A small matter of programming: perspectives on end user computing
A small matter of programming: perspectives on end user computing
Peer learning in an introductory computer science course
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Three levels of end-user tailoring: customization, integration, and extension
Computers and design in context
Software engineering education: a roadmap
Proceedings of the Conference on The Future of Software Engineering
Alice: a 3-D tool for introductory programming concepts
CCSC '00 Proceedings of the fifth annual CCSC northeastern conference on The journal of computing in small colleges
Interactive Programming Environments
Interactive Programming Environments
VL '96 Proceedings of the 1996 IEEE Symposium on Visual Languages
Teaching software engineering through game design
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
ACM Computing Surveys (CSUR)
Beyond binary choices: integrating individual and social creativity
International Journal of Human-Computer Studies - Special issue: Computer support for creativity
Collaboration in Software Engineering: A Roadmap
FOSE '07 2007 Future of Software Engineering
Communications of the ACM - Scratch Programming for All
Towards the Automatic Recognition of Computational Thinking for Adaptive Visual Language Learning
VLHCC '10 Proceedings of the 2010 IEEE Symposium on Visual Languages and Human-Centric Computing
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Computer science and software engineering education are limited to formal courses that are being taught in the school. Those who do not have access to the educational courses miss the learning context, even if educational tools are accessible for free. Computer game design has been employed as an engaging medium for practicing software engineering and computer programming skills. However, collaborative work is not supported by educational game design environments and peer learning is limited to face-to-face communication in the classroom. In this paper, we suggest democratizing computer science education by incorporating social learning into the educational game design using existing Web 2.0 mechanisms. Consequently, online users will benefit from situated learning in the game design activities that take place in their social networking space. We present AgentWeb, a Web-based game design environment as the steppingstone to enable social game design activities, and explore the challenges in fostering social learning in online game design practices.