Marco Sbaraglia
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Marco Sbaraglia has a total of 14 co-authors. Here are the top co-authors by number of shared publications:
- Michael Lodi
University of Bologna
2 shared publications - Sara Capecchi
Dipartimento di Informatica, Università di Torino, Corso Svizzera 185, 10149 Torino, Italy
2 shared publications - Violetta Lonati
Università degli Studi di Milano, Milano, Italy
2 shared publications - Anna Morpurgo
Università degli Studi di Milano, Milano, Italy
1 shared publication - Enrichetta Gentile
Università degli Studi di Bari
1 shared publication - Enrico Nardelli
Dept. of Mathematics, University of Rome Tor Vergata, Roma, Italy
1 shared publication
Latest Publications
- Open Access
- 29 June 2023
- Published by Association for Computing Machinery (ACM)
- p. 222-228
Castle and Stairs to Learn Iteration: Co-designing a UMC Learning Module with Teachers
- 29 June 2023
- Published by Association for Computing Machinery (ACM)
- p. 222-228
Open AccessCastle and Stairs to Learn Iteration: Co-designing a UMC Learning Module with Teachers
- Open Access
- 6 March 2022
- Published by Association for Computing Machinery (ACM)
- p. 1368
Learning Iteration for Grades 2-3
- 6 March 2022
- Published by Association for Computing Machinery (ACM)
- p. 1368
Open AccessLearning Iteration for Grades 2-3
- Open Access
- 26 June 2021
- Published by Association for Computing Machinery (ACM)
- p. 664-665
A Necessity-driven Learning Design for Computer Science
I plan to develop a theoretical model for teaching programming to novice learners to learn CS core concepts based on a progression of "notional machines" (NMs). The progression is driven by a CS-specific learning design: passages from a NM to the next must be designed to make students "feel the necessity" to learn what is new.
- 26 June 2021
- Published by Association for Computing Machinery (ACM)
- p. 664-665
Open AccessA Necessity-driven Learning Design for Computer Science
I plan to develop a theoretical model for teaching programming to novice learners to learn CS core concepts based on a progression of "notional machines" (NMs). The progression is driven by a CS-specific learning design: passages from a NM to the next must be designed to make students "feel the necessity" to learn what is new.