*
Nigel McKelvey, Lecturer, Computing Dept., LYIT
Nigel.McKelvey@lyit.ie
* Polya (1945) suggested that,
‘Heuristic reasoning is reasoning not regarded
as final and strict but as provisional and plausible
only, whose purpose is to discover the solution of the
present problem’ (p113)
The coder-dojo initiative is a dynamic activity that
uses participation as its core. In a Coder-dojo
session programmers learn collaboratively in a
friendly and social environment (Batista da Luz, et
al., 2013).
The teaching strategy might be best described as
Vygotskian in approach as opposed to the more
traditional didactic approach taken in Higher
Education (HE).
* The ZPD is the point in which a learner has the
capability to problem-solve independently
and go beyond that point to achieve potential
(greater knowledge) through guidance and
collaboration with tutors and peers (Lui, 2012;
Bruner, 1990).
* Become a “Champion”
* Create a “Zen”
* Make it private or public
* Let the Ninjas work! ;-)
* https://coderdojo.com/
*
* HTML
* Scratch
* Raspberry Pi
* Python
* Java (maybe)
*
Dojo Sushi is a method of communicating programming concepts
which is suited to the CoderDojo environment. Concepts are
communicated in easy-to-digest, bite-sited chunks (hence Sushi).
Dojo Sushi is delivered on double-sided laminated cards known as
Sushi Cards. One card = one concept.
* Weir (2014) when discussing Northern Ireland’s
digital aims and objectives outlines that,
“Children should be taught computer
programming in school from the age of eight,
according to a new ‘digital action plan’ aiming to
grow the IT sector by at least 20,000 jobs by 2018”
(p3).
* Support Concept Learning first !
https://blocklydemo.appspot.com/static/apps/maze/index.ht
ml
Blockly Maze
*
* "The popularity of CoderDojo, a non-profit group
founded by then second-level student James
Whelton, and Bill Liao, shows that there is an
appetite for learning how to code. What James
started as a school computer club is now a global
movement."
(Flanagan, 2014)
References
*
Batista da Luz, R., Seca Neto, A. and Noronha, R. (2013). Teaching TDD, the Coding Dojo Style. 2013
IEEE 13th International Conference on Advanced Learning Technologies.
*
*
Bruner, J. (1990). Acts of meaning. London: Harvard University Press.
*
Lui, A. (2012). Teaching in the Zone. An introduction to working within the Zone of Proximal
Development (ZPD) to drive effective early childhood instruction.
*
*
Piaget, J. (1972). The Child & Reality: Problems of Genetic Psychology. New York: The Viking Press.
*
*
Weir, C. (2014). Action plan for 20,000 IT jobs focuses on children. Belfast Telegraph. p3.
Flanagan, P. (2014). Make coding a Leaving Cert subject so our graduates are global players.
Independent. http://www.independent.ie/life/family/learning/make-coding-a-leaving-cert-subject-soour-graduates-are-global-players-30327178.html. Last accessed: 19th November 2014
Polya, G. (1945). How To Solve It. A New Aspect of Mathematical Method. 2nd ed. New Jersey:
Princeton University Press.
Wimslow. (2014). Coder-dojo. Available: http://coderdojo.com/news/2014/04/04/march-madnessever-expanding-england. Last accessed 7th April 2014.