ARIadne – An Explanation Model for Digital Artefacts

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
Felix Winkelnkemper, Lukas Höper, Carsten Schulte
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引用次数: 0

Abstract

When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model.
阿里阿德涅——数字人工制品的解释模型
在掌握数字世界方面,教育系统越来越面临着让学生在与数字人工制品互动时成为称职的、自主的代理人的任务。这项任务往往落在计算机教育的肩上。在传统的计算机教育领域,存在着大量的模型、指导方针和原则,这些模型、指导方针和原则可以帮助学者和教师确定哪些方面是相关的,哪些方面应该在课堂上讲授。然而,在解释数字人工制品世界时,几乎没有这样的指导模型。本文介绍的阿里阿德涅模型提供了一种解释和探索数字人工制品的方法,帮助教师和学生通过从几个角度仔细检查数字人工制品,对它们进行主题分析。该模型没有人为地分离针对不同教育领域(如计算机、信息通信技术或媒体教育)中相同现象的方面,而是将数字人工制品的技术方面及其使用的相关社会话语、影响及其发展背后的原因整合为一个连贯的解释模型。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Informatics in Education
Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.10
自引率
3.70%
发文量
20
审稿时长
20 weeks
期刊介绍: INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.
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