Cogito, Ergo sum! cognitive processes of students dealing with data structures
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Distributed cognition: toward a new foundation for human-computer interaction research
ACM Transactions on Computer-Human Interaction (TOCHI) - Special issue on human-computer interaction in the new millennium, Part 2
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Constructive and collaborative learning of algorithms
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Capturing collaborative designs to assist the pedagogical process
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Self-efficacy and mental models in learning to program
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Evaluating computer-supported cooperative work: models and frameworks
CSCW '04 Proceedings of the 2004 ACM conference on Computer supported cooperative work
Improving learning in CS1 via tablet-PC-based in-class assessment
Proceedings of the second international workshop on Computing education research
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This paper describes a computer science specific pedagogical pattern that has emerged from conducting a three semester design-research project investigating teaching computing online. The "Instructed-Teacher" pedagogical pattern distinguished itself as an effective interactive strategy for eliciting and developing students' mental models. The pattern is presented and key observations regarding its implementation are shared. The teaching and research context is described in order to assist transferability and inform validity.