{"id":1087649,"date":"2022-12-20T09:10:46","date_gmt":"2022-12-20T14:10:46","guid":{"rendered":"https:\/\/www.prime-wow.com\/?p=1087649"},"modified":"2022-12-20T09:10:46","modified_gmt":"2022-12-20T14:10:46","slug":"combining-research-and-practice-to-evaluate-and-improve-computing-education-in-non-formal-settings","status":"publish","type":"post","link":"https:\/\/www.prime-wow.com\/?p=1087649","title":{"rendered":"Combining research and practice to evaluate and improve computing education in non-formal settings"},"content":{"rendered":"

In the final seminar in our series on cross-disciplinary computing, Dr Tracy Gardner and Rebecca Franks, who work here at the Foundation, described the framework underpinning the Foundation\u2019s non-formal learning pathways. They also shared insights from our recently published literature review about the impact that non-formal computing education has on learners.<\/p>\n

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\"Dr
Dr Tracy Gardner<\/figcaption><\/figure>\n
\"Rebecca
Rebecca Franks<\/figcaption><\/figure>\n<\/figure>\n
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Tracy and Rebecca both have extensive experience in teaching computing, and they are passionate about inspiring young learners and broadening access to computing education. In their work here, they create resources and content for learners in coding clubs and young people at home.<\/p>\n

How non-formal learning creates opportunities for computing education<\/h2>\n

UNESCO defines non-formal learning<\/a>\u00a0as \u201cinstitutionalised, intentional, and planned\u2026 an addition, alternative, and\/or complement to formal education within the process of life-long learning of individuals\u201d. In terms of computing education, this kind of learning happens in after-school programmes or children\u2019s homes as they engage with materials that have been carefully designed by education providers.<\/p>\n

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\"Two<\/figure>\n
\"Three<\/figure>\n<\/figure>\n
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At the Raspberry Pi Foundation, we support two global networks of free, volunteer-led coding clubs where regular non-formal learning takes place: Code Club<\/a>, teacher- and volunteer-led coding clubs for 9- to 13-year-olds taking place in schools in more than160 countries; and CoderDojo<\/a>, volunteer-led programming clubs for young people aged 7\u201317 taking place in community venues and offices in 100 countries. Through free learning resources<\/a> and other support, we enable volunteers to run their club sessions, offering versatile opportunities and creative, inclusive spaces for young people to learn about computing outside of the school curriculum. Volunteers who run Code Clubs<\/a> or CoderDojos<\/a> report that participating in the club sessions positively impacts participants\u2019 programming skills and confidence.<\/p>\n

Rebecca and Tracy are part of the team here that writes the learning resources<\/a> young people in Code Clubs and CoderDojos (and beyond) use to learn to code and create technology.\u00a0<\/p>\n

Helping learners make things that matter to them<\/h2>\n

Rebecca started the seminar by describing how the team reviewed existing computing pedagogy research into non-formal learning, as well as large amounts of website visitor data and feedback from volunteers, to establish a new framework for designing and creating coding resources in the form of learning paths.<\/p>\n

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\"What<\/a>
What the Raspberry Pi Foundation takes into account when creating non-formal learning resources. Click to enlarge.<\/figcaption><\/figure>\n<\/div>\n

As Rebecca explained, non-formal learning paths should be designed to bridge the so-called \u2018Turing tar-pit\u2019: the gap between what learners want to do, and what they have the knowledge and resources to achieve.<\/p>\n

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\"The<\/figure>\n<\/div>\n

To prevent learners from getting frustrated and ultimately losing interest in computing, learning paths need to:<\/p>\n