julian-fietkau.de

The overwhelming consensus seems to be that the development of my bachelor work at least a few people interested. So here is the first report of hopefully many, times in which I will first explain the issue and a little quote from my exposé will.

What are teachlet?

Teachlet are a department of computer science at the University of Hamburg developed teaching concept for the content of practical computer science that exists in the tension between theoretical lectures and practical programming exercises, while trying to aggregate the best of both approaches. In a lecture there teachlet like sections, but also open design of plenary sessions, which are implemented by the moderator conducted live on the presentation computer code.

Due to the special methodology of the participants in a teachlet teachlet further promote the process of what is represented to reflect immediately and apply than a traditional lecture.

Previous research

There are essentially two papers on the subject of dealing with teachlet in abstract form, both by the inventor of the concept and my bachelor thesis supervisor, Axel Schmolitzky.

• Schmolitzky, A., A Laboratory for Teaching Object-Oriented Language and Design Concepts with teachlet. In Proc. OOPSLA '05 (Companion: Educators' Symposium), (San Diego, CA, 2005), ACM Press.
• Schmolitzky, A., Patterns for Software in Classroom Teaching. Paper presented at The 12th European Conference on Pattern Languages of Programs (EuroPLoP 2007), Irsee, Germany.

As you can see the field has not been plowed very much.

My Goals

In my work I want to define the concept teachlet differentiation system and, as the original paper in Axel's happened. Here is the definition given there of the term:

On teachlet is an interactive teaching unit in which a running piece of software is a clear defined functionality extended to be to a design pattern or a programming language concept illustrate. A moderator motivated with the help of a computer and the output of a video projector system as well as the establishment, expansion can and then by the instruct participants that this necessary changes to the source code make.

This definition is a good idea, can function as a teachlet. At the same time but contains an undisclosed number of constraints and assumptions for practical use may not be universal, and not with other structural issues unresolved.

I would first work out a new definition that takes into account the experience of teachlet workshops in recent years and by external moderators, to catch up with the theory and practice.

I would also like, can support work in which contexts teachlet and what to look for in each case must. It will address such questions as: Can make a teachlet place in a seminar with 20 participants in a lecture with 100 students perform? What changes on teachlet and the choreography are necessary for it?

Didactics, pedagogy and I

A question suggests itself: To what extent is the subject suitable for a bachelor's degree in computer science work? The prophets of doom, but that the issue was more suitable for students of educational sciences and teacher candidates, I reply as follows:

• It is true that I lack the background to evaluate teachlet terms of their educational qualities. But that is not my goal. My work is largely descriptive, and largely free of assessments, particularly in relation to the teaching, his.
• Teachlet are a teaching concept that is located in deep structures of computer science and, for example, proceeds from live programming. A transfer to all other issues would probably be possible, however, does not happen in my work.

End

That was a first insight into subject and objective. Have a look next week back inside if it is to go empiricism and data collection. Questions and comments on the subject of this and next week are highly desirable because they motivate me to pull off this reporting. ;)