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This This book is open access under a CC BY 4.0 license.This book
offers a comprehensive guide, covering every important aspect of
computational thinking education. It provides an in-depth
discussion of computational thinking, including the notion of
perceiving computational thinking practices as ways of mapping
models from the abstraction of data and process structures to
natural phenomena. Further, it explores how computational thinking
education is implemented in different regions, and how
computational thinking is being integrated into subject learning in
K-12 education. In closing, it discusses computational thinking
from the perspective of STEM education, the use of video games to
teach computational thinking, and how computational thinking is
helping to transform the quality of the workforce in the textile
and apparel industry.
In this book, we put forward a holistic conceptual framework for
implementing Scholarship of Learning and Teaching (SoLT) in higher
education. Unlike previous SoLT studies, which usually focus on a
specific aspect, here various aspects are integrated into a
holistic framework. Further, it identifies three main stakeholders,
namely, the higher education institution, teaching staff, and
students. These stakeholders are in turn connected by four
interlocking themes: staff professional development, enhancement of
student learning experiences, assessment, and digital technologies.
Presenting chapters that address these four themes, this book
supports the advancement of SoLT in higher education in relation to
existing theories and emerging practices. By helping academics and
leaders in higher education to implement SoLT for the improvement
of student learning and teaching practices, it also makes a
valuable contribution to the field of teacher education.
In this book, we put forward a holistic conceptual framework for
implementing Scholarship of Learning and Teaching (SoLT) in higher
education. Unlike previous SoLT studies, which usually focus on a
specific aspect, here various aspects are integrated into a
holistic framework. Further, it identifies three main stakeholders,
namely, the higher education institution, teaching staff, and
students. These stakeholders are in turn connected by four
interlocking themes: staff professional development, enhancement of
student learning experiences, assessment, and digital technologies.
Presenting chapters that address these four themes, this book
supports the advancement of SoLT in higher education in relation to
existing theories and emerging practices. By helping academics and
leaders in higher education to implement SoLT for the improvement
of student learning and teaching practices, it also makes a
valuable contribution to the field of teacher education.
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