Koen DePryck

From computational thinking to coding and back

Introducing coding in the curriculum at an early age is considered a long term investment in bridging the skills gap between the technology demands of the labour market and the availability of people to fill them. The keys to success include moving from mere literacy to active control - not only at the level of learners but also at the level of teachers. However, given the fast development of the field, one might wonder whether acquiring specific coding skills really is the essence of introducing coding early in the curriculum. We argue that the reach of ICT -including coding skills- is much broader than STEM alone and a background in STEM is no longer a requirement for successful coding. The complex link between coding and computational thinking is the real critical success factor. We refer to TACCLE3 (an EU Erasmus+ project) as a successful approach to the implementation and valorisation of computational thinking across the curriculum.

Online Dutch L2 learning in adult education: educators’ and providers’ viewpoints on needs, advantages and disadvantages

Abstract This study critically addresses the assumptions made by educators and providers in the field of Dutch second language (L2) acquisition about the online learning of Dutch L2. These include assumptions about advantages and disadvantages of online language learning, such as flexibility, learner autonomy, enhanced opportunities for remediation and differentiation versus disadvantages including the solitary learning mode, delayed feedback or high production costs. Even though stakeholders perceive a clear need for online Dutch L2 learning, and are aware of several advantages of online language learning, the current implementation level is still low. The perceived disadvantages might be a factor hindering the transition to online learning. A reorientation of the current provision of Dutch L2 courses is perceived as desirable, with self-directed, needs-oriented and customised learning as the key concepts. The outcomes shed light on perceptions that foster or hinder the development of online language courses for adult migrants, and could resonate with language professionals worldwide.

Development and implementation of online Dutch L2 courses in adult education: educators’ and providers’ perceptions of constraints and critical success factors

ABSTRACT This study examines educators’ and providers’ perceptions of constraints and critical success factors of the development and implementation of online L2 learning. The focus is on Dutch L2 learning in adult education in Flanders. Semi-structured interviews with seven educators (shaping pedagogies/curricula) and six providers (organizing/offering language programmes) were conducted. Consequently, a focus group consisting of 12 teachers of Dutch (L2) and teacher trainers was run. The findings show that the main perceived constraints of the design and implementation of an online curriculum are negative beliefs about the effectiveness of online language learning, costs, a lack of technical and pedagogical support and insufficient teacher ICT-skills. The perceived major critical success factors are course design, technological facilities, (technical, financial and pedagogical) support, learner skills and attitudes, and competencies of instructional designers. Although many literature references were found concerning the importance of assessment, teacher skills and the role of the faculties, these were hardly mentioned during the interviews. The findings of this study call for a better financial framework, more collaboration among different stakeholders in the field, a focus on online teacher skills, adequate pedagogical and technical support and for a framework for quality assurance in online language learning.