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Non-Formal and Informal Science Learning in the ICT Era

  • Book
  • © 2020

Overview

Editors:
  1. Michail Giannakos

    1. Department of Computer Science, Norwegian University of Science and Technology, Trondheim, Norway

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  • Shares a range of informal learning activities to enhance STEM education
  • Presents evidence-based best practices for informal science learning
  • Employs 21st-century technologies to advance the STEM educational agenda

Part of the book series: Lecture Notes in Educational Technology (LNET)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-vi
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  2. Introduction to Science Learning

    1. Front Matter

      Pages 1-1
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    2. An Introduction to Non-formal and Informal Science Learning in the ICT Era

      • Michail N. Giannakos
      Pages 3-13

    3. Applying the Lens of Science Capital to Understand Learner Engagement in Informal Maker Spaces

      • Heather King, Elizabeth A. C. Rushton
      Pages 15-31

  3. Technological Frameworks, Development and Implementation

    1. Front Matter

      Pages 33-33
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    2. Digital Games for Science Learning and Scientific Literacy

      • Iro Voulgari
      Pages 35-49

    3. Web-Based Learning in Computer Science: Insights into Progress and Problems of Learners in MOOCs

      • Johannes Krugel, Peter Hubwieser
      Pages 51-79

  4. Novel Frameworks and Pedagogical Considerations

    1. Front Matter

      Pages 81-81
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    2. Music and Coding as an Approach to a Broad-Based Computational Literacy

      • Michael S. Horn, Amartya Banerjee, Melanie West
      Pages 83-97

    3. Programming in Primary Schools: Teaching on the Edge of Formal and Non-formal Learning

      • Katharina Geldreich, Peter Hubwieser
      Pages 99-116

    4. Games for Artificial Intelligence and Machine Learning Education: Review and Perspectives

      • Michail Giannakos, Iro Voulgari, Sofia Papavlasopoulou, Zacharoula Papamitsiou, Georgios Yannakakis
      Pages 117-133

  5. Learning Design and Experience

    1. Front Matter

      Pages 135-135
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    2. Looking at the Design of Making-Based Coding Activities Through the Lens of the ADDIE Model

      • Sofia Papavlasopoulou, Michail Giannakos
      Pages 137-151

    3. Guidelines for Empowering Children to Make and Shape Digital Technology—Case Fab Lab Oulu

      • Marianne Kinnula, Netta Iivari, Iván Sánchez Milara, Jani Ylioja
      Pages 153-177

  6. Synopsis and Research Agenda

    1. Front Matter

      Pages 179-179
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    2. Science Learning in the ICT Era: Toward an Ecosystem Model and Research Agenda

      • Michail N. Giannakos
      Pages 181-186
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Keywords

About this book

This book introduces the reader to evidence-based non-formal and informal science learning considerations (including technological and pedagogical innovations) that have emerged in and empowered the information and communications technology (ICT) era. The contributions come from diverse countries and contexts (such as hackerspaces, museums, makerspaces, after-school activities) to support a wide range of educators, practitioners, and researchers (such as K-12 teachers, learning scientists, museum curators, librarians, parents, hobbyists). The documented considerations, lessons learned, and concepts have been extracted using diverse methods, ranging from experience reports and conceptual methods to quantitative studies and field observation using qualitative methods. This volume attempts to support the preparation, set-up, implementation, but also evaluation of informal learning activities to enhance science education.

Editors and Affiliations

  • Department of Computer Science, Norwegian University of Science and Technology, Trondheim, Norway

    Michail Giannakos

About the editor

Michail Giannakos is Professor of Interaction Design and Learning Technologies at the Department of Computer Science, Norwegian University of Science and Technology (NTNU), and Head of the Learner-Computer Interaction Lab. His research focuses on the design and study of emerging technologies in online and hybrid education settings, and their connections to student and instructor experiences and practices. Giannakos has co-authored more than 150 articles published in peer-reviewed journals and conferences, including Computers & Education, Computers in Human Behavior, Behaviour & Information Technology to mention few, and has served as an evaluator for the EC and the US-NSF. He has served/serves in various organization committees, program committees as well as editor and guest editor on highly recognized journals. He has worked at several research projects funded by diverse sources like the EC, Microsoft Research, The Research Council of Norway, US-NSF, the German agency for International Academic Cooperation (DAAD) and Cheng Endowment; Giannakos is also a recipient of a Marie Curie/ERCIM fellowship, the Norwegian Young Research Talent award and he is one of the outstanding academic fellows of NTNU (2017-2021).

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