On Thu, Jan 28, 2016 at 01:33:57AM +0100, Giuseppe Profiti wrote:
> The lesson was something like that: less than 1 hour of explanation,
> then exercises were presented and the students had 1 hour or a bit
> more to complete them. Using colored stickers, students could
> attract our attention when they needed help.
> 
> I was a bit skeptic about this approach: the students had no clue
> about the content and the format of the input file provided, some of
> the steps required knowledge about a couple of bugs in the software
> UI, and there was no explanation on the expected output (or on the
> meaning of the output, when there was more than one result). Also,
> given the length of the session there was no way to adjust their
> pace: few finished almost all the exercises, some were stuck at the
> first one and so on.
> 
> However, another trainer pointed out that in this way the students
> were forced to think about the problems they were facing and to ask
> for help.

I was catching up on the Computing Education Blog [1] spearheaded by
Mark Guzdial, and came across this comment [2] linking [3] which seems
like a nice review article pointing out lots of research in favor of a
more hands-on approach to teaching.  I haven't had time to go through
and digest it yet, but thought I'd post a reference here in case it
provides a foothold in the existing body of research on this sort of
issue.

Cheers,
Trevor

[1]: https://computinged.wordpress.com/
[2]: 
https://computinged.wordpress.com/2016/03/04/friction-between-programming-professionals-and-beginners/#comment-52575
[3]: https://doi.org/10.1207/s15326985ep4102_1  (open access)
     Paul A. Kirschner, John Sweller, and Richard E. Clark (2006) Why
     Minimal Guidance During Instruction Does Not Work: An Analysis of
     the Failure of Constructivist, Discovery, Problem-Based,
     Experiential, and Inquiry-Based Teaching, Educational
     Psychologist, 41:2, 75-86.

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