Innovative Teaching

KODELØYPA outreach program

kodeThe Norwegian University of Science and Technology (NTNU) offers six science frameworks for Norwegian primary and secondary schools with the objective of raising interest in various science disciplines from physics, chemistry, mathematics, biology, energy, to coding. The framework, dedicated to raise interest in coding (called KODELØYPA) is based on the hypothesis that the interactions between the children and the artifacts in a creative activity are vital. KODELØYPA is based on the philosophy of creative reuse of materials and the open-source software Scratch and Arduino. KODELØYPA is based on an empirically validated framework, designed and implemented by researchers and artists. In this framework children learn coding by playfully interacting with digital artifacts that also exhibit physical and aesthetical characteristics. Such artifacts allow children to learn by iteratively testing and rebuilding their designs.

Information about the KODELØYPA outreach activity: https://kodeloypa.wordpress.com/

Giannakos, M. N., Holme, F. I., Jaccheri, L., Marquez, I. D., Papavlasopoulou, S., & Visser, I. G. (2015). Can Interactive Art Installations Attract 15 Years Old Students to Coding?. In Entertainment Computing-ICEC 2015 (pp. 529-532). Springer International Publishing.

Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2015). Designing Creative Programing Experiences for 15 Years Old Students. In Workshop of Making as a Pathway to Foster Joyful Engagement and Creativity in Learning (Make2Learn).

Giannakos, M. N., Jaccheri, L., & Proto, R. (2013). Teaching computer science to young children through creativity: Lessons learned from the case of Norway. In Proceedings of the 3rd Computer Science Education Research Conference on Computer Science Education Research (pp. 103-111).

Giannakos, M. N., & Jaccheri, L. (2013). What motivates children to become creators of digital enriched artifacts?. In Proceedings of the 9th ACM Conference on Creativity & Cognition (pp. 104-113). ACM.


Learning ecosystem to support first grade IT students

The systematic use of technologies in order to orchestrate learning has become widely used in the past years. Diverse technologies have been applied in a variety of teaching practices; for instance learning tools which allow you to flip the classroom or monitor other active learning practices. The developed systems are only a subset of different kinds of learning materials and learning tools that an educator should take into consideration; and most importantly they do not offer an overview of the different learning dynamics. The development of a learning ecosystem framework, which will allow us to describe “the complex of living organisms” as well as their interrelationships, will help us to better understand and further develop our teaching approaches. In IT2805-web technologies course we put into practise a video-assisted learning ecosystem framework and associated it with a mini-project work. The framework incorporates basic e-learning tools and traditional learning practices, making it accessible to anyone wanting to implement a video-assisted project-based experience in his/her course.

Information about the IT2805 – Web Technologies course:

Giannakos, M. N., Krogstie, J., & Aalberg, T. (2016). Video-Based Learning Ecosystem to Support Active Learning: Application to an Introductory Computer Science Course. In Smart Learning Environments Journal, Springer.

Giannakos, M. N., Krogstie, J., & Aalberg, T. (2016). Toward a Learning Ecosystem to Support Flipped Classroom: A Conceptual Framework and Early Results. In State-of-the-Art and Future Directions of Smart Learning (pp. 105-114). Springer Singapore.


Maker Approach to First-Grade IT Students

During the second semester of our bachelor computer science program we offer a course, called IT1501 – Programming Lab for Informatics course, where Arduino, robot programming and app development with Processing is used to foster engagement and creativity. The main learning objective for the students is to learn basic hardware and software skills, while at the same time motivating for further computer science courses. The course has approximately 250 freshmen with two teachers and ten teaching assistants. The major challenges is related to creating exercises, educational material and a physical work environment for the students that allowed for creativity in the spirit of the maker culture.

Information about the IT1501 – Programming Lab for Informatics course:

Svanæs, D. (2015). A maker approach to computer science education: Lessons learned from a first-year university course. In Proceedings of the Workshop of Making as a Pathway to Foster Joyful Engagement and Creativity in Learning (Make2Learn 2015), CEUR-WS (Vol. 1450, pp. 12-20).


Prototyping Interactive Media using Arduino

Department of Computer and Information Science at NTNU offers a course where students learn how to make their products or artworks interactive. This course is called TDT4262 – Prototyping Interactive Media and aims to teach the students the art of programming through project based work. Students work with the next generation of interactive user experiences, like immersive spaces, video games, interactive campaigns. This includes software and hardware; new media art; and multimedia content like pictures, video, and sound. Special attention is paid to open source and open content. Finally, knowledge about development cycles of prototyping and evaluation is acquired. Practice skills about how to put together hardware components such as processors, sensors, and actuators, to program their interactive behavior, and orchestrate multimedia content like pictures, video, and sound; as well as basic evaluation skills grounded on both esthetic appreciation and technical quality are developed.

Information about the TDT4262 – Prototyping Interactive Media course:

Videos of students’ projects

Alsos, O., A. (2015). Teaching product design students how to make everyday things interactive with Arduino. In Proceedings of the Workshop of Making as a Pathway to Foster Joyful Engagement and Creativity in Learning (Make2Learn 2015), CEUR-WS (Vol. 1450, pp. 7-14).


Customer-Driven Projects in IT Education

In IT2901 – Informatics Project II course, students work in groups to carry out a software project. Students are required to work on their project and to attend common activities and meetings. Key objective of this course is to gain practical experience with the development of a software process for a customer, covering the whole life-cycle of the software project. The work has to be done in team. Students will develop applied skills in software engineering as well as specific skills about programming languages and tools depending on the specific project they will work with.

Information about the IT2901 – Informatics Project II course:

Krogstie, B. R., & Divitini, M. (2009). Shared timeline and individual experience: Supporting retrospective reflection in student software engineering teams. In Software Engineering Education and Training, 2009. CSEET’09. 22nd Conference on (pp. 85-92). IEEE.

Krogstie, B. R. (2008). Power through brokering: open source community participation in software engineering student projects. In Proceedings of the 30th international conference on Software engineering (pp. 791-800). ACM.


Interdisciplinary Team Projects in IT Education

EiTExperts in Teams (EiT) is the flagship course at NTNU; students have to work in teams where each team has to deliver a product and process report, counting 100% towards the grade. The product report must present and discuss the interdisciplinary problem solution and the scientific methods that have been used to come to the solution. The instructor describes a fairly open ended theme for that “village”. Each student team may then invent their own project assignment, and set their own milestones, as long as they stay within the given thematic area and end up delivering the required reports. This openness of the assignment is supposed to foster student creativity and a strong sense of ownership of the conceived project. By working in EiT where each team member have different competences as well as different perspectives, the st
udents will develop attitudes and interdisciplinary teamwork skills. Through this process the students will be exposed to the challenge in interdisciplinary communication, learn to operate within an interdisciplinary environment, learn  to understand the interaction between each member of the team, and learn how this interaction affects them.

Information about the Experts in Teams (EiT) course:

Jaccheri, L., & Sindre, G. (2007), Software engineering students meet interdisciplinary project work and art. Proc. of the 11th International Conference of Information Visualization (IV’07). IEEE, pp. 925-934.