dc.contributor.author | Papavlasopoulou, Sofia | |
dc.contributor.author | Giannakos, Michail | |
dc.date.accessioned | 2021-01-05T13:41:09Z | |
dc.date.available | 2021-01-05T13:41:09Z | |
dc.date.created | 2021-01-04T15:42:23Z | |
dc.date.issued | 2020 | |
dc.identifier.issn | 2196-4963 | |
dc.identifier.uri | https://hdl.handle.net/11250/2721533 | |
dc.description.abstract | Making has received growing interest in formal and informal learning environments. However, there is an acute need to investigate and get a deep understanding of the characteristics of making-based coding activities for children and how to appropriately design them. Over 3 years, we conducted empirical studies to investigate children’s learning experience during making-based coding workshops, in which children used a block-based programming environment (i.e., Scratch) and collaboratively created a socially meaningful artifact (i.e., a game). This chapter aims to illustrate and discuss the learning design, using the ADDIE instructional model, and lessons learned based on a making-based coding workshop in Norway, named Kodeløypa. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Springer | en_US |
dc.title | Looking at the Design of Making-Based Coding Activities Through the Lens of the ADDIE Model | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | acceptedVersion | en_US |
dc.source.journal | Lecture Notes in Educational Technology | en_US |
dc.identifier.doi | 10.1007/978-981-15-6747-6_8 | |
dc.identifier.cristin | 1865044 | |
dc.relation.project | EC/H2020/787476 | en_US |
dc.description.localcode | © Springer Nature Singapore Pte Ltd. 2020. This is a post-peer-review, pre-copyedit version of an article. The final authenticated version is available online at: DOI: 10.1007/978-981-15-6747-6_8 | en_US |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 1 | |