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Open peer commentary on the article “Creativity in Solving Short Tasks for Learning Computational Thinking” by Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė. Abstract: The target article presents an interesting addition to microlearning tasks by introducing a physically manipulable representation of computing problems, allowing students to engage in constructionist learning. While I applaud the authors’ approach, and while I find their overall argument compelling, I still see some tensions in their design work, both as it relates to the connection to constructionism in general, and as a starting point for computing education in the long term. In this commentary I challenge the authors to elaborate on these critical aspects of their work, and on how it might affect their future design work.
Hjorth A. (2019) The tensions between microlearning, constructionism and the larger project of computing education. Constructivist Foundations 14(3): 400–401. https://constructivist.info/14/3/400
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