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Constructive scaffolding for accessible PBL.

Davison, Brian; McEwan, Tom

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Abstract

We reflect on the success of embedding legal, social, ethical and professional issues (LSEPI) into computing courses while at the same time encouraging a "growth mindset" in our students. We review the only compulsory course for our first year computing undergraduates, with a broad range of technical ability, impairment and educational background. We chose problem-based learning (PBL) as a natural fit with contextual demands but also paid special attention to the scaffolding required to make PBL effective with novice learners. Our main PBL element is a final "capstone" activity, in which small multidisciplinary teams of students who have not worked together before, design and deliver a Web-based game inside a week, using techniques and technologies seen during the preceding 12 weeks. This paper describes the approaches taken to practical and tutorial learning events and evaluates the results of the PBL phase. The main contributions of this paper are a) the identification of PBL as a vehicle for delivering generic graduate attributes (GGA), b) the use of PBL with novice learners, and c) the use of situated meta-critique as a constructivist trigger for developing self-reflection.

Conference Name FIE2012: 42nd Annual Frontiers in Education Conference
Start Date Oct 3, 2012
End Date Oct 6, 2012
Publication Date 2012
Deposit Date Jan 15, 2013
Publicly Available Date Jan 15, 2013
Peer Reviewed Not Peer Reviewed
Pages 1-6
ISBN 978-1-4673-1353-7
DOI https://doi.org/10.1109/FIE.2012.6462395
Keywords Problem-based learning; HCI; growth mindset; firstyear computing undergraduates; situated meta-critique;
Public URL http://researchrepository.napier.ac.uk/id/eprint/5792
Publisher URL http://doi.ieeecomputersociety.org/10.1109/FIE.2012.6462395
Contract Date Jan 15, 2013

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