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dc.contributor.authorWaite, JL
dc.contributor.authorMaton, K
dc.contributor.authorCurzon, P
dc.contributor.authorTuttiett, L
dc.contributor.authorThe UK and Ireland Computing Education Research Conference
dc.date.accessioned2019-08-22T10:14:15Z
dc.date.available2019-07-11
dc.date.available2019-08-22T10:14:15Z
dc.date.issued2019
dc.identifier.urihttps://qmro.qmul.ac.uk/xmlui/handle/123456789/59305
dc.description.abstractWe explore how Legitimation Code Theory, and, in particular, semantic waves, provides a useful way to understand what makes unplugged computing activities eff ective (or not) in the classroom. We overview the theory, discuss how it applies to unplugged activities, and describe a case study where we apply it to a specific widely used, unplugged activity. In particular, we show that the published lesson plan follows a semantic wave. We suggest that semantic waves are useful both in developing and reviewing lesson plans around unplugged (and other) computing activities. They also have great potential in teacher training and continuous professional development of computing teachers.en_US
dc.publisherThe UK and Ireland Computing Education Research Conferenceen_US
dc.titleUnplugged Computing and Semantic Waves: Analysing Crazy Charactersen_US
dc.typeConference Proceedingen_US
dc.rights.holder© 2019 The Author(s)
pubs.notesNot knownen_US
pubs.publication-statusAccepteden_US
dcterms.dateAccepted2019-07-11
rioxxterms.funderDefault funderen_US
rioxxterms.identifier.projectDefault projecten_US


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