-------- Weitergeleitete Nachricht -------- Betreff: [AISWorld] CFP: Kids and Other Novices Learning to Code: Insights, Tools & Lessons from the Visual Programming Frontline Datum: Fri, 13 Nov 2015 04:06:49 +0000 Von: Steve Goschnick stevenbg@unimelb.edu.au An: aisworld@lists.aisnet.org aisworld@lists.aisnet.org

*************************** CALL FOR PAPERS ***************************

CFP: Kids and Other Novices Learning to Code: Insights, Tools & Lessons from the Visual Programming Frontline

Special Issue of: International Journal of People-Oriented Programming (IJPOP)

ISSN: 2156-1796, EISSN: 2156-1788

Editors: Leon Sterling & Steve Goschnick

Submissions Due Date: December 24, 2015

We are interested to hear of your research and experience with using and/or providing languages and programming environments designed to take whole new cohorts of people into Coding. Of interest is the whole span: 8 and 9 year-old school kids and younger, through to life-long learners who never thought about programming as a realistic option for themselves.

The well-known options include: Scratch, Alice, Greenfoot, AgentSheets, FLIP and various derivatives of Scratch (e.g. Snap!/BYOB, App Inventor, Blockly, FlashBlocks), derivatives of Blockly (e.g. Code.org, WonderWorkshop, Blockly Games, etc.), and various other approaches, including executable flowchart environments (e.g. LARP).

Topics include but are not limited to:

• Are colored block-based languages more effective than other approaches?

• What are the lesser known but effective language and environment options?

• Which features of current languages and environments help the student and which ones hinder them?

• Are environments that allow online collaboration and sharing with fellow learners from afar, better or not than collaboration with peers in the immediate classroom?

• Are teams, even in pairs, effective or disruptive to getting all learners to understand coding concepts?

• What data can be harvested from the coding environment, and how can it be used as feedback: to identify students facing conceptual difficulties, to improve coding exercises, and mentoring?

• Is learning to code enhanced when done in conjunction with robotics?

• How motivational is it to have a coding environment for apps that can be distributed to a large audience? E.g. App Inventor for Android.

• Is the quest to transition the new coder from a blocks-based language, to a conventional script language (e.g. Python, JavaScript) - all within the coding environment and the lessons - useful in teaching all potential learners, or simply a filter to identify future programming talent?

• When and how it useful to introduce other skills into a team project (e.g. art and design of graphic and video content), allowing individual students to build on existing strengths and weaknesses?

• How can the current crop of code learning environments and languages, be improved upon?

We are interested in submissions from educators, facilitators and researchers with experience in the new coding environments, that delve into any of the above topics, and others that are closely related.

Some readings:

* Article: Want your kids to learn another language? Teach them code. The Conversation (2015), https://theconversation.com/want-your-kids-to-learn-another-language-teach-t...

* Article: Five reasons to teach robotics in schools. The Conversation (2015), https://theconversation.com/five-reasons-to-teach-robotics-in-schools-49357

* Article: An education for the 21st century means teaching coding in schools. The Conversation (2015), https://theconversation.com/an-education-for-the-21st-century-means-teaching...

* Article: It’s back to school for Facebook, and it’s personal (a personalised learning environment). The Conversation (2015), https://theconversation.com/its-back-to-school-for-facebook-and-its-personal...

* Journal paper: Judith Good (2011). Learners at the Wheel: Novice Programming Environments Come of Age. International Journal of People-Oriented Programming, 1(1), pp.1-24 (Via http://www.igi-global.com/article/learners-wheel-novice-programming-environm... )

SUBMISSION PROCEDURE:

Researchers and practitioners are invited to submit papers for this general issue on or before 24th December 2015. All submissions must be original and may not be under review by another publication. INTERESTED AUTHORS SHOULD CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at http://www.igi-global.com/journals/guidelines-for-submission.aspx. All submitted papers will be reviewed on a double-blind, peer review basis. Papers must follow APA style for reference citations.

This journal is an official publication of the Information Resources Management Association

www.igi-global.com/IJPOPhttp://www.igi-global.com/ijpop

PUBLISHER:

The International Journal of People-Oriented Programming is published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference”, “Business Science Reference”, and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.comhttp://www.igi-pub.com/.

Editors-in-Chief: Steve Goschnick & Leon Sterling (sgoschnick@swin.edu.au | lsterling@swin.edu.au)

Published: Semi-annual (both in Print and Electronic form)

All enquiries and for this Issue should be directed to the attention of:

Prof. Leon Sterling

Co-Editor-in-Chief

International Journal of People-Oriented Programming

E-mail: lsterling@swin.edu.au

All manuscript submissions to the issue should be sent through the online submission system:

http://www.igi-global.com/authorseditors/titlesubmission/newproject.aspx

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