Problem

• Novice learners often struggle to understand basic computing concepts, such as variables, loops, arrays, conditionals, and functions, due to the invisibility of the computing mechanism and the complexity of language syntax and conventions.

• Teachers often use analogies, metaphors, and diagrams to explain these invisible concepts, which often depend on students' interpretation and fail to bring focus to the topic. Moreover, teachers often lack the tools to develop more inclusive and student-oriented ways of explaining these concepts.

Goals

• Focuse on simplifying complex concepts and making invisible computing mechanisms apparent 

• Accessibility first approach to achieve "low floors, high ceilings, and wide walls" for beginner-friendliness, adding "ramps" for accessibility. This is a clear accessibility and usability goal.

• Explore pedagogical tools that holistically combine teachers' natural approach to use analogies and metaphors with the practices accessibility researchers adopt

• Develop a design method that enables educators to create their own pedagogical tools for explaining complex computing problems in a more student-oriented manner. 

Steps

Develop a Theoretical Foundation by

• Exploring pedagogical practices of CS educators

• Identifying the tools, methods, and interventions that special education teachers use to make learning inclusive 

Propose a Design Method by

• Conducting co-design workshops with CS educators and accessibility researchers to develop inclusive pedagogical tools (NMIL) 

• Explore the use cases with case studies focusing on several basic concepts. 

Evaluate the Implications of NMIL by,

• Exploring students' change in mental model with a pre-test and post-test study.

• Highlight students' learning progress through one-on-one interview sessions.

Theoritical Framework

Based on existing use of pedagogical tools, interventions, and inclusive learning practices, this framework brings "Practices from Assisitive Learning" to develop "Notional Machiens for Assisitive Learning"

Defining Characteristics

Pedagogical Purpose | Drawing Attention | NMIL with Focus | Representation through NMIL

Structured Design Method

 1. Context: Identifying course structure, delivery method, programming language, and student level to understand constraints and target learners.
2. Concept Identification: Selecting specific concepts to focus on.
3. Learning Goals: Defining specific goals based on the concept, pedagogical focus, and student needs
4. Simplified Representation: Starting with analogies or diagrams as a bridge to physical forms.
5. NMIL Creation: Building on previous steps to develop the final inclusive tool, incorporating visual/tactile aids, contrasting colors, and flexible multimodal exploration

Physical NMIL Models Development and Demonstration

Some Snippets of Co-design Session