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Lecture 6 Teaching Computational Thinking 2016

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Lecture 6 Teaching Computational Thinking 2016

  1. 1. Teaching Computational Thinking Technologies Education
  2. 2. 3:45
  3. 3. Big Problem Project Based Learning Thinking Skills Curriculum Outcomes
  4. 4. TechnologiesLearningArea
  5. 5. DesignandTechnologies
  6. 6. DigitalTechnologies
  7. 7. ICTGeneralCapabilities
  8. 8. GeneralCapabilities
  9. 9. Developmental Curriculum Foundation Year 10
  10. 10. Indicative Timings F-2 10 Hours 3-4 20 Hours 5-6 30 Hours 7-10 40 Hours
  11. 11. 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 Understanding Design 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
  12. 12. Investigating and Defining Generating and Designing Producing and Implementing Evaluating Collaborating and Managing Processes and Production Skills Design and Technologies Digital Technologies Creating Solutions
  13. 13. Engineering principles and systems Food and fibre production Food specialisations Materials and technologies specialisations DesignandTechnologies
  14. 14. Information systems Information technology Software engineering Computer engineering DigitalTechnologies DigitalSystemsRepresentationofData
  15. 15. Solution Type • product • environment • service
  16. 16. Futures Thinking Systems Thinking Design Thinking Computational Thinking Strategic Thinking
  17. 17. Trends, Visioning, Scenarios, Big Idea B/COT, Circle, Stocks, Flows, Loops Contexts, Design Challenges, PSE Type Data, Automation/Programming Entrepreneurship, Planning, Teamwork
  18. 18. 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.
  19. 19. Two Digital Technologies Contexts • Data
 • Programming / Automation
  20. 20. Two Design Technologies Contexts • Engineering principles and systems • Food and fibre production • Food specialisations • Materials and technologies specialisations
  21. 21. Thinking Skills Development • Teaching Design Thinking; • Teaching Computational Thinking; • Teaching Systems Thinking; • Teaching Strategic Thinking; and • Teaching Futures Thinking.
  22. 22. https://www.qcaa.qld.edu.au/p-10/aciq/p-10-technologies
  23. 23. 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)
  24. 24. 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)
  25. 25. 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)
  26. 26. 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)
  27. 27. 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)
  28. 28. Expectations for most students • Present standard activities taken directly from existing examples and contextualised for the Gold Coast;
  29. 29. 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;
  30. 30. 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.
  31. 31. Systems Thinking Computational Thinking Design Thinking Futures Thinking Strategic Thinking Solutions Thinking
  32. 32. 3:16
  33. 33. 1:16
  34. 34. Models of integration
  35. 35. Service Connections
  36. 36. Symmetric Correlations
  37. 37. Syntegration
  38. 38. The Investigation stage does not investigate the problem to better understand it Common Unit Problems
  39. 39. Project is the teachers, with students following directions to support the creative ideas of the teacher Common Unit Problems
  40. 40. There is no opportunity for students to be creative and design their own solutions Common Unit Problems
  41. 41. 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
  42. 42. It is an ICT unit that supports the learning of another learning area Common Unit Problems
  43. 43. Evaluation is little more than reflection, with no criteria or possibility of failure Common Unit Problems
  44. 44. Creativity
  45. 45. Creativity Creativity is the process of having original ideas that have value
  46. 46. 6:00
  47. 47. 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
  48. 48. preparation preparatory work on a problem that focuses the individual's mind on the problem and explores the problem's dimensions Creativity
  49. 49. incubation where the problem is internalised into the unconscious mind and nothing appears externally to be happening Creativity
  50. 50. intimation the creative person gets a "feeling" that a solution is on its way Creativity
  51. 51. illumination or insight where the creative idea bursts forth from its preconscious processing into conscious awareness Creativity
  52. 52. verification where the idea is consciously verified, elaborated, and then applied Creativity
  53. 53. 1:22
  54. 54. The best way to have a good idea is to have lots of ideas Linus Pauling Creativity
  55. 55. 2:53
  56. 56. 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
  57. 57. 1:24
  58. 58. 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
  59. 59. 4:18
  60. 60. 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
  61. 61. 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
  62. 62. 0:57
  63. 63. 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
  64. 64. 1:14
  65. 65. Failure
  66. 66. 3:26
  67. 67. 0:27
  68. 68. Griffith University Dr Jason Zagami www.zagami.info