Teaching programming to liberal arts students: a narrative media approach
Teaching programming to liberal arts students: a narrative media approach
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向文科学生教授编程：叙事媒体方法
DOI：
10.1145/961511.961543
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Jesper Mosegaard
中科院分区：
文献类型：
--
作者：
P. Andersen;J. Bennedsen;Steffen Brandorff;M. Caspersen;Jesper Mosegaard
在本文中，我们提出了一个新的学习环境中使用的入门编程课程的学生是非专业的计算机科学，更准确地说，对于文科背景的多媒体学生来说，面向媒体的编程对编程工艺提出了新的要求（例如美学和沟通）我们认为，多媒体与文科背景的学生需要编程能力，因为可编程性是计算机媒体的定义特性。我们比较编程与传统媒体产品的创建，并确定两个重要的差异，从而产生额外的能力，而不是传统的媒体产品设计师所需要的多媒体设计师。我们分析了多媒体产品的开发过程，以便将其纳入学习过程，在此基础上，我们提出了一个新的学习环境的设想，为多媒体编程的学生介绍了一个新的学习环境，我们设计了一个名为Lingoland的学习环境，考虑到媒体编程的新技能，希望能帮助缓解我们在文科编程教学中遇到的问题学生
In this paper we present a new learning environment to be used in an introductory programming course for students that are non-majors in computer science, more precisely for multimedia students with a liberal arts background.Media-oriented programming adds new requirements to the craft of programming (e.g. aesthetic and communicative).We argue that multimedia students with a liberal arts background need programming competences because programmability is the defining characteristic of the computer medium. We compare programming with the creation of traditional media products and identify two important differences which give rise to extra competences needed by multimedia designers as opposed to traditional media product designers. We analyze the development process of multimedia products in order to incorporate this in the learning process, and based on this we present our vision for a new learning environment for an introductory programming course for multimedia students.We have designed a learning environment called Lingoland with the new skills of media programming in mind that hopefully can help alleviate the problems we have experienced in teaching programming to liberal arts students.