This study investigates teacher educators’ perceptions of and challenges affecting the use critical pedagogy in higher education Tanzania. The employed a qualitative case design collected in-depth data through semi-structured interviews direct classroom observations. findings showed that is significant approach for developing students’ abilities to do reflection. However, demands building frien...

In some approaches to dialogic pedagogy research, authentic questions have long attracted attention, since the prevalence of has been used as an indicator quality classroom activities. However, this article offers analysis concept in research literature and shows that is less clear than commonly assumed. For instance, descriptions definitions offered are very heterogeneous even within particula...

This commentary engages with essentially contestable questions raised by the School of the Dialogue of Cultures. It focuses on questions about how theory should relate to practice and how a "dialogic" approach can involve students in simultaneously rigorous and relevant academic discussions. Disciplines Education | Educational Psychology Comments Wortham, S. (2011). Wondering about dialogic the...

In this chapter, we advocate for a task-driven approach to teaching computer programming to students of the digital humanities (DH). Our perspective is grounded first in Birnbaum’s (2014) plenary address to the University of Pittsburgh Faculty Senate (Birnbaum 2014), in which he argued that coding, like writing, should be taught across the liberal arts curriculum in domain-appropriate ways. Thi...

This paper revisits two emerging active learning practices in introductory programming courses and proposes ways they can be further improved. We first focus on a category of assignments which can further support the switch from instructor-led to student-led live coding practices, thus helping develop the former into a real active learning pedagogy. Then, we propose to leverage test-driven deve...

A memory of who knows what, so called transactive memory, can be an important cognitive structure in facilitating knowledge sharing in situations where successful collaboration depends on simultaneously maximizing sharing while mitigating its risks. We examine the development of transactive memory in crossorganizational networks—or ego-centric networks—that individuals build and maintain in the...

We introduce a concept of Robots As Learning Objects (RALO) and a framework of methodology for robotics-oriented teaching of Computer Science (CS) topics based on the Constructivist and Empirical Modelling paradigms. Our methodology views robotic technologies not as mere tools, but rather as vehicles of new ways of thinking and reasoning about teaching, learning and education at large. We formu...