TLL for Informatics Education

The Teaching and Learning Lab (TLL) for Informatics Education is a learning environment providing educational services for both students of the programme in Teacher Education: Informatics and school classes. The Teaching and Learning Lab (TLL) for Informatics Education pursues two goals:

• To integrate real-life experience into the programme in Teacher Education: Informatics and
• to promote pupils' IT competencies.

The concept is designed in such a way as to ensure the long-term impact of the Teaching and Learning Lab for future teachers in the field of Informatics by combining hands-on experience, research into this experience, and close collaboration with the Karlsruhe Institute of Technology (KIT). Within the context of courses focusing on Teaching Methodology, students have the opportunity to apply and test concepts from the field of Informatics  directly at the university. This way, teaching activities have a practical relevance. This also promotes the professionalisation process of future teachers of Informatics.

In addition to the activities that form part of the programme in Informatics, the laboratory also offers workshops on various aspects of Informatics and thus provides schools with a range of services that can be used to enhance IT lesso

The laboratory organises the following workshops for school classes:

• App-Entwicklung – spielerisch programmieren (Developing apps - programming in a playful way),
• mBot Challenge,
• Algorithmen erleben (Exploring algorithms),
• Das Internet, ein Detektivspiel (The Internet, a murder mystery game).

Ritter, F., Schlomske-Bodenstein, N., & Standl, B. (2023). Integration of an Informatics Teaching-Learning Laboratory into Pre-Service Informatics Teacher Education. Informatics in Schools. A step beyond digital education. 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP 2022), Vienna, Austria. https://doi.org/10.5281/zenodo.7543522

Ritter, F., Bentz, A., & Standl, B. (2023). Promoting Algorithmic Thinking: Students Using mBots and Block-Based Programming. Practical Insights into Two Different Problem-Based Approaches. Informatics in Schools. A step beyond digital education. 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP 2022), Vienna, Austria. https://doi.org/10.5281/zenodo.7543605

Bentz, A., Standl, B. (2022). Identification of pupils’ preferences of patterners and dramatists in secondary school computer science education. Discover Education 1(11). https://doi.org/10.1007/s44217-022-00011-0

Ritter, F., & Standl, B. (2022). Promoting Student Competencies in Informatics Education by Combining Semantic Waves and Algorithmic Thinking. Informatics in Education. https://doi.org/10.15388/infedu.2023.07

Ritter, F. & Standl, B. (2022). Promoting Computational Thinking in Teacher Education - Combining Semantic Waves and Algorithmic Thinking. In Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 2, ICER ’22. New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/3501709.3544285

Bentz, A. and Standl, B. (2022). Zum Umgang Mit Heterogenität Im Lehr-Lern-Labor Informatik an der PH Karlsruhe. In 17. LeLa-Jahrestagung (LeLa 2022). Online.

Standl, B., Bentz, A., Ulbrich, M., Vielsack, A., & Wagner, I. (2020). Design- and Evaluation-Concept for Teaching and Learning Laboratories in Informatics Teacher Education. In K. Kori & M. Laanpere (Eds.), Informatics in Schools. Engaging Learners in Computational Thinking (ISSEP 2020) (Vol. 12518, pp. 133–145). Springer International Publishing. doi.org/10.1007/978-3-030-63212-0_11

Bentz, A., & Standl, B. (2020). Preliminary Experiences Towards an Inclusion of Dramatists—Teach Logic with Language (short paper). In K. Kori & M. Laanpere (Eds.), Proceedings of the International Conference on Informatics in School: Situation, Evaluation and Perspectives (ISSEP 2020) (Vol. 2755, pp. 171–175). CEUR-WS.org. ceur-ws.org/Vol-2755/shortpaper4.pdf