Lecture 6 Teaching Computational Thinking 2016
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This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
Lecture 6 Teaching Computational Thinking 2016
- 1. Teaching Computational Thinking Technologies Education
- 2. 3:45
- 3. Big Problem Project Based Learning Thinking Skills Curriculum Outcomes
- 10. Indicative Timings F-2 10 Hours 3-4 20 Hours 5-6 30 Hours 7-10 40 Hours
- 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. 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. Engineering principles and systems Food and fibre production Food specialisations Materials and technologies specialisations DesignandTechnologies
- 14. Information systems Information technology Software engineering Computer engineering DigitalTechnologies DigitalSystemsRepresentationofData
- 15. Solution Type • product • environment • service
- 16. Futures Thinking Systems Thinking Design Thinking Computational Thinking Strategic Thinking
- 17. Trends, Visioning, Scenarios, Big Idea B/COT, Circle, Stocks, Flows, Loops Contexts, Design Challenges, PSE Type Data, Automation/Programming Entrepreneurship, Planning, Teamwork
- 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. Two Digital Technologies Contexts • Data • Programming / Automation
- 20. Two Design Technologies Contexts • Engineering principles and systems • Food and fibre production • Food specialisations • Materials and technologies specialisations
- 21. Thinking Skills Development • Teaching Design Thinking; • Teaching Computational Thinking; • Teaching Systems Thinking; • Teaching Strategic Thinking; and • Teaching Futures Thinking.
- 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. 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. 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. 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. 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. Expectations for most students • Present standard activities taken directly from existing examples and contextualised for the Gold Coast;
- 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. 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. Systems Thinking Computational Thinking Design Thinking Futures Thinking Strategic Thinking Solutions Thinking
- 32. 3:16
- 33. 1:16
- 37. Syntegration
- 38. The Investigation stage does not investigate the problem to better understand it Common Unit Problems
- 39. Project is the teachers, with students following directions to support the creative ideas of the teacher Common Unit Problems
- 40. There is no opportunity for students to be creative and design their own solutions Common Unit Problems
- 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. It is an ICT unit that supports the learning of another learning area Common Unit Problems
- 43. Evaluation is little more than reflection, with no criteria or possibility of failure Common Unit Problems
- 44. Creativity
- 45. Creativity Creativity is the process of having original ideas that have value
- 46. 6:00
- 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. preparation preparatory work on a problem that focuses the individual's mind on the problem and explores the problem's dimensions Creativity
- 49. incubation where the problem is internalised into the unconscious mind and nothing appears externally to be happening Creativity
- 50. intimation the creative person gets a "feeling" that a solution is on its way Creativity
- 51. illumination or insight where the creative idea bursts forth from its preconscious processing into conscious awareness Creativity
- 52. verification where the idea is consciously verified, elaborated, and then applied Creativity
- 53. 1:22
- 54. The best way to have a good idea is to have lots of ideas Linus Pauling Creativity
- 55. 2:53
- 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. 1:24
- 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. 4:18
- 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. 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. 0:57
- 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. 1:14
- 65. Failure
- 66. 3:26
- 67. 0:27
- 68. Griffith University Dr Jason Zagami www.zagami.info