Nov 2016 |
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Dive into the research topics of 'Innovative Pedagogical Practices in the Craft of Computing'. Together they form a unique fingerprint.Profiles
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Rachid Hourizi
- Department of Computer Science - Director of the Institute of Coding (IoC)
- Centre for Networks and Collective Behaviour
- Centre for Death and Society
Person: Researcher, Teaching & Other