Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

Real-world
context
GP
Context
Artifacts
EP
Classroom
context
Technological framework;
tools and media
Teaching
units
Learning
outcomes
Educational
standards
Figure 5: The process model for bringing real-world contexts into the classroom focuses on the design of
context artifacts and teaching units. In the process two stages can be identified: at the pre-educational
stage context artifacts are decontextualized from their original context; at the educational stage they are
recontextualized into the classroom context.
ing [5] or Fundamental Ideas in Informatics [35] frameworks.
The notion of Computational Thinking [45] might be helpful
as well. At this stage the perspective should not be too
narrow though, because the artifacts should be designed to
translate many aspects of the real-world context into the
classroom context and open up a broad image of Informatics.
In figure 5 the guiding informatical principles are represented
by triangles side by side with the educational principles.
4.1.3 Technological Framework
Often information and communication technology (ICT)
are needed in order to bring real-world contexts into the
classroom. The technological framework provides the infrastructure,
tools, media etc. needed for developing artifacts
and recontextualizing them into the classroom context.
Thus both the artifacts and the classroom context build on
the technological platform. This belongs to both the preeducational
stage and the educational stage.
4.2 Educational Stage
During the educational stage an educational stance is predominant.
The guiding principles for the recontextualization
of context artifacts into the classroom context therefore are
first and foremost educational.
4.2.1 Recontextualization of Context Artifacts
Artifacts are meaningless unless they are contextualized.
Thus recontextualizing formalized action or computational
artifacts is as important for software development as decontextualization.
In our process, context artifacts are to be
implemented into the classroom context. According to figure
1 this requires designing exercises. That is by far not all.
Learning objectives have to be defined; the artifacts must be
adapted to the concrete classroom context and possibly augmented
with additional material; the learning environment
must be arranged around the artifacts; methods of instruc-
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tion are to be selected and prepared etc.
Recontextualized into the classroom context, context artifacts
become part of the learning environment. Moreover
they foster the students’ imagination and thus anchor the
real-world context in the classroom context.
4.2.2 Guiding Educational Principles (EP)
The development of context artifacts is guided by informatical
principles as well as educational principles (EP). In
the present version of our model we distinguish between educational
principles and educational standards. Educational
standards regulate which learning outcomes students must
meet. Principles guide how this is to be achieved. These
include learning theories, teaching methodology, gender and
diversity aspects, etc.
4.2.3 Outcome-oriented Standards and
Learning Outcomes
Current educational standards are outcome-oriented, i. e.
they describe what the students must learn in terms of outcome
like competencies. Since the outcome artifacts produced
in the classroom should match the descriptions in the
standards, the teaching units must be adjusted in such a
way that they address the required competencies and skills.
5. EXAMPLE: PREPARATION OF THE
SCHOOL PROJECT
In this section we will illustrate the application of the
model described above. The context used in several of our
project courses was baggage handling at airports. We started
with an important airport component, the baggage handling
system (BHS). Using the example of baggage handling, the
different informatical principles, organizational as well as
socio-technical concepts could be covered in teaching units.
The initial difficulties with the BHS at Heathrow Airport’s
Terminal 5 in 2008 gave a vivid example and were great
motivation for both our students and the youngsters.