Teaching coding to refugees as a measure of integration is currently gaining momentum all over the world. Since 2016, numerous coding schools have been established, for example Refugees on Rails, HackYourFuture, CodeYourFuture, refugees{code}, among others. Such initiatives are aiming higher than just filling the demands of the IT job market. They offer their participants tools as well as a community to navigate digital landscapes effectively and develop their technological fluency. Although these coding schools share similar objectives as educational institutions, their work is done by rapid and iterative testing of ideas in a way that traditional education institutions are not able to, possibly because of factors such as regulations, internal processes or mere traditions. In Austria, refugees{code} is the only coding school which offers a program specifically for refugees. Participants are offered the opportunity to dedicate themselves to coding during a time in which application for employment or university is still difficult due to several reasons. Learning to code is not only an efficient use of their time but can give them focus and structure in a period of being in a state of limbo. To evaluate the impact of such approaches, the authors pay attention to refugees{code} and share the lessons learned in teaching programming to refugees based on an empirical technique called action research. Therefore, this paper reports on three programming courses for refugees and seeks to offer practical advice for further research and the implementation of such courses into the educational system.

1. 1
Coding for Integration:
Best practices from Austria
Alexander Hartveld
alex@refugeescode.at
Daniela Wolf
daniela.wolf@fernfh.ac.at

2. 2
Background
“refugees crisis” 2015/16

3. 3
Background
“refugees crisis” 2015/16

4. 4
Background
“refugees crisis” 2015/16

5. 5
Overview
1. An example of an iterative research approach – Action Research
2. Course History and Description
3. 7 Good Practices, 3 Key Learnings

6. 6Course 1 Course 2

7. 7Course 1 Course 2
21 male and 1 female refugees
5 different nationalities
requirements:
• beeing proficient in English
• being motivated to learn how to code
• having time to attend
Course Format:
• traditional face-to-face classes (3 x 2 hours)
• Student instructors
Completion rate: only 5 (all male) from 22

8. 8Course 1 Course 2
21 male and 1 female refugees
5 different nationalities
requirements:
• beeing proficient in English
• being motivated to learn how to code
• having time to attend
Course Format:
• traditional face-to-face classes (3 x 2 hours)
• Student instructors
Completion rate: only 5 (all male) from 22
38 male and 2 female refugees
10 different nationalities
requirements:
• same as in Course 1
• three-part application process
Course Format:
• 2 x 3 hours lessons, 2 groups („Java“ and „C“)
Java: traditional face-to-face classes
C: Introduction to Computer Science-MOOC
CS50x from Harvard University
• Student instructors
• Completion: 23 (Java: 10 male & 2 women, C: 9)

9. 9
Course 3

10. 10
Course 3
18 male and 3 female refugees
5 different nationalities
requirements:
• same as in Course 1 and 2
• three-part application process
• positive asylum status, work permit
Course Format:
• Introductionary MOOC (CS50x)
• 24/7 location
• specialisation and project phase, Internship
• Student instructors and part-time trainers

11. 11
A. From open-to-all to
profile-based
selection.

12. 12
B. From experiment to structure

13. 13
C. Using Open Source technologies

14. 14
D. Goal Orientation: preparing
professionals.

15. 15
E. From low-density to
high-density

16. 16
F. Iteratively working with variables
Space Content
Community System

17. 17
G. From single
to multiple
methods.

18. 18
Key Learnings
• Flexibility, iterative, working non-hierarchical.
• Zeitgeist is technology and migration.
• Awareness of Challenges.

19. 19
Questions?
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Link to paper (Research Gate)