Lessons from the Design of Three Educational Programming Environments: Blue, BlueJ and Greenfoot

Kölling, Michael (2016) Lessons from the Design of Three Educational Programming Environments: Blue, BlueJ and Greenfoot. International Journal of People-Oriented Programming, 4 (1). pp. 5-32. ISSN 2156-1796. E-ISSN 2156-1788. (doi:https://doi.org/10.4018/IJPOP.2015010102) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Abstract

Educational programming systems are booming. More systems of this kind have been published in the last few years than ever before, and interest in this area is growing. With the rise of programming as a school subject in ever-younger age groups, the importance of dedicated educational systems for programming education is increasing. In the past, professional environments were often used in programming teaching; with the shift to younger age groups, this is no longer tenable. New educational systems are currently being designed by a diverse group of developing teams, in industry, in academia, and by hobbyists. In this paper, the author describes his experiences with the design of three systems—Blue, BlueJ, and Greenfoot—and extract lessons that he hopes may be useful for designers of future systems. He also discusses current developments, and suggests an area of interest where future work might be pro table for many users: the combination of aspects from block-based and text-based programming. The author brie y presents his work in this area—frame-based editing—and suggest possible future development options.

Item Type: Article
Uncontrolled keywords: Blue, BlueJ, Design, Educational IDE, Frame-based Editing, Greenfoot
Subjects: Q Science > QA Mathematics (inc Computing science) > QA 76 Software, computer programming, > QA76.76 Computer software
Divisions: Faculties > Sciences > School of Computing > Computing Education Group
Depositing User: Michael Kolling
Date Deposited: 27 Jul 2016 13:26 UTC
Last Modified: 28 Jul 2016 16:14 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/56662 (The current URI for this page, for reference purposes)
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