Exploratory + Collaborative Learning in Programming

Short name

ECLiP

Περιγραφή

ECLiP proposes a three-step process for the design of an integrated set of learning activities:
Acquiring knowledge: Learning is more effective if students participate in learning activities that are perceived to be meaningful and the new knowledge is constructed when students require the acquisition of the knowledge. Therefore, it is important to set up conditions that (i) are likeable/meaningful to students, and/or (ii) are related to a goal that is challenging, and/or (iii) give students the opportunity to express their beliefs/opinions, and/or (iv) elicit their prior knowledge and reveal
any misconceptions. In introductory programming courses, it is essential to engage students in learning activities concerning simple authentic problems that are close to their experience and show the usefulness of the programming process beyond the specific course.
Constructing knowledge through Exploration+Collaboration: Knowledge construction is supported through observation, exploration and communication with others. The learning activities should guide students towards the activation and revision of their existing mental model. Students’ engagement in guided learning activities and the provision of help through suitably designed questions and additional scaffolding tasks, enable them to understand the functional characteristics of the programming constructs and revise appropriately their mental model in case of preconceived misconceptions. Moreover, students’ involvement in collaborative activities enhances learning since they have the chance to externalize/negotiate on their thoughts/ideas, argue on their actions or on their points of view and articulate their reasoning.
Applying-Refining knowledge: The processes of reflection and application support knowledge refinement and contribute to its retention, future retrieval and use. Reflection in programming
may be achieved by (i) asking students to check their thinking, and/or reason their decisions, and/or (ii) engaging students in collaborative activities in which they examine and discuss their ideas with others and/or evaluate their peers’ statements/solutions. The learning activities, concerning the application of knowledge, may ask students to (i) develop/modify a simple program, and/or (ii) check the correctness
of a program and modify it according to the problem definition, and/or (iii) act as evaluators of their peers’ work.

Related publications

Gogoulou A., Gouli, E. & Grigoriadou M. (2012). Engaging and supporting students in exploratory and collaborative activities: the use of e-ECLiP and ACT environments in learning programming. International Journal of e-Collaboration, Vol 8, Issue 4, 35-53. DOI: 10.4018/jec.2012100104

Gogoulou, A., Gouli, E., Grigoriadou, M. (2010). e-ECLiP: a web-based environment supporting exploratory and collaborative learning in programming. In F. Xhafa, S. Demetriadis, S. Caballé & A. Abraham (Eds), Proceedings of the 2nd International Conference on INTELLIGENT NETWORKING AND COLLABORATIVE SYSTEMS (INCoS 2010), Thessaloniki 24-26 November, pp. 302-309. IEEE Computer Society. DOI: 10.1109/INCOS.2010.35

Gogoulou, A., Gouli, E., Grigoriadou, M. (2009). Teaching Programming with ECLiP Didactical Approach. Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2009), Rome, 20-22 November, pp. 204-211.

Gogoulou, A., Gouli, E., Grigoriadou, M., & Samarakou, M. (2003). Exploratory + Collaborative Learning in Programming: A Framework for the Design of Learning Activities. In V. Devedzic, J.M. Spector, D.G. Sampson & Kinshuk (Eds.) Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies, (Athens, Greece, July 2003), 350-351.

Gogoulou, A., Gouli, E., & Grigoriadou, M. (2003). Adopting Exploratory + Collaborative Learning in an Adaptive CSCL Environment for Introductory Programming. In Volume VII of AIED03 Supplementary Proceedings: Workshop on Innovations in Teaching Programming, (Sydney, Australia, 2003), 417-424.

Γρηγοριάδου, Μ., Γόγουλου, Α., & Γούδα, Κ. (2005). Εφαρμόζοντας το Πλαίσιο ECLiP για τη Διδασκαλία των Επαναληπτικών Δομών στα ΤΕΕ. Πρακτικά 3ου Πανελληνίου Συνεδρίου "Διδακτική της Πληροφορικής", (Κόρινθος, 7-9 Οκτωβρίου).

Γρηγοριάδου, Μ., Γόγουλου, Α., Γουλή, Ε., & Σαμαράκου Μ. (2004). Σχεδιάζοντας 'Διερευνητικές + Συνεργατικές' δραστηριότητες σε εισαγωγικά μαθήματα προγραμματισμού. Στο Πολίτης Π. (Επιμ) Πρακτικά 2ης Διημερίδας με Διεθνή Συμμετοχή με τίτλο: «Διδακτική της Πληροφορικής», (Βόλος, Ιανουάριος 2004), 86-96.