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Teaching ‘hardcore science’ to arts and design students: Reflections on the development of a basic programming course.

Nordby, Anders; Karlsen, Sidsel
Journal article, Peer reviewed
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URI
http://hdl.handle.net/11250/276625
Date
2014
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  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed [1283]
Original version
Nordby, A. & Karlsen, S. (2014). Teaching ‘hardcore science’ to art and design students: Reflections on the development of a basic programming course. InFormation - Nordic Journal of Art and Research, 3(2), 129-142. doi: 10.7577/information.v3i2.1208   10.7577/information.v3i2.1208
Abstract
This article reports on the longitudinal development of a computer-programming course

designed to meet the needs of students who enrolled in a specific higher education game development

programme during the period of 2006 to 2010. The students came from three different arts and designrelated

strands of the programme, and had that in common that very few had taken advanced science

classes as part of their upper-secondary education. This again meant that they were rather poorly

equipped for learning computer programming, which they needed to master in order to tap into the full

potential of the interactive and creative processes which their computers allowed for. Consequently,

the programming course was designed in a way that allowed the students to practically engage in

creating a computer game alongside being taught the actual programming skills, as well as the

mathematics and physics needed in order to efficiently utilise those skills. A working hypothesis for

the project was that if the responsible teachers were able to run the course in a way that cohered with

the principles of problem-based learning, this would create an environment which would enhance the

students’ motivation to learn basic programming as well as the operative and innovation skills needed

for fulfilling the course requirements. In addition, ideas developed within the field of situated learning

constituted theoretical points of departure for developing the course. The article describes the practical

and theoretical points of departure for developing the programming course and reflects on the

experiences made from running it. Summing up, the authors conclude that the why and how of

teaching needs to be in line with students’ worlds in order for educational experiences to be considered

as meaningful.
Description
This is an Open Access article licensed under the Creative Commons Attribution International License 4.0 (CC BY) and originally published in InFormation : Nordic journal of art and Research. You can access the article by following this link: https://journals.hioa.no/index.php/information/article/view/1208
Publisher
Høgskolen i Oslo og Akershus
Journal
InFormation : Nordic journal of art and research

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