%0 Conference Paper %1 citeulike:2763636 %A Caspersen, Michael E. %A Bennedsen, Jens %B Proceedings of the Third International Workshop on Computing Education Research %C New York, NY, USA %D 2007 %I ACM %K introductory-programming progtutor tutorial %P 111--122 %R 10.1145/1288580.1288595 %T Instructional Design of a Programming Course: A Learning Theoretic Approach %U http://dx.doi.org/10.1145/1288580.1288595 %X We present a brief overview of a model for the human cognitive architecture and three learning theories based on this model: cognitive load theory, cognitive apprenticeship, and worked examples (a key area of cognitive skill acquisition). Based on this brief overview we argue how an introductory object-oriented programming course is designed according to results of cognitive science and educational psychology in general and cognitive load theory and cognitive skill acquisition in particular; the principal techniques applied are: worked examples, scaffolding, faded guidance, cognitive apprenticeship, and emphasis of patterns to aid schema creation and improve learning. As part of the presentation of the course, we provide a characterization of model-driven programming---the approach we have adopted in the introductory programming course. The result is an introductory programming course emphasizing a pattern-based approach to programming and schema acquisition in order to improve learning. %@ 978-1-59593-841-1

@inproceedings{citeulike:2763636, abstract = {{We present a brief overview of a model for the human cognitive architecture and three learning theories based on this model: cognitive load theory, cognitive apprenticeship, and worked examples (a key area of cognitive skill acquisition). Based on this brief overview we argue how an introductory object-oriented programming course is designed according to results of cognitive science and educational psychology in general and cognitive load theory and cognitive skill acquisition in particular; the principal techniques applied are: worked examples, scaffolding, faded guidance, cognitive apprenticeship, and emphasis of patterns to aid schema creation and improve learning. As part of the presentation of the course, we provide a characterization of model-driven programming---the approach we have adopted in the introductory programming course. The result is an introductory programming course emphasizing a pattern-based approach to programming and schema acquisition in order to improve learning.}}, added-at = {2018-03-19T12:24:51.000+0100}, address = {New York, NY, USA}, author = {Caspersen, Michael E. and Bennedsen, Jens}, biburl = {https://www.bibsonomy.org/bibtex/2fef5ba9fd0a5717cfccec12b69587868/aho}, booktitle = {Proceedings of the Third International Workshop on Computing Education Research}, citeulike-article-id = {2763636}, citeulike-linkout-0 = {http://portal.acm.org/citation.cfm?id=1288580.1288595}, citeulike-linkout-1 = {http://dx.doi.org/10.1145/1288580.1288595}, doi = {10.1145/1288580.1288595}, interhash = {78de4364fb86bf01d0dbf70057ae4f42}, intrahash = {fef5ba9fd0a5717cfccec12b69587868}, isbn = {978-1-59593-841-1}, keywords = {introductory-programming progtutor tutorial}, location = {Atlanta, Georgia, USA}, pages = {111--122}, posted-at = {2016-06-22 21:19:16}, priority = {2}, publisher = {ACM}, series = {ICER '07}, timestamp = {2018-03-19T12:24:51.000+0100}, title = {{Instructional Design of a Programming Course: A Learning Theoretic Approach}}, url = {http://dx.doi.org/10.1145/1288580.1288595}, year = 2007 }