lecture 6 teaching computational thinking 2016
TRANSCRIPT
Teaching Computational Thinking
Technologies Education
3:45
Big Problem Project Based Learning
Thinking Skills Curriculum Outcomes
Tech
nolo
gies
Lear
ning
Area
Desig
n and
Tech
nolo
gies
Digi
tal T
echn
olog
ies
ICT G
ener
al Ca
pabi
litie
s
Gene
ral C
apab
ilitie
s
Developmental Curriculum
Foundation Year 10
Indicative Timings
F-2 10 Hours
3-4 20 Hours
5-6 30 Hours
7-10 40 Hours
Digital systems: the components of digital
systems: hardware, software and networks and
their use Representation of data:
how data are represented and structured symbolically
Knowledge and UnderstandingDesign and
Technologies Digital
Technologies
Creating Solutions
Technologies and society: the use, development and impact of technologies in
people’s lives Technologies contexts:
technologies and design across a range of
technologies contexts
Investigating and Defining Generating and Designing
Producing and Implementing Evaluating
Collaborating and Managing
Processes and Production SkillsDesign and
Technologies Digital
Technologies
Creating Solutions
Engineering principles and systems
Food and fibre production
Food specialisations
Materials and technologies specialisations De
sign a
nd Te
chno
logi
es
Information systems
Information technology
Software engineering
Computer engineering Digi
tal T
echn
olog
ies
Digi
tal S
yste
ms
R
epre
sent
atio
n of D
ata
Solution Type
• product • environment • service
Futures Thinking
Systems Thinking
Design Thinking
Computational Thinking
Strategic Thinking
Trends, Visioning, Scenarios, Big Idea
B/COT, Circle, Stocks, Flows, Loops
Contexts, Design Challenges, PSE Type
Data, Automation/Programming
Entrepreneurship, Planning, Teamwork
Assessment Criteria
• Interpretive and analytical ability in developing design challenges.
• Interpretive and analytical ability in developing programming challenges.
• Intellectual initiative in research, planning and development of solutions.
• Intellectual initiative in the articulation and presentation.
Two Digital Technologies Contexts
• Data
• Programming / Automation
Two Design Technologies Contexts
• Engineering principles and systems • Food and fibre production • Food specialisations • Materials and technologies
specialisations
Thinking Skills Development
• Teaching Design Thinking; • Teaching Computational Thinking; • Teaching Systems Thinking; • Teaching Strategic Thinking; and • Teaching Futures Thinking.
https://www.qcaa.qld.edu.au/p-10/aciq/p-10-technologies
Digital Technologies Challenges
Algorithmic Sequences (F-2) Sensor driven interface solutions (3-4) Sensor driven robotic solutions (5-6) Database integrated automation solutions (7-8)
Digital Technologies Challenges
Algorithmic Sequences (F-2) Game based programming (Icon Based) (Guessing Game 3-4, Maze Game 5-6) HTML Website Development solutions (7-8)
Digital Technologies Challenges
Algorithmic Sequences (F-2) Sensor driven interface solutions (3-4) Sensor driven robotic solutions (5-6) Database integrated automation solutions (7-8)
Digital Technologies Challenges
Spreadsheet Decision Based Solutions (3-4) Expert System solutions (5-6, 7-8) Spreadsheet data analysis (7-8) Database and GIS driven websites (7-8) Data Driven App solutions (9-10) Cryptography and Object Oriented Database Solutions (9-10)
Design Technologies Challenges
Making Toys, Puppet Show (F-2) Repurposed Clothing, Lunch Item, Pinball Game (3-4) Healthy Drink, Security System, Garden, Wildlife Protection System (5-6) Cultural Fusions, Farming, etc. (7-8)
Expectations for most students
• Present standard activities taken directly from existing examples and contextualised for the Gold Coast;
Expectations for some students
• Demonstrate that students will have opportunities to develop a range of learning outcomes as detailed in the curriculum and you have made a significant new contribution to the project idea;
Expectations for a few students
• Incorporate, in an integrated way, the development of the range of student thinking skills into your design challenges and show real innovation in your project ideas.
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking Solutions Thinking .
3:16
1:16
Models of integration
Service Connections
Symmetric Correlations
Syntegration
The Investigation stage does not investigate the
problem to better understand it
Common Unit Problems
Project is the teachers, with students following directions to support the creative ideas
of the teacher
Common Unit Problems
There is no opportunity for students to be creative and design their own solutions
Common Unit Problems
There is no demonstration of the iterative nature of the
design cycle, using what was learnt from evaluation to
inform further investigation, generation and production
Common Unit Problems
It is an ICT unit that supports the learning of another
learning area
Common Unit Problems
Evaluation is little more than reflection, with no criteria or
possibility of failure
Common Unit Problems
Creativity
Creativity
Creativity is the process of having original ideas that have value
6:00
Creativity is the process of producing something that is both original and worthwhile. Wallas (1926) presented one of the first models of the creative process where creative insights and illuminations may be explained by a process
consisting of 5 stages:
Creativity
preparation preparatory work on a problem that focuses the
individual's mind on the problem and explores the problem's dimensions
Creativity
incubation where the problem is internalised into the unconscious
mind and nothing appears externally to be happening
Creativity
intimation the creative person gets a "feeling"
that a solution is on its way
Creativity
illumination or insight where the creative idea bursts forth from its preconscious
processing into conscious awareness
Creativity
verification where the idea is consciously verified, elaborated, and
then applied
Creativity
1:22
The best way to have a good idea is to have lots of ideas Linus Pauling
Creativity
2:53
There are three groups of creativity techniques:
Aleatoricism introduces chance into the creative process;
Improvisation encourages spontaneity and free thought;
and
problem solving has a wide range of tools and methodologies that can support creativity.
Creativity Techniques
1:24
Problem solving creativity techniques include:
TRIZ; Brainstorming and Brainwriting;
Six Thinking Hats; Think outside the box;
SWOT analysis; USIT;
Five Ws; Thought experiments; and
Dilemmas.
Creativity Techniques
4:18
It is better to have enough ideas for some of them to be wrong, than to be always right by having no ideas at all.
Edward de Bono
Creativity
More general approaches for inspiring creativity include:
Linking (word association); Black Box (inputs and outputs);
Parallels (past solutions); Variation (focus on a single tool);
Additive Examples (combinations).
Creativity Techniques
0:57
Innovation is the development of new solutions, products, services, and ways of doing.
Innovation is not just improvement but doing something different rather than doing the same thing better.
Through Technologies education, students develop the ability to be innovative, using their thinking processes and creativity to develop novel innovations to solve problems
and develop opportunities.
Innovation
1:14
Failure
3:26
0:27