Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4304
Title: It's not just programming: Reflection and the nature of experience in learning through design
Authors: Ching, Cynthia Carter
Issue Date: Dec-1999
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Ching, C. C. (1999). It's not just programming: Reflection and the nature of experience in learning through design. In Hoadley, C. M. & Roschelle, J. (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference. Palo Alto, CA: International Society of the Learning Sciences.
Abstract: When students with varying levels of expertise collaborate on computer-based design projects, different roles for experienced and inexperienced designers often emerge. The goal of this study was to determine if students with different levels of experience, knowledge, and skill in learning through design are aware of these differences; and also if they are aware of how this variation affects their collaborative interactions. Toward this end, sixty-two fourth and fifth-grade designers with varying levels of expertise in design and programming were interviewed following their participation in a 10-week learning through design project. Students were asked to identify differences between experienced and inexperienced designers. Their responses were classified via an emergent coding scheme. Results showed that students were aware of differences not only in requisite skills, but also how these skills contributed to collaborative interactions. Students cited knowledge and interaction differences in relation to visible skills like programming more often than other meta-design skills, such as planning and project monitoring.
URI: https://doi.dx.org/10.22318/cscl1999.113
https://repository.isls.org//handle/1/4304
Appears in Collections:CSCL 1999

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