Plans and situated actions: the problem of human-machine communication
Plans and situated actions: the problem of human-machine communication
A debate on teaching computing science
Communications of the ACM
STEPS—a methodical approach to PD
Communications of the ACM - Special issue Participatory Design
Computer science education based on fundamental ideas
Proceedings of the IFIP TC3 WG3.1/3.5 joint working conference on Information technology : supporting change through teacher education: supporting change through teacher education
STEPS to Software Development with Users
ESEC '89 Proceedings of the 2nd European Software Engineering Conference
greenfoot: combining object visualisation with interaction
OOPSLA '04 Companion to the 19th annual ACM SIGPLAN conference on Object-oriented programming systems, languages, and applications
Communications of the ACM - Self managed systems
Context as Support for Learning Computer Organization
Journal on Educational Resources in Computing (JERIC)
Out of scandinavia: alternative approaches to software design and system development
Human-Computer Interaction
Teaching computer science in context
ACM Inroads
Repositories of teaching material and communities of use: nifty assignments and the greenroom
Proceedings of the Sixth international workshop on Computing education research
The Greenfoot Programming Environment
ACM Transactions on Computing Education (TOCE)
Alice, Greenfoot, and Scratch -- A Discussion
ACM Transactions on Computing Education (TOCE)
Does contextualized computing education help?
ACM Inroads
Introduction to business informatics with Greenfoot using the example of airport baggage handling
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
Design science in information systems research
MIS Quarterly
Computer science in context: pathways to computer science
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
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Project-based learning and application-oriented approaches drawing on real-world issues and examples, have always been widely used in both secondary and higher Computer Science (CS) education. Recent demands for teaching CS or Informatics in context and building courses on coherent application areas outside CS go even further [4, 23]. In Germany the open working group IniK (Informatik im Kontext) compiles educational material and concepts for teaching Informatics in context [42, 24, 10, 8]. However, there is only little theoretical foundation for IniK as an educational approach and its implementation at schools and universities [7]. In this paper we suggest a process model for bringing 'real-world' application contexts into the Informatics classroom. The proposed model is grounded on a design-based study and has evolved from theoretical and practical insights gained in five university-level project courses and five associated school projects. The model focuses on the development of context artifacts which originate from the real-world context, and teaching units building on the context artifacts. When teaching units are instantiated in the classroom, context artifacts are recontextualized in an educational context and are employed as learning equipment fostering the students' imagination, and thus anchoring the real-world application context within the classroom context. In the tradition of classical German Didaktik models [18, 28], the process model aims at providing a tool and a terminology for the preparation and reflection of instruction. On the basis of the model we discuss both the potential value and the drawbacks of teaching Informatics in context.