E-LEARNING AND ART OF PROGRAMMING: A CONTEXT ORIENTED TO
In the studies for methods of coding, students have a great problem for understanding how to solve and to develop an algorithm in a rational way. This paper introduces the kernel of a framework able to running in the web space and useful to integrate a number of collaborative contexts for teaching and learning in a workroom hosted in different academic sites. This framework is in accordance to a blended approach in which students and teacher are cooperating to.
Coding or programming is very important for many tasks and this is true not only in the computer science area. A number of skills have to be acquired before to have a high familiarity degree with this science. The expertise on how to solve and to develop algorithms are the most difficulties for students in whatever age. In the last decade, a set of tools, based on flow chart representation of algorithms, have been developed to support teaching and learning such as: Scratch, Raptor, ect. These tools have different characteristics, someone are devoted to desktop applications others to the web, other ones are stand-alone, others can be used in a sharing approach. This paper introduces the kernel of a framework, supported by different devices and browsers, which is useful to teach and learn in a collaborative workroom and in different sites.
This framework will join several proprieties for e-learning in a workroom approach, it works in collaborative and associative way, and it is useful for lessons, exercises and exams, too. The web technologies allow to assign several exercises to students and teacher can see what the students are developing or collaborating.
 N. Kiesler, Teaching Programming 201 with Visual Code Blocks Instead of VI, Eclipse or Visual Studio - experiences and potential use cases for higher education, Proc. of EDULEARN’16, July 04-06, 2016 - Barcellona, Spain
 M.C. Carlisle, T.A. Wilson, J.W. Humphries, S.M. Hadfield, RAPTOR: introducing programming to non-majors with flowcharts, Journal of Computing Sciences in Colleges, April 2004, Vol. 19 (4).