lecture 6 teaching computational thinking 2016

Teaching Computational Thinking

Technologies Education

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)


Algorithmic Sequences (F-2) Game based programming (Icon Based) (Guessing Game 3-4, Maze Game 5-6) HTML Website Development solutions (7-8)


Algorithmic Sequences (F-2) Sensor driven interface solutions (3-4) Sensor driven robotic solutions (5-6) Database integrated automation solutions (7-8)


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 .

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


There is no opportunity for students to be creative and design their own solutions


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


It is an ICT unit that supports the learning of another

learning area


Evaluation is little more than reflection, with no criteria or

possibility of failure


Creativity

Creativity

Creativity is the process of having original ideas that have value

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

The best way to have a good idea is to have lots of ideas Linus Pauling

Creativity

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

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.


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).


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

Failure

Griffith University

Dr Jason Zagami

www.zagami.info

http://www.zagami.info