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Empowering Learners for Life in the Digital Age

IFIP TC 3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24–28, 2018, Revised Selected Papers

  • Conference proceedings
  • © 2019

Overview

Editors:
  1. Don Passey

    1. Lancaster University, Lancaster, UK

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  2. Rosa Bottino

    1. Consiglio Nazionale delle Ricerche, Genova, Italy

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  3. Cathy Lewin

    1. Manchester Metropolitan University, Manchester, UK

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  4. Eric Sanchez

    1. University of Fribourg, Fribourg, Switzerland

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Part of the book series: IFIP Advances in Information and Communication Technology (IFIPAICT, volume 524)

Included in the following conference series:

Conference proceedings info: OCCE 2018.

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Table of contents (27 papers)

  1. Front Matter

    Pages i-xv
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  2. Computational Thinking

    1. Front Matter

      Pages 1-1
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    2. Computational Thinking on the Way to a Cultural Technique

      • Andreas Bollin, Peter Micheuz
      Pages 3-13

    3. Computational Thinking and Problem-Solving in the Context of IEA-ICILS 2018

      • Birgit Eickelmann, Amelie Labusch, Mario Vennemann
      Pages 14-23

    4. Cultivating Computational Thinking Through Data Practice

      • Djordje M. Kadijevich
      Pages 24-33

    5. Transformative Computational Thinking in Mathematics

      • Andrew E. Fluck, C. K. H. Chin, Dev Ranmuthugala
      Pages 34-43

  3. Programming and Computer Science Education

    1. Front Matter

      Pages 45-45
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    2. Teachers’ Perspectives on Learning and Programming Environments for Secondary Education

      • Riko Kelter, Matthias Kramer, Torsten Brinda
      Pages 47-55

    3. Multivocal Challenge Toward Measuring Computational Thinking

      • Yoshiaki Matsuzawa, Kazuyoshi Murata, Seiichi Tani
      Pages 56-66

    4. Investigating Learners’ Behaviours When Interacting with a Programming Microworld

      • Fahima Djelil, Pierre-Alain Muller, Eric Sanchez
      Pages 67-76

    5. A Semi-automated Approach to Categorise Learning Outcomes into Digital Literacy or Computer Science

      • Stefan Pasterk, Max Kesselbacher, Andreas Bollin
      Pages 77-87

  4. Teachers’ Education and Professional Development

    1. Front Matter

      Pages 89-89
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    2. Who’s Teaching the Teachers?

      • Amber McLeod, Kelly Carabott
      Pages 91-100

    3. Exploratory Study on the Effort Perceived by In-service K-12 Teachers from Subject Areas not Specialising in Computer Science Who Are Complete CS Novices

      • Paolo Tosato, Monica Banzato
      Pages 101-111

    4. Hanging Pictures or Searching the Web

      • N. Yiannoutsou, N. Otero, W. Müller, C. Neofytou, M. Miltiadous, T. Hadzilacos
      Pages 112-121

    5. Designing an Educational Action Task Force for MOOCs and Online Course Production

      • Halvdan Haugsbakken, Inger Langseth
      Pages 122-127

    6. A Teaching Process Oriented Model for Quality Assurance in Education - Usability and Acceptability

      • Elisa Reçi, Andreas Bollin
      Pages 128-137

  5. Games-Based Learning and Gamification

    1. Front Matter

      Pages 139-139
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    2. Collaboration Platform for Public and Private Actors in Educational Games Development

      • Jaana Holvikivi, Leenu Juurola, Maija Nuorteva
      Pages 141-150

    3. Students’ Conducts During a Digital Game-Based Museum School Visit

      • Eric Sanchez, Elsa Paukovics, Sylvia Müller, Nicolas Kramar, Antoine Widmer
      Pages 151-160
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About this book

This book constitutes the refereed post-conference proceedings of the IFIP TC 3 Open Conference on Computers in Education, OCCE 2018, held in Linz, Austria, in June 2018.

The 24 revised full papers and 3 short papers included in this volume were carefully reviewed and selected  from 63 submissions during two rounds of reviewing. The papers discuss key emerging topics and evolving practices in the area of educational computing research. They are organized in the following topical sections: computational thinking; programming and computer science education; teachers’ education and professional development; games-based learning and gamification; learning in specific and disciplinary contexts; learning in social networking environments; and self-assessment, e-assessment and e-examinations.

Editors and Affiliations

  • Lancaster University, Lancaster, UK

    Don Passey

  • Consiglio Nazionale delle Ricerche, Genova, Italy

    Rosa Bottino

  • Manchester Metropolitan University, Manchester, UK

    Cathy Lewin

  • University of Fribourg, Fribourg, Switzerland

    Eric Sanchez

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