The ongoing Digitalization of an Introductory Programming Course

Kurt Nørmark

The ongoing Digitalization of an Introductory Programming Course

Kurt Nørmark

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

Abstract

This paper is about the ongoing digitalization of a C programming course. The paper describes our considerations about the use of video resources, as well as other digital learning resources. In particular, we discuss the ongoing transition from using a number of supplementary videos (in a traditional course setup) to a flipped course based on video lecturing and active learning. The results in this paper are,
in part, based on the student's reflections about the course held in the fall of 2015. It is concluded that the time is now ripe to flip the classroom, with an implied strengthening of active learning.

Originalsprog	Dansk
Titel	International Conference on E-learning, E-Learning'16
Antal sider	7
Publikationsdato	8 sep. 2016
Sider	67 - 72
Status	Udgivet - 8 sep. 2016
Begivenhed	12th International Conference on E-learning - The University of Central Florida, Orlando, USA Varighed: 1 jun. 2016 → 2 jun. 2016 Konferencens nummer: 12th http://www.academic-conferences.org/conferences/icel/

Konference

Konference	12th International Conference on E-learning
Nummer	12th
Lokation	The University of Central Florida
Land/Område	USA
By	Orlando
Periode	01/06/2016 → 02/06/2016
Internetadresse	http://www.academic-conferences.org/conferences/icel/

Navn	International Conference on E-Learning - Proceedings
ISSN	2367-6787

Emneord

E-learning
digitalization
digitization
course videos
programming course

Adgang til dokumentet

http://elearning-conf.eu/docs/cp16/paper-10.pdf

AUB Link

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Citationsformater

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abstract = "This paper is about the ongoing digitalization of a C programming course. The paper describes our considerations about the use of video resources, as well as other digital learning resources. In particular, we discuss the ongoing transition from using a number of supplementary videos (in a traditional course setup) to a flipped course based on video lecturing and active learning. The results in this paper are, in part, based on the student's reflections about the course held in the fall of 2015. It is concluded that the time is now ripe to flip the classroom, with an implied strengthening of active learning. ",

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