We propose a combined visual and text-based programming environment based on the actor model suitable for novice to expert programmers. This model encompasses simple communicating entities which easily scale from utilizing threads inside the computer to massive distributed computer systems. To design our proposed environment we classify different levels of programming users encounter when dealing with technologies in creative scenarios. We use this classification system as a foundation to design our proposed environment to support (novice) users on their way to a next level. This framework not only intends to support modern computing power through a concurrent programming paradigm, but is also intended to let users interact with it on the different classification levels.
In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?
Background and Context: In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective: In this study, we use the model of the layers of abstraction to explore how learners with visual impairments approach the computational concept of abstraction, working with the Bee-bot and Blue-bot. Method: Six blind and three low vision learners from the elementary school level were observed while completing programming assignments. Findings: The model of the layers of abstraction, can overall be generalized to learners with visual impairments, who engage in patterns that reflect iterative actions of redesigning and debugging. Especially our blind learners use specific tactile and physical behaviors to engage in these actions. Implications: Ultimately, understanding such specificities can contribute to inclusive tailored educational instruction and support.
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