teaching the technologies learning area using a thinking skills approach

Teaching the Technologies learning area using a thinking

skills approach

Dr Jason Zagamijason.zagami.info

LecturerGriffith University

School of Education and Professional StudiesGold Coast

Teaching

Research

Service

Curriculum Development

Mid October

End of 2015

Thinking Skills

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking

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

Engineering principles and systems

Food and fibre production

Food specialisations

Materials and technologies specialisations

Information systems

Information technology

Software engineering

Computer engineering

Investigating Generating Producing Evaluating

Collaborating and Managing

Defining Designing

Implementing Evaluating

Collaborating and Managing

Processes and Production SkillsDesign and

Technologies Digital

Technologies

Creating Solutions

Challenge Based Learning

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Projects

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking Solutions Thinking .

Once a new technology rolls over you, if you’re not part of the steamroller, you’re part of the road

Stewart Brand

We live in a society exquisitely dependent on science and technology and yet have cleverly arranged things so that almost no one understands science and technology. That’s a clear prescription for disaster

Carl Sagan

It has become appallingly obvious that our technology has exceeded our humanity

Albert Einstein

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking Solutions Thinking .

Global Warming

Armed Conflicts

Food Scarcity

Clean Water

Ageing Population

Obesity

Overpopulation

Alternative Energy

Education

Health Care

Epidemics

Housing and Shelter

Big Problems

Challenge Based Learning

Systems Thinking

Systems Thinking makes it possible to analyse and understand complex phenomena

Systems Thinking

Instead of isolating smaller and smaller parts of the system being studied, systems thinking works by expanding its view to consider larger and larger

numbers of interactions as an issue is being studied

Systems Thinking

Thinking consists of two activities: constructing mental models and then simulating them in order to draw conclusions and make decisions

Barry Richmond

Understanding the concept of a tree requires more information than is available through sensory experience alone.  It’s built on past experiences and knowledge.

Mental Models

The image of the world around us, which we carry in our head, is just a model. Nobody in his head imagines all the world… they have only selected concepts, and relationships between them, and uses those to represent the real system

Jay Forrester

The problems we have created in the world today will not be solved by the level of thinking that created them

Albert Einstein

We are limited in our capacity to form and reform mental models. Systems modelling allows us to move from “what” to “what if” and make our thinking visible

The basic building blocks of dynamic models are stocks, flows, and loops

Essentially, all models are wrong, but some are useful

George Box

A supermarket can be seen as any of the following kinds of systems, depending on the perspective:

a "profit making system" … from the perspective of management and owners

a "distribution system“… from the perspective of the suppliers

an "employment system“… from the perspective of employees

a "materials supply system“… from the perspective of customers

an "entertainment system“… from the perspective of loiterers

a "social system" …from the perspective of local residents

a "dating system" …from the perspective of single customers

Students need learn to identify the properties of the various subsystems they explore, for example of a bicycle,

and examine how they relate to the whole. Children tend to think of the properties of a system as

belonging to individual parts of it rather than as arising from the interaction of the parts. A system property that

arises from interaction of parts is therefore a difficult idea.

Students should already know that if something consists of many parts, the parts usually influence one another.

Also they should be aware that something may not work as well (or at all) if a part of it is missing, broken, worn out,

mismatched, or misconnected.

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Students can learn about the choices and constraints that

go into the design of a bicycle system. Depending

on whether the bicycle is intended for racing,

mountain roads, or touring, influences its design and

such choices as the type of tires, frame and materials,

and drives and gears.

In addition, accommodating one constraint can often lead to conflict with others. For example, the lightest material may not be the strongest, or the most efficient shape may

not be the safest or the most aesthetically pleasing. Therefore, every design problem lends itself to many

alternative solutions, depending on what values people place on the various constraints.

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Subsystems could include:

The Wheel Drivers & Gears

Frames & Materials Brakes & Steering

Aerodynamics Power System

Speed Safety Comfort Durability Endurance

The Wheels

Drivers and Gears

Frames and Materials

Brakes and Steering

Aerodynamics

Power System

Behaviour (changes) over time

Weather

Weather

Attendance

Tying Shoes

Experiments

Literature

Tortoise vs the Hare

As you are reading, look for key words such as: change transform revolution becoming more rose went up increased got higher grew/growth gained less fell went down decreased went

lower declined lost

Write down one or more quotes in each box. Circle key words of change and underline what you think is changing. Draw a line graph of how the

quote shows change over time. Explain why the change occurs.

Identifying Change Over Time in Text

Quotes from book Change over time Why this might be occurring

Identifying Change Over Time in Text

Behaviour over time

Behaviour over time

Behaviour over time

Stocks and Flows

Stocks are the foundation of any system and are the elements that you can see, feel, count, or measure Stocks do not have to be physical

Stocks

Reservoirs

Reservoirs

Reservoirs

Money

Air Quality

Air Quality

Air Quality

Animal Populations

Animal Populations

Human Populations

Stock changes over time

IncreasingDecreasingOscillating

Stable

Stocks change over time through the actions of a flow A stock is the present memory of the changing flows within a system

Flow

The Waterhole

The Waterhole

The Waterhole

1:20

A feedback loop is formed when changes in a stock affect the flows into or out of that same stock Balancing feedback loops are stability seeking and try to keep a stock at a certain level or within a certain range Reinforcing feedback loops occur when a system element has the ability to reproduce itself or grow at a constant fraction of itself

Loops

Marker Pen Scarcity

Population Change

Endangered Animals

Professional Development

Symbols

A converter holds information or

relationships that affect the rate of the flows, or that

affect the content of another converter

A connector indicates that

changes in one element cause

changes in another element; only

changes a stock by going through an

accompanying flow

A flow represents actions or processes; transports “stuff”,

concrete or abstract, that directly adds to or takes away from accumulation in a stock;

the verbs in the system

A stock represents an accumulation,

concrete or abstract, that increases or

decreases over time; the nouns in

the system

Feedback Loops

Rumours

Increasing or compounding Reinforcing Feedback

Avalanche

Increasing or compounding Reinforcing Feedback

Epidemics

Increasing or compounding Reinforcing Feedback

World Population

Increasing or compounding Reinforcing Feedback

Soil Fertility

Decreasing or collapsing Reinforcing Feedback

Predator / Prey

Equalising / Oscillating Balancing Feedback

Fire Management

Equalising / Oscillating Balancing Feedback

Growing Plants

Causal Loops

Immunisation

Causal Loops

Friendships

Reinforcing Causal Loops

Types of loops

Balancing Feedback

Connection Circle

Connection Circle

Causal Loop

Connection Circle

Causal Loop

Connection Circle

Causal Loop

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking

Computational Thinking

Computational ThinkingThe curriculum is designed so that students will develop and use

increasingly sophisticated computational thinking skills, and processes, techniques and digital systems to create solutions to

address specific problems, opportunities or needs.

Computational ThinkingComputational thinking is a process of recognising aspects of

computation in the world and being able to think logically, algorithmically, recursively and abstractly. Students will also

apply procedural techniques and processing skills when creating, communicating and sharing ideas and information, and

managing projects.

Computational Thinking Skills

Analysis - the process of breaking the complex into smaller parts to gain

a better understanding of it.

Decomposition

Pattern recognition

Pattern generalisation and abstraction

Algorithm Design

Curriculum Concepts

Digital systems

Digital systems (hardware, software, and networks and the internet)

Digital systems

The digital systems concept focuses on the components of digital systems: hardware and software (computer architecture

and the operating system), and networks and the internet (wireless, mobile and wired networks and protocols).

AbstractionAbstraction, which underpins all content, particularly the

content descriptions relating to the concepts of data representation and specification, algorithms and

implementation

AbstractionAbstraction involves hiding details of an idea, problem or

solution that are not relevant, to focus on a manageable number of aspects. Abstraction is a natural part of communication:

people rarely communicate every detail, because many details are not relevant in a given context. The idea of abstraction can be

acquired from an early age. For example, when students are asked how to make toast for breakfast, they do not mention all

steps explicitly, assuming that the listener is an intelligent implementer of the abstract instructions.

AbstractionCentral to managing the complexity of information systems is

the ability to ‘temporarily ignore’ the internal details of the subcomponents of larger specifications, algorithms, systems or interactions. In digital systems, everything must be broken down

into simple instructions.

Data collection, representation and

interpretationThe properties of data, how they are collected and represented, and how they are interpreted in context to produce information.

Data collection

Data collection describes the numerical, categorical and textual facts measured, collected or calculated as the basis for creating

information and its binary representation in digital systems.

Data representation

Data representation describes how data are represented and structured symbolically for storage and communication, by

people and in digital systems

Data interpretation

Data interpretation describes the processes of extracting meaning from data

Specification (descriptions and techniques), algorithms (following and describing) and implementation (translating and

programming)

Specification, algorithms and implementation

Specification

Specification describes the process of defining and communicating a problem precisely and clearly. For example,

explaining the need to direct a robot to move in a particular way.

Algorithms

An algorithm is a precise description of the steps and decisions needed to solve a problem. Algorithms will need to be tested

before the final solution can be implemented. Anyone who has followed or given instructions, or navigated using directions, has

used an algorithm.

Implementation

Implementation describes the automation of an algorithm, typically by using appropriate software or

writing a computer program.

Interactions and impacts

Interactions (people and digital systems, data and processes) and impacts (sustainability and empowerment).

Interactions and impactsThe interactions and impacts concepts focus on all aspects of human interaction with and through information systems, and

the enormous potential for positive and negative economic, environmental and social impacts enabled by these systems. Interactions and impacts are addressed in the processes and

production skills strand.

Interactions

Interactions refers to all human interactions with information systems, especially user interfaces and experiences, and

human–human interactions including communication and collaboration facilitated by digital systems.

Impacts

Impacts describes analysing and predicting the extent to which personal, economic, environmental and social needs are met

through existing and emerging digital technologies; and appreciating the transformative potential of digital technologies

in people’s lives.

Error Correction Example

Binary Search Example

Travelling Salesman

http://www.cosc.canterbury.ac.nz/csfieldguide/dev/dev/ComplexityTractability.html

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Computational Thinking for Educators

computationalthinkingcourse.withgoogle.com

Abstraction Data & Information Systems

Algorithms and Programming Digital Systems

Implications and Impacts

Computational Thinking

Modelling problems

Identifying subsystems

Exploring interactionsother systems

Systems Thinking

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Projects

Design Thinking

Design ThinkingUse of strategies for understanding design problems and

opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that

best meet the criteria for success and planning.

Design Process Creating a product, environment or service

• investigating the problem • generating a solution • producing a solution • evaluating the solution • collaborating on and managing this

process

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking Solutions Thinking .

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DIY.ORG

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking

Futures Thinking

• conceptualise more just and sustainable human and planetary futures.

• develop knowledge and skills in exploring probable and preferred futures.

• understand the dynamics and influence that human, social and ecological systems have on alternative futures.

• conscientise responsibility and action on the part of students toward creating better futures.

Futures Thinking

Trend Analysis

Cyclical Pattern Analysis

Environmental Scans

Fashion

Scenarios

Backcasting

Visioning

www.nmc.orgHorizon Reports

Strategic Thinking

Managing Projects and Collaboration

plan (with teacher support) simple steps and follow directions to complete their own projects or manage their own role within team projects.

responsibility for specific roles within a project with increasing levels of collaboration and team work.

manage projects, with support from peers and teachers.

fully manage projects and teams. They use digital tools to support their project management. They coordinate teams and collaborate with others locally and globally.

F - 2

3-6

9-10

7-8

Tools

Bee Bots

Programming Languages

Guessing Game

Computer Games

Mobile Apps

Dynamic Websites

Mapping

Robotics

Interfaces

Picoboard

2:14

Wearables

5:25

1:22

Expert Systems

Expert Systems

Artificial Intelligence

2:09

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking

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

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking

Systems Thinking

Computational Thinking

Design Thinking

Futures Thinking

Strategic Thinking Solutions Thinking .

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