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Improving the Flipped Classroom Perspective for Programming in Creative Technology

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Improving the Flipped Classroom Perspective for Programming in Creative Technology Improving the Flipped Classroom Perspective for Programming in Creative Technology Jur van Geel Creative Technology Ansgar Fehnker Angelika Mader 15th of February 2019 Improving the Flipped Classroom Perspective for Programming in Creative Technology Page | 2 ABSTRACT This thesis researches both the need for library education for the creative technology curriculum and its implementation. It tests the already existing Flipped classroom model and the newly designed Guided Read‐in as methodologies for this implementation. It does so by firstly stating the need for library education within the Creative Technology curriculum. Afterwards the State‐of‐the‐Art regarding introductory programming education and libraries in the context of the OpenFrameworks platform is reported. The second part evaluates both methodologies as they were implemented within the Programming for AI 2019 course. Both the OpenCV library and OFxGui play a major part in this research. OpenCV was used as library for the Guided Read‐in and OFxGui was introduced using the Flipped Classroom approach. Both methodologies are suited for completely different purposes and both exist within the context of introductory programming education. Regarding the Flipped classroom principle, conclusions are drawn about its suitedness for academic purposes. When introducing students to the Flipped classroom approach, the teacher should keep in mind that deadlines help students to keep on track. As not all students react toward the Flipped classroom approach in the same manner, many require more regulation. When introducing Flipped classroom in the academic curricula teacher need to take a good look‐out for which teaching method is the most suitable and how they want to implement this in their standing methodology. Improving the Flipped Classroom Perspective for Programming in Creative Technology Page | 3 ACKNOWLEDGEMENT This research wouldn’t have been possible without the amazing help received by the Creative Technology staff. Their interest and compassion have been absolutely essential, their willingness to assist is what brought this piece to life. Especially, I want to thank Karin Slotman, Robby van Delden and Jasper Goseling for their active role in the evaluation that has been reported in this thesis. I would also like to thank Marcus Gerhold, Chris Zeinstra and the pool of teaching assistance for their participation in organizing the course Programming for AI 2018. Without the wonderful job of carrying the course another year forward I would have been able to conduct my thesis in any form. Especially Dennis Vinke has been there for me every step of the way as a sparring partner and oracle. But a course is not complete without the students taking the course. Which makes me endlessly grateful for the Creative Technology class of 2020 for being my Guinea pigs. I’d also like to thank Lewis Lepton for his invaluable line of tutorial on YouTube. Not only have you allowed me to test the Flipped Classroom principle on OFxGui but also helped many a student pass the course Programming for AI 2019 Finally, and most importantly, thank you Ansgar and Angelika. Although we may never completely see eye to eye, without the both of you this thesis would have never seen the light of day. In providing feedback, guiding me through the woods and critically sending me back when work was not good enough you have made me rise above my station. It’s all this that has brought me to here and I am very proud of the work that has become my thesis. Improving the Flipped Classroom Perspective for Programming in Creative Technology Page | 4 TABLE OF CONTENTS Abstract ................................................................................................................................................................. 2 Acknowledgement............................................................................................................................................... 3 Table of Contents ................................................................................................................................................. 4 Chapter 1 ‐ Introduction ..................................................................................................................................... 6 Chapter 2 – Method ............................................................................................................................................. 8 Chapter 3 – State of Creative Technology ...................................................................................................... 10 What is Creative Technology ............................................................................................................................ 10 State of Creative Technology ‐ Staff interviews ............................................................................................... 11 State of Creative Technology ‐ Programming .................................................................................................. 15 state of Creative Technology ‐ Conclusion ....................................................................................................... 16 Chapter 4 – State of the Art on Programming education ............................................................................. 17 High failure ratings in introductory programming courses .............................................................................. 17 Key factors for introductory programming courses ......................................................................................... 18 Teaching methods for introductory programming courses ............................................................................. 20 Examples of teaching methods .................................................................................................................... 21 Student Engagement ................................................................................................................................... 22 Students Ownership .................................................................................................................................... 22 The Flipped Classroom ................................................................................................................................. 23 Chapter 5 – State of the Art on Libraries (for OpenFrameworks and processing) ................................... 24 Graphics ....................................................................................................................................................... 25 OFxSVG ................................................................................................................................................ 25 OFxAssimpModelLoader ..................................................................................................................... 25 OpenGL ................................................................................................................................................ 25 OFxGui ................................................................................................................................................. 26 Mobile devices ............................................................................................................................................. 27 OFxAccelerometer .............................................................................................................................. 27 Android .................................................................................................................................................. 27 iOS .......................................................................................................................................................... 28 Web / Network ............................................................................................................................................ 28 OFxEmscripten .................................................................................................................................... 28 OFxXmlSettings ................................................................................................................................... 29 OFxNetwork ........................................................................................................................................ 29 OFxOsc (Open Sound Control) ............................................................................................................ 29 Improving the Flipped Classroom Perspective for Programming in Creative Technology Page | 5 OFxPoco .............................................................................................................................................. 30 Vision ........................................................................................................................................................... 30 OFxKinect ............................................................................................................................................ 30 OFxOpenCV ......................................................................................................................................... 30 Chapter 6 – Realization ..................................................................................................................................... 32 Specification ....................................................................................................................................................
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