| 000 -LEADER |
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| fixed length control field |
07798nam a2200649 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
7374855 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
IEEE |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20200413152919.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS |
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| fixed length control field |
m eo d |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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| fixed length control field |
cr cn |||m|||a |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
151229s2016 caua foab 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| Canceled/invalid ISBN |
9781627053518 |
| Qualifying information |
print |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781627053525 |
| Qualifying information |
ebook |
| 024 7# - OTHER STANDARD IDENTIFIER |
|---|
| Standard number or code |
10.2200/S00684ED1V01Y201511HCI033 |
| Source of number or code |
doi |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(CaBNVSL)swl00406017 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)933561520 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
CaBNVSL |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
CaBNVSL |
| Modifying agency |
CaBNVSL |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
QA76.27 |
| Item number |
.G895 2016 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
004 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Guzdial, Mark., |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Learner-centered design of computing education : |
| Remainder of title |
research on computing for everyone / |
| Statement of responsibility, etc. |
Mark Guzdial. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
San Rafael, California (1537 Fourth Street, San Rafael, CA 94901 USA) : |
| Name of producer, publisher, distributor, manufacturer |
Morgan & Claypool, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2016. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
1 PDF (xviii, 147 pages) : |
| Other physical details |
illustrations. |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
electronic |
| Source |
isbdmedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
online resource |
| Source |
rdacarrier |
| 490 1# - SERIES STATEMENT |
|---|
| Series statement |
Synthesis lectures on human-centered informatics, |
| International Standard Serial Number |
1946-7699 ; |
| Volume/sequential designation |
# 33 |
| 538 ## - SYSTEM DETAILS NOTE |
|---|
| System details note |
Mode of access: World Wide Web. |
| 538 ## - SYSTEM DETAILS NOTE |
|---|
| System details note |
System requirements: Adobe Acrobat Reader. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Part of: Synthesis digital library of engineering and computer science. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (pages 111-140) and index. |
| 505 8# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Bibliography -- Author's biography -- Index. |
| 505 8# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Steps toward computing for everyone -- 7.1 Revisiting why everyone should learn computing -- 7.2 Teaching computing in elementary school -- 7.2.1 Why not teach computing in elementary school -- 7.2.2 Why teach computing in elementary school -- 7.2.3 Research questions for teaching computing in elementary school -- 7.3 Teaching computing in secondary school -- 7.3.1 Research questions for teaching computing in secondary school -- 7.4 Teaching computing to undergraduates -- 7.4.1 Improve teaching about computing -- 7.4.2 Improve the tools of computing -- 7.4.3 Create more researchers in computing education -- 7.5 Conclusion: learner-centered design of computing education -- |
| 505 8# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Learner-centered computing education for computer science majors -- 6.1 Multiple introductory courses are useful -- 6.2 The "geek gene" -- 6.2.1 Teaching to address differences -- 6.2.2 Diverse and effective teaching methods -- 6.3 Creating face-saving paths into computer science -- 6.4 More than one kind of computer science -- 6.4.1 Threads -- 6.4.2 How computer science students make choices -- 6.5 Context helps computer science majors, too -- 6.6 The need for greater exploration in computing education -- |
| 505 8# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Adults as computing learners -- 5.1 Graphic and web designers as end-user programmers -- 5.1.1 Helping graphic designers -- 5.1.2 Starting from the learning challenges -- 5.2 The needs of computing teachers as computing learners -- 5.2.1 Adults learning computer science online -- 5.2.2 What high school computer science teachers need to succeed -- 5.2.3 Developing the identity of a computer science teacher -- 5.2.4 Developing online teacher education -- 5.3 Designing computing education for adults -- |
| 505 8# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Media computation and contextualized computing education -- 4.1 Teaching one course for all -- 4.1.1 What's wrong with one course? -- 4.2 The design and development of media computation -- 4.2.1 Scaffolding in media computation -- 4.2.2 Offering the first media computation courses -- 4.3 Impact of media computation -- 4.3.1 Impact within Georgia Tech -- 4.3.2 Impact outside Georgia Tech -- 4.3.3 Why does media computation work, and where doesn't it? -- 4.4 A second course in media computation -- 4.5 Design of a computing course for non-computer science majors -- |
| 505 8# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Computational thinking and using programming to learn -- 3.1 Computers and the world of the future -- 3.2 Computational thinking -- 3.3 Programming as a tool for learning -- 3.3.1 Smalltalk and Boxer -- 3.3.2 Students building software to learn -- 3.4 Programming and problem-solving skills -- 3.5 Learning programming to learn mathematics and science -- 3.6 Learning about computer science when developing computational literacy -- 3.7 Summary: synergy between computing and other domains -- |
| 505 8# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. The challenges of learning programming -- 2.1 The rainfall problem: programming is harder than we thought -- 2.2 Multi-institutional, multi-national studies -- 2.3 Measuring computer science knowledge -- 2.4 How learning works -- 2.4.1 Assimilation and accommodation -- 2.4.2 Transfer of knowledge -- 2.5 Why do students learn less computer science than we expect? -- 2.5.1 What makes learning computer science different -- 2.5.2 Developing a notional machine -- 2.6 Increasing the value of learning computing -- 2.6.1 Situated learning -- 2.6.2 Expectancy-value theory -- 2.7 What makes learning programming hard -- |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. What does computing for everyone mean? -- 1.1 Defining terms: computing education, computer science, and programming -- 1.2 Why should everyone learn computing? -- 1.2.1 Jobs -- 1.2.2 Learn about their world -- 1.2.3 Computational thinking -- 1.2.4 Computational literacy -- 1.2.5 Productivity -- 1.2.6 Broadening participation -- 1.3 How do we teach computer science now? -- 1.3.1 Perspectives of computer science teachers -- 1.3.2 Teaching for software development expertise -- 1.3.3 Expertise and authenticity are socially determined -- 1.3.4 The inverse Lake Wobegon effect -- 1.4 How should we teach computing for everyone? -- 1.4.1 Learner-centered design -- 1.4.2 Example: Computational media at Georgia Tech -- 1.5 Overview of the book -- |
| 506 1# - RESTRICTIONS ON ACCESS NOTE |
|---|
| Terms governing access |
Abstract freely available; full-text restricted to subscribers or individual document purchasers. |
| 510 0# - CITATION/REFERENCES NOTE |
|---|
| Name of source |
Google book search |
| 510 0# - CITATION/REFERENCES NOTE |
|---|
| Name of source |
Google scholar |
| 510 0# - CITATION/REFERENCES NOTE |
|---|
| Name of source |
INSPEC |
| 510 0# - CITATION/REFERENCES NOTE |
|---|
| Name of source |
Compendex |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. This book presents the argument that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching everyone to program? When we target a broad audience, should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? This book proposes use of a learner-centered design approach to create computing education for a broad audience. It considers several reasons for teaching computing to everyone and how the different reasons lead to different choices about learning goals and teaching methods. The book reviews the history of the idea that programming isn't just for the professional software developer. It uses research studies on teaching computing in liberal arts programs, to graphic designers, to high school teachers, in order to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach. The conclusion describes how we might create computing education for everyone. |
| 530 ## - ADDITIONAL PHYSICAL FORM AVAILABLE NOTE |
|---|
| Additional physical form available note |
Also available in print. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
Title from PDF title page (viewed on December 29, 2015). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Computer science |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Student-centered learning. |
| 653 ## - INDEX TERM--UNCONTROLLED |
|---|
| Uncontrolled term |
computer science education |
| 653 ## - INDEX TERM--UNCONTROLLED |
|---|
| Uncontrolled term |
computing education |
| 653 ## - INDEX TERM--UNCONTROLLED |
|---|
| Uncontrolled term |
learner-centered design |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Relationship information |
Print version: |
| International Standard Book Number |
9781627053518 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Synthesis digital library of engineering and computer science. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Synthesis lectures on human-centered informatics ; |
| Volume/sequential designation |
# 33. |
| International Standard Serial Number |
1946-7699 |
| 856 42 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Materials specified |
Abstract with links to resource |
| Uniform Resource Identifier |
http://ieeexplore.ieee.org/servlet/opac?bknumber=7374855 |
