Hybrid Course Based on Lovelace's Moocs and In-person Workshops for Active and Noble Learning of Computational Thinking and Programming
Abstract
Lovelace’s Moocs hybrid course on Computational Thinking and Programming is a gamified action created in the context of the Covid-19 pandemic for technological introduction of girls who live in the interior of the state of Espírito Santo. The online part of the course is carried out in Moocs without tutoring. The face-to-face part is carried out in the form of active learning workshops mediated by technical and pedagogical tutors. The execution of the course in distance education centers in four cities resulted in the certification of 102 students and the most of them are girls. The course presents as its main contribution a diversified, gamified, active and noble didactic proposal for teaching computing, combining online and face-to-face moments with plugged in and unplugged activities aiming to promote more joy and learning successes in the teaching of Computational Thinking and Programming.
Keywords:
Computational Thinking, Programming, Active Learning, Hybrid Course
References
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Oliveira, M. G., Rutinelli da Penha, F., da Silva Lopes, M. F., Silva, A. C., do Amaral, J. G., Medeiros, H. F., et al. (2018). O Moodle de Lovelace: Um Curso a Distância de Python Essencial, Ativo e Prático para Formação de Programadoras. In 12º Women in Information Technology (WIT 2018). SBC.
Yuan, L. and Powell, S. (2013). Moocs and open education: Implications for higher education.
de Moura, V. F., de Souza, C. A., and Viana, A. B. N. (2021). The use of massive open online courses (moocs) in blended learning courses and the functional value perceived by students. Computers & Education, 161:104077.
de Oliveira, M. G. (2022). Codecasts e codelibras para o ensino de programação em moocs. In Anais Estendidos do II Simpósio Brasileiro de Educação em Computação, pages 01–02. SBC.
de Oliveira, M. G., Leite, A. C. K., Bodart, C. M., Lopes, M. F. S., Chagas, L. B. C., Nascimento, G. S., and Pancieri, J. P. (2020). O mooc de lovelace acessível: Uma chamada de meninas surdas para as carreiras de computação introdução ao pensamento computacional. Anais do Computer on the Beach, 11(1):191–198.
Kapp, K. M. and Defelice, R. A. (2019). Microlearning: Short and sweet. American Society for Training and Development.
Li, M., Guo, Y., Zhao, H., Wang, K., and Lu, M. (2021). Reform of the multi-platform blended teaching model of python programming based on boppps. In 2021 16th International Conference on Computer Science Education (ICCSE), pages 398–401.
Oliveira, M. G., dos Santos Medeiros, S. R., Leite, A. C. K., Bodart, C. M., and Martins, C. A. (2020). O moodle de lovelace e a interpretação surda no ensino e na aprendizagem do pensamento computacional. In Anais do XIV Women in Information Technology, pages 80–89. SBC.
Oliveira, M. G., Rutinelli da Penha, F., da Silva Lopes, M. F., Silva, A. C., do Amaral, J. G., Medeiros, H. F., et al. (2018). O Moodle de Lovelace: Um Curso a Distância de Python Essencial, Ativo e Prático para Formação de Programadoras. In 12º Women in Information Technology (WIT 2018). SBC.
Yuan, L. and Powell, S. (2013). Moocs and open education: Implications for higher education.
Published
2022-11-16
How to Cite
DE OLIVEIRA, Márcia Gonçalves; DA SILVA, Mônica Ferreira; RODRIGUES, Caroline Borchardt.
Hybrid Course Based on Lovelace's Moocs and In-person Workshops for Active and Noble Learning of Computational Thinking and Programming. In: WORKSHOP ON COMPUTING AT SCHOOL (WIE), 28. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 179-188.
DOI: https://doi.org/10.5753/wie.2022.225669.
