PUBLIC ENGAGEMENT IN ACTION: DEVELOPING AN INTRODUCTORY PROGRAMMING MODULE FOR APPRENTICES
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Programming is a crucial skill in today's world and being taught worldwide at different levels. However, in the literature there is little research investigating a formal approach to embedding public engagement into programming module design. This paper explores the integration of public engagement into an introductory programming module, at the University of Warwick, UK, as part of the Digital and Technology Solutions (DTS) degree apprenticeship. The module design follows a 'V' model, which integrates community engagement with traditional programming education, providing a holistic learning experience. The aim is to enhance learning by combining programming education with community engagement. Apprentices participate in outreach activities, teaching programming and Arduino hardware to local secondary school students. This hands-on approach aligns with Kolb's experiential learning model, improving communication skills and solidifying programming concepts through teaching. The module also includes training in safeguarding, presentation skills, and storytelling to prepare apprentices for public engagement. Pedagogical techniques in the module include live coding, group exercises, and Arduino kit usage, as well as peer education, allowing apprentices to learn from and teach each other. Degree apprentices, who balance part-time studies with full-time employment, bring diverse knowledge and motivations. The benefit of public engagement is that it helps bridge their skills gap, fostering teamwork and creating a positive learning environment. Embedding public engagement in programming education also enhances both technical and soft skills, providing apprentices with a deeper understanding of community issues and real-world applications. Our design supports their academic and professional growth, ensuring the module's ongoing success and impact.Keywords:
Apprenticeship
British apprenticeship, now dependent on the Modern Apprenticeship programme, is compared in this paper to both German apprenticeship and its national predecessor, Youth Training. Modern Apprenticeship shares many of the attributes of Youth Training, and shows some improvement in terms of skills produced. However, British apprenticeship performs poorly, in terms of rates of qualification and completion, as well as in breadth and depth of training, relative to its German counterpart, despite the provision by Modern Apprenticeship of substantial government financial support. The fact that MA resembles YT more than German apprenticeship reflects continuing institutional differences between the two countries, notably the limitations of the training quasi-market in which both YT and MA have operated. The prospects for MA to flourish, let alone perform the educational role that the government envisages for it, are bleak in the absence of institutional development along different lines.
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All European countries had apprenticeship systems, which were normally regulated and implemented locally. This involved three institutional actors: guilds providing a regulatory framework, notaries registering the contracts between individual masters and apprentices, and urban courts overseeing the practical implementation of these rules and arrangements. The guilds’ role has been often overstated, the urban authorities’ impact underestimated. Large percentages of pre-modern teenagers were educated, socially and technically, by this system. Most of them were males, who normally received their training from someone outside their immediate family circle. Apprenticeship was a mechanism for social, geographic and occupational mobility across Europe, but only a minority of apprentices could reasonably expect to become masters themselves. In the absence of a viable alternative, the pre-modern apprenticeship system continued in many countries after the abolition of the guilds, and even into the early twentieth century.
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This article uses recently digitized samples of apprentices and masters in London and Bristol to quantify the practice of apprenticeship in the late seventeenth century. Apprenticeship appears much more fluid than is traditionally understood. Many apprentices did not complete their terms of indenture; late arrival and early departure from the master's household were widespread. Other apprentices appear to have been absent temporarily, returning to the master shortly before the end of their indenture. Regression analysis indicates that the patterns of presence and absence broadly reflect the resources and external opportunities available to apprentices.
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This paper uses recently digitised samples of apprentices and masters in London and Bristol to quantify the practice of apprenticeship in the late 17th century. Apprenticeship appears much more fluid than is traditionally understood. Many apprentices did not complete their terms of indenture; late arrival and early departure from the master’s household was widespread. Other apprentices appear to have been absent temporarily, returning to the master shortly before the end of their indenture. Regression analysis indicates that the patterns of presence and absence are broadly reflective of the resources and outside opportunities available to apprentices.
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