Integrating Connectivist Pedagogy with Context-Aware Interactions for the Interlinked Learning of Debugging and Programming

Work in Progress
Xiaokun Zhang

Debugging and programming are important skills that remain to be challenge for beginner to learn and for instructors to teach. Research relating debugging ability to psychological factors or cognitive abilities has gained some successes, such as researches in learning styles [Goold & Rimmer 2000, Thomas, etc. 2002], visualisations enhanced multiple external representations [Pablo Romero, etc. 2008], visual-based independence tests (Mancy & Reid, 2004), and abstraction ability (Bennedsen & Caspersen, 2006]. One of the recent works in Collabode system developed in MIT [Max Goldman and Robert C. Miller 2012] demonstrates an approach of combining test-driven pair programming with micro-outsourcing mechanism to leverage error-mediated integration of pairs of both student and professional programmers. It appears that explicit relations between debugging success and individual factors [Rene ́e McCauley, etc. 2008] within emergent interlinked social learning context need further investigation, even though social cognition implications have been observed in relevant researches in terms of pair programming, collaborative and heterogeneous knowledge representation and sharing between various granularity levels in debugging processes. On the one hand, social cognition enhanced learning methods have been gaining innovative success in learning paradigms by means of fast growing social computing and context-aware collaborative computing technology, that reveals opportunity to foster social intelligence enhanced learning of debugging and programming. On the other hand, it is non-trivial to ensure high quality services of such interlinked learning from various perspectives especially how innovative learning theory and pedagogy methods are engaged in the practical and domain dependent application framework in order to facilitate personalized, social and context aware learning and teaching in heterogeneous learning environments, especially in the situation in which students, teachers, and learning resources and services are geographically located in many different locations. To this end, this paper introduces our on-going project that aims at creating an integrated interlinked learning context model under which emergent connectivist pedagogy concept is embodied by three key technique components: hypergraph-based relation data model for representing interlinked learning context; functions of observing and facilitating teaching and learning activities (data or actions) in connectivist learning; and loosely coupled collaboration mechanism for imposing individual interlink context towards self-organized problem-solving group structures by dynamic changes to temporal or spatial proximity suggested by the former two components.

Type of Publication: Paper
Conference: PPIG WIP Workshop 2013
Publication Year: 2013
Paper #: 11
TitleIntegrating Connectivist Pedagogy with Context-Aware Interactions for the Interlinked Learning of Debugging and Programming
Publication TypePaper
AuthorsZhang, X
PPIG Workshop: 
2013-07-WIP