EDAC635 Fall 2022
Group
3: Environment and Context in Learning
Syllabus
Design
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Group Members
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Roles
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Commented On
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Amanda
Pynaert
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Created
skeleton of project, policies (attendance, grading criteria, instructors, location,
dates, grading criteria), introduction section, and reflection section.
Posted to blog
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group 2
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Carol Clendening
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Created
rationale and summary of syllabus design table.
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Group 1 - Emotions and Learning, and Group 2 - Learning Styles
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Nate
Atkins
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Created
course objectives and course structure (including modules, assignments, and
learning materials)
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Introduction
Coding
101 at IVE University will have a purposefully diverse set of learners that
will create a unique learning environment. This course is part of a program
that brings learners from a Pakistani and American university and is aimed to
have equal representation of sex and country. This eight-week summer course
will be co-instructed by professors at the participating universities.
As an introduction to
coding, this course is focused on teaching the basic
concepts of coding, understanding/ identifying the logic in coding context as
well as coding algorithms, and produce/manipulate runnable Python programs at a foundational
level. Throughout the semester, students
will participate in discussions, engage in hands on
activities in both individual and group dynamics, learn through various online
platforms and resources, and ultimately create
their own coding project.
Rationale
The
syllabus for this international virtual exchange course on coding requires
understanding of principles and application of techniques to provide an
environment favorable to learning for each member of the diverse group of
learners, including the physical, cultural, power, knowledge and real-life
aspects of the learning environment described in Chapter 10 of Mackeracher’s
text (Mackeracher, 2004, pp. 186-205).
The Physical Environment
Literature
in this area indicates that a learning environment involving use of technology
supports innovative and interactive learning (Ruhfaidah, 2021, p. 747). Technology is the most critical aspect of
the physical environment for this course.
The challenge of ensuring learner access to suitable hardware and
software for VLE participation and coding assignments regardless of location
and financial resources is met by grant funded purchase of these items obtained
by partnering universities.
The Cultural Environment
Principles
in the literature on cultural environment and learning show that, when one
encounters a person from a different culture, problems may arise that interfere
with learning, including anxiety, misinterpretations, inadvertent taking or
giving of offense (Noble, as cited in Mackracher, 2004, p.193). To anticipate and avoid such problems, this
course design includes pre-course training for the co-facilitators to examine
assumptions underlying their model of reality, learn about the students’
cultures, and empathize with learners, as recommended by research (Weaver et al., 2022, p.138, 141).
It also includes policies and activities encouraging student sharing of
interests and culture, listening to learn new perspectives, working
collaboratively, and a “chat room” tool for sharing.
The Power Environment
Positionality,
or an individual’s relative position of power, can be a crucial element in a
learning environment and context (Mackeracher, 2004, p. 196). Positionality issues in Pakistan reflect
British colonialism (Farooq, 2021, p. 76).
To minimize the impact of positionality based on nationality and gender,
the course design has a small class size, with equal representation of male and
female, Pakistani and American students in the class and in group projects, as
well as policies for each student to have an equal voice.
The Knowledge Environment
Dealing
with the knowledge environment in learning involves the epistemologies of
facilitators and learners, i.e. the processes used to create and validate
knowledge. Mezirow’s transformative
learning theory addresses this in terms of modifying fixed assumptions and
frame of reference sets (Mezirow, as cited in Tenant, 2020, p,126). The techniques discussed under the cultural
environment above are used in this syllabus to encourage openness to new ideas
and new ways of obtaining knowledge.
The Real-Life Environment
Adults
are motivated to learn and learn most effectively in the actual
problem-centered context of real-life (Makeracher, 2004, p. 202). The “Pressure Cooker” assignment in Module 3
is a good example of how real-life experiences can be brought into a VLE class.
Additionally, many of the required materials linked in the syllabus introduce
learners to real life situations.
Syllabus
Coding 101: Coding Basics and Applications
Summer 2023
Course
Instructors and Contact Information:
Class Location and Dates:
Since this course and its learners span vastly different
time zones, regular instructor office hours would be difficult to maintain and
be accessible for all learners. Therefore, please email me any questions you
may have, and I will help answer them and I will also be happy to set up a zoom
call if needed. We
will try our best to respond to all communication within 24 hours of receiving
them. We encourage questions and comments not only about assignments, but also
about your feelings, concerns, and ideas on how the class is going and what we
could do to help you do your best.
• Online course. Canvas is
where your learning modules and assignments are to be completed.
• This course will be eight
weeks long beginning Monday,
May 29, 2023, through Monday, July 24, 2023.
Attendance
and Learning Environment Policies:
Attendance: This is an asynchronous online
course so you will have some flexibility when you complete assignments. This
class is however module based and has a sequential structure that will require
you to complete one section before moving on to the next section. While there
is not a specific time required to be logged in, specific assignments require
you to complete by a given date.
Learning Environment: This course is based on the concept that
learning happens best through dialog in an environment of openness and mutual
respect. Both the instructors and the students are expected to share ideas and
listen to others with the desire to learn not only coding skills, but also new
perspectives on ways of thinking and interacting with each other. Every student
has an equal voice.
Grading Criteria and Standards:
• This course is compact, and
assignments must be completed on time, or you will fall behind quickly. Only
under extreme circumstances will late work be allowed, a reduced grade given.
• While this is an
introduction to coding, this is still a master's level course. Therefore,
follow the APA manual (7th edition) for style and citation
guidelines. Ensure all written work, including posts, has been proofread for
grammar and clarity to receive full marks on an assignment.
Coding 101 will be an experiential learning process.
Active engagement and participation are required to truly learn the material.
90-100
pts – A
80-90
pts – B
70-80
pts – C
60-70
pts – D
Less
than 60 pts – F
Learning
Materials:
All
learning materials are online and free access.
The only requirement for the learner to have is access to a computer and
a reliable internet connection.
Course Objectives:
Upon
completion of this course, you should:
1) Understand coding as a general
concept
2) Be comfortable writing pseudocode to
outline steps for solving coding problems
3) Understand basic data types common
to all programming languages, how they are different, and how to manipulate
them within the coding context
4) Understand logic in the coding
context
5) Be comfortable comparing variables
using “if” statements
6) Understand what an algorithm is and
the differences between “for” and “while” loops
7) Have a basic understanding of the
concept of “recursion” in the coding context
8) Understand how to transform a
pseudocode outline into a runnable Python program
9) Have experience working individually
and in groups to produce runnable Python programs to accomplish tasks and
implement elements of logic, conditional statements, and loops in concrete way
Course Structure:
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Module One: Coding Overview
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Objectives
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In this module, students will develop a background knowledge of coding
and its usefulness in today’s world. Students will begin to “think like a
coder” and understand the logical thought processes that computer programming
applies to solve problems. By the end of this module, students should
understand what “pseudocode” is and be able to write it themselves and will
have written their very first Python program.
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Required Material
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1. Ted Talk: Let’s teach kids
to code
2.
Intro to Pseudocode
3.
Beginner
Coding Glossary
4.
Introduction
to Python
5.
Practice:
“Hello World”
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Assignments
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Discussion Board 1: Introduce Yourself to the Class. Please
introduce yourself to the class by creating a brief post about yourself.
Please indicate to the class (and the professor) your experience level with
coding. Feel free to talk about yourself, your interests, personal goals,
your background, and culture as well. This information will be used to create
diverse groups for team projects. 2 pts.
Discussion Board 2: Reflection on Ted Talk. What did
you learn about coding from Mitch Resnick’s Ted Talk? Did you find it
helpful? How does the “block” structure within “Scratch” relate to what you
now know as “pseudocode?” 3 pts.
Vocabulary Exercise: Pick ten (10) terms from the attached
beginner Coding Glossary and for each term, research the term in further
depth. Expand on each definition with examples and applications according to
your findings and compile this information in a succinct way. Submit your
findings so that the Professor can compile and create flashcards for the
class and post them to the Class Quizlet page for study to be quizzed at a
later date (during Module 2). 5 pts.
Pseudocode Exercise: Think through your daily morning routine and
outline in pseudocode form your process, procedure, and decision-making
process throughout. Remember – be specific! Details matter. 5 pts.
Practice: "Hello World”: Submit a snippet/image
indicating your completion of the practice exercise attached in “Required
Material.” 2 pts.
Discussion Board 3: Module One Reflection. Discuss
how you approached Module One. What did you like and not like? What problems
or difficulties did you face with any assignments, and what helped you to overcome
them to gain further understanding of the material? 3 pts.
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Deadlines
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Discussion Board 1: May 30
Discussion Board 2: June 1
Vocabulary Exercise: June 4
Pseudocode Exercise: June 9
Practice: "Hello World”: June 11
Discussion Board 3: Module One Reflection: June 11
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Module Two: Data Types & Structures
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Objectives
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In this module, students will learn 1) what is a data structure? 2) Why
are data structures important? 3) how do data types vary and differ from each
other in their applications? And 4) learn to manipulate data structures to
accomplish tasks. By the end of this module, students should be able to
identify different data structures and their appropriate use cases
(Characters, Strings, Integers, Floats, Booleans, and Arrays/Lists), and will
have coded with Variables, Lists, and Basic Operators in Python.
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Required Material
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1. Intro to
Data Types
2. Intro to
Arrays
3. Intro to
Arrays Pt. 2
4. Practice:
Variables & Types
5. Practice:
Lists
6. Practice:
Basic Operators
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Assignments
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Discussion Board 4: Arrays/Lists. Discuss what you would see or
consider to be the advantages/best uses of an Array. What are the benefits?
What are the drawbacks? 5 pts.
Practice: Variables & Types: Submit a snippet/image
indicating your completion of the practice exercise attached in “Required
Material”. 3 pts.
Word Problem Variable Visualization Exercise: for each
word problem, draw pictures to represent the data and describe any changes to
the data throughout each word problem. Be detailed and descriptive – assume I
don’t have the answer key! Visualizing data and changes is a great way to
trace your way through problems. Practice it! Remember: pay attention to the
data type within each problem – are the numbers integers or decimals
(floats)? Is text featured in any way (strings)? 5 pts.
Practice: Basic Operators: Submit a snippet/image indicating your
completion of the practice exercise attached in “Required Material”. 3
pts.
Practice: Lists: Submit a snippet/image indicating your
completion of the practice exercise attached in “Required Material”. 3
pts.
Quiz 1: Modules 1 & 2: Unlimited retakes with highest grade before
due date accepted as final. 10 pts.
Discussion Board 5: Module Two Reflection. Discuss
how you approached Module Two. What did you like and not like? What problems
or difficulties did you face with any assignments, and what helped you to
overcome them to gain further understanding of the material? 3 pts.
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Deadlines
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Discussion Board 3: Arrays: June 14
Practice: Variables & Types: June 16
Word Problem Variable Visualization Exercise: June 1
Practice: Basic Operators: June 20
Practice: Lists: June 22
Quiz 1: Modules 1 & 2: June 25
Discussion Board 5: Module Two Reflection: June 25
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Module Three: Logic
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Objectives
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In this module, students will learn the logical operators utilized for
comparison within computer programs (AND, OR, NOT, XOR, IS, IN) and be
exposed to applications of logical comparison. Students will develop an
understanding of “If” statements and proper usage of logical operators to
execute such statements within a program. By the end of this module, students
should feel comfortable comparing data structures and/or variables within
“If” statements and will have coded with conditional statements in Python.
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Required Material
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1. Intro to If Statements and
Logic
2. More on
If Statements and Logic
3. Practice:
Conditions
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Assignments
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Pressure Cooker: Timed exercise to simulate real-life or work
environment. More work than can be done in allotted time to force students to
put out the best product possible even if not perfect to simulate a business-like
scenario. One way to implement a version of experiential learning and “hands
on” experience more typical of in-person classes while we are virtual. 8
pts.
Practice: Conditions: Submit a snippet/image indicating your
completion of the practice exercise attached in “Required Material”. 3
pts.
Discussion Board 6: Module Three Reflection. Discuss
how you approached Module Three. What did you like and not like? What
problems or difficulties did you face with any assignments, and what helped
you to overcome them to gain further understanding of the material? 3 pts.
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Deadlines
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Practice: Conditions: June 28
Pressure Cooker: June 30
Discussion Board 6: Module Three Reflection: July 2
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Module Four: Algorithms
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Objectives
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In this module, students will be exposed to algorithmic thinking. What
is an algorithm? Students will learn the basics of looping - “for” and
“while” loops will be introduced. By the end of this module, students should
understand how algorithms are utilized in all aspects of life daily, and
further understand how data structures, logic, and loops work together to
accomplish various tasks (searching, sorting, morning routine, etc.).
Students will cap off the course by creating a computer program to simulate a
real-world problem, utilizing all aspects of the course, starting with pseudocode
and implementing data structures, logic, “if” statements, and “for” or
“while” loops to accomplish a task. Bonus Points: implement recursion in the
project.
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Required Material
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1.Recursion: Factorials
2. Intro to
Loops
3. More on While & Do
While Loops
4. Practice:
Loops
5. Bonus Recursion Example: Towers of Hanoi
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Assignments
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Practice: Loops: Submit
a snippet/image indicating your completion of the practice exercise attached
in “Required Material”. 3 pts.
Pseudocode Transformation Assignment: Transform
your morning routine pseudocode from Module One to Python code. This will be
a great chance to practice and incorporate what you have learned thus far
(variables, data types, logic, loops, etc.). This is an open-ended
assignment, that is, your program can produce several different results.
Remember – computer programs are designed to run and produce some results, so
make sure your program displays some visible product. If your pseudocode from
Module One doesn’t meet these criteria, you can always add to it for this
assignment. Here are some ideas:
1)
Write a program which designates an outdoor
temperature, displays a list of potential clothes to wear, and then,
depending on the outdoor temperature, displays a list of clothing items
selected by the user after performing their morning routine.
2)
Write a program which designates the user’s
“hunger rating” on a scale of 1-5, and then, utilizing this information.
Then, tell us what the user chose to make for breakfast.
3)
Write a program which simply prints each step
of the morning routine dependent on the various decision variables which
could arise throughout your morning routine. This may sound simple but should
involve several variables – be creative! Things that come to mind that may
impact decisions made during a morning routine include and are not limited to
outdoor temperature, time of day, over or under-sleeping, weekday or weekend,
single or married, occupation, etc.
Feel free to use any of these ideas or create your own.
Oversimplification will result in lost points. 10 pts.
“Teach Me” Assignment: Prepare a video presentation to explain to a
beginner the concept of recursion with respect to factorials. Use 4!
As your concrete example and trace through the steps of the recursion. 10
pts.
Grapevine Group Project (Scratch): In groups of four (assigned
by the professor according to your intro discussion board posts), make a song
in Scratch! Each group member is responsible for a minimum of 3 consecutive
code blocks and a maximum of 5 consecutive code blocks. Partner 1 will pass
his/her production to Partner 2, who will add his/her production before
passing it to Partner 3, who will add his/her production before passing it to
Partner 4, whose additions will finalize the song. Have fun with this! (Reference
Pages 15-16 to see what this assignment is intended to entail). 8 pts.
Discussion Board 7: Module Four Reflection. Discuss
how you approached Module Four. What did you like and not like? What problems
or difficulties did you face with any assignments, and what helped you to
overcome them to gain further understanding of the material? 3 pts.
Bonus “Teach Me” Assignment (Extra Credit): Prepare
a video presentation to explain to a beginner the concept of recursion with
respect to the Towers of Hanoi. Use n = 3 as your concrete
example and trace through the steps of the recursion. 5 pts possible.
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Deadlines
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Practice: Loops: July 7
Pseudocode Transformation Assignment: July 12
“Teach Me” Assignment: July 19
Grapevine Group Project (Scratch): July 23
Discussion Board 7: Module Four Reflection: July 23
Bonus “Teach Me” Assignment (Extra Credit): July 23
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Course Calendar:
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Module One
|
·
Discussion
Board 1: May 30
·
Discussion
Board 2: June 1
·
Vocabulary
Exercise: June 4
·
Pseudocode
Exercise: June 9
·
Practice:
"Hello World”: June 11
·
Discussion
Board 3: Module One Reflection: June 11
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Module Two
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·
Discussion
Board 3: Arrays: June 14
·
Practice:
Variables & Types: June 16
·
Word
Problem Variable Visualization Exercise: June 1
·
Practice:
Basic Operators: June 20
·
Practice:
Lists: June 22
·
Quiz 1:
Modules 1 & 2: June 25
·
Discussion
Board 5: Module Two Reflection: June 25
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Module Three
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·
Practice:
Conditions: June 28
·
Pressure
Cooker: June 30
·
Discussion
Board 6: Module Three Reflection: July 2
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Module Four
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·
Practice:
Loops: July 7
·
Pseudocode
Transformation Assignment: July 12
·
“Teach Me”
Assignment: July 19
·
Grapevine
Group Project (Scratch): July 23
·
Discussion
Board 7: Module Four Reflection: July 23
·
Bonus
“Teach Me” Assignment (Extra Credit): July 23
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Reflection
Highlights: Our
project is unique in the fact that our class topic is environment and
context in learning, and we decided to think outside of the box
and use a VLE (virtual learning environment).
We also incorporated different countries and (ideally) the genders to be
equal. This helps to balance cultural, power, and knowledge environments in a
way that a sheer syllabus policy or assignment makeup cannot reach. This thoughtful idiosyncratic approach to our
course and syllabus design significantly addresses the various environments in
learning contexts while also maintaining a focus on the experiential course
subject of laying the foundations for learning how to code.
We believe that coding was a unique choice in subject matter. The basics
of coding programs and algorithms are universally used throughout the globe.
This makes for a particularly perfect topic to cover in an international
setting. Traditionally, STEM subjects are heavily unbalanced between
genders. By choosing a field that is
currently male dominated and implementing mechanisms to balance the
participants and power structures in the course, we are helping to create a
more equitable environment.
Process: We housed this
assignment within a shared OneDrive so we could actively work on our parts
simultaneously while also seeing each other’s progress. We communicated through
zoom meetings, and heavily via text.
This is an online asynchronous class, which means we all have very busy
lives. This can create difficulty in the group members' schedules and adhering
to timelines. Some lessons to be learned throughout this project would be to
begin as early as possible and maintain active communication. Another tip would
be to agree upon the parameters of the project early and try to adhere to them
throughout. This will reduce stress and uncertainty closer to the deadline
date.
Table
1. Summary of Syllabus Design
|
|
Aims
of Syllabus Design
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Main
Theoretical Ideas
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Main
Activities
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Main
Methods/ Tools/ Strategies
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|
1
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Help
learners gain coding skills with appropriate technical resources
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An
environment involving use of technology supports innovative learning
|
N/A
|
Computer
hardware and software provided for each learner by collaborating
universities
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2
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Foster
learner acquisition of coding skills in a supportive, open cultural environment
|
Cultural
dissonance can cause anxiety and misunderstandings making students reluctant
to participate in a learning experience.
|
Self-introductions, background,
interests, culture.
Interactive discussions and
reflections
Group work with both genders &
nationalities
|
Co-facilitator pre-course training
in self-analysis of cultural assumptions; learning of other cultures
Policy to share and listen to
learn from each other
VLE chat room
|
|
3
|
Enable
learners to gain coding skills without distraction or intimidation
|
Imbalance
of power in a learning environment adversely impacts effective learning
|
Interactive
discussions and collaborations requiring assistance of fellow learners of
different backgrounds
|
Policy/ expectation: everyone has
an equal voice.
Equal representation of
nationality & gender in the class and work teams
Facilitator invitation to report/
discuss any problem or concern.
|
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4
|
Promote
learner achievement of goals in manner that is receptive of different frames
of reference and assumptions
|
A limited
and restrictive epistemology is less conducive to learning than one which is
more reflective and open to change.
|
Assignments that require
reflection on different ways of overcoming problems.
Invitation to reflect on what
learned from others in class
|
Policy/
expectation: Listen and learn from each other
|
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5
|
Support
learner acquisition of coding skills useful in real-life
|
Adults are
motivated to learn and learn most effectively in the actual problem-centered
context of real-life
|
“Pressure Cooker” task
Video materials with real-life
coding work
Assignments creating programs
useful in real-life
|
Resource
materials provided to learners through links in the Syllabus
|
References
Required
Materials
Basic operators. Learn Python - Free Interactive
Python Tutorial. (n.d.). Retrieved October 21, 2022, from https://www.learnpython.org/en/Basic_Operators
Conditions. Learn Python - Free Interactive
Python Tutorial. (n.d.). Retrieved October 21, 2022, from https://www.learnpython.org/en/Conditions
Free python tutorial for beginners:
Learn python.
Python Land. (2022, September 25). Retrieved October 21, 2022, from https://python.land/python-tutorial
Glossary of coding terms for
beginners. SYR.
(2021, May 27). Retrieved October 21, 2022, from https://onlinegrad.syracuse.edu/blog/coding-terms-for-beginners/
Hello, world! Learn Python - Free Interactive
Python Tutorial. (n.d.). Retrieved October 21, 2022, from https://www.learnpython.org/en/Hello%2C_World%21
If statements. Happy Coding. (2016, July 9).
Retrieved October 21, 2022, from https://happycoding.io/tutorials/processing/if-statements
Introduction to arrays. GeeksforGeeks. (2022, July 20).
Retrieved October 21, 2022, from https://www.geeksforgeeks.org/introduction-to-arrays/#:~:text=An%20array%20is%20a%20collection,the%20name%20of%20the%20array).
Lists. Learn Python - Free Interactive
Python Tutorial. (n.d.). Retrieved October 21, 2022, from https://www.learnpython.org/en/Lists
Loops. Learn Python - Free Interactive
Python Tutorial. (n.d.). Retrieved October 21, 2022, from https://www.learnpython.org/en/Loops
Massachusetts Institute of
Technology. (n.d.). Scratch Educator Guide. Retrieved October 22, 2022,
from https://resources.scratch.mit.edu/www/guides/en/EducatorGuidesAll.pdf
mycodeschool. (2012, September 23). Recursion
basics - using factorial. YouTube. Retrieved October 21, 2022, from https://www.youtube.com/watch?v=_OmRGjbyzno
nesoacademy. (2018, June 18). For
and while loops. YouTube. Retrieved October 21, 2022, from https://www.youtube.com/watch?v=qUPXsPtWGoY
Udacity. (2016, June 6). Arrays.
YouTube. Retrieved October 21, 2022, from https://www.youtube.com/watch?v=OnPP5xDmFv0
Variables and types. Learn Python - Free Interactive
Python Tutorial. (n.d.). Retrieved October 21, 2022, from https://www.learnpython.org/en/Variables_and_Types
YouTube. (2013). Mitch Resnick:
Let's teach kids to code. YouTube. Retrieved October 21, 2022, from https://www.youtube.com/watch?v=Ok6LbV6bqaE.
YouTube. (2019, May 8). What is
pseudocode and how do you use it? YouTube. Retrieved October 21, 2022, from
https://www.youtube.com/watch?v=PwGA4Lm8zuE
YouTube. (2020, August 19). Coding
basics: Variables | programming for beginners |. YouTube. Retrieved October
21, 2022, from https://www.youtube.com/watch?v=ghCbURMWBD8
YouTube. (2020, May 26). Towers
of Hanoi: A complete recursive visualization. YouTube. Retrieved October
21, 2022, from https://www.youtube.com/watch?v=rf6uf3jNjbo
YouTube. (2020, October 17). Coding
basics: If statements, if else, else - coding tutorial for Java, C, and C++!
YouTube. Retrieved October 21, 2022, from https://www.youtube.com/watch?v=HQ3dCWjfRZ4
YouTube. (2021, October 1). Coding
basics: While loops & do while loops | programming for beginners.
YouTube. Retrieved October 21, 2022, from https://www.youtube.com/watch?v=v-K-4KuA8mQ
Literature
References
Farooq, M.
(2021). When global meets local: Action learning, positionality and
postcolonialism. Management Learning, 52(1), 65-85. https://doi.org/10.1177/1350507620936237
Mackeracher,
D. (2004). Making sernse of adult
learning (2nd ed.) University of Toledo Press.
Rufaidah, L. N., Umamah, N., Sumardi, Marjono, & Surya, R.
A. (2021). Learning environment technology-based in improving students’
independent learning. IOP Conference Series. Earth and Environmental
Science, 747(1), 12056. https://doi.org/10.1088/1755-1315/747/1/012056
Tennant,
M. (2020). Chapter 9 Transformative Learning. In Psychology and adult
learning: The role of theory in informing practice (pp. 122–135). essay,
Routledge, Taylor & Francis Group.
Weaver,
G., Hiltebrand, G., Ngai, G., & Chan, S. (2022). Faculty perceptions of
building collaborative teaching capacities within a transnational virtual
exchange. Journal of International Students, 12(S3). https://doi.org/10.32674/jis.v12iS3.4633
