How do we teach kids to code?
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Transcript of How do we teach kids to code?
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Eunice Sari
Josh (Adi Tedjasaputra)[email protected]; [email protected]
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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LINKEDIN: Eunice Sari
Lecturer and Researcher (E-Learning), ICT in Education and User Experience (UX) Design Expert
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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LINKEDIN: Josh (Adi Tedjasaputra)
ICT and Language Teacher, User Experience (UX) Design Expert, Computer and Electronics Engineer
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Josh has a passion for the design, development, and use of Information and Communication Technology (ICT) for a better life. He has more than 15 years of experience helping companies, educational and non-profit organisations in Europe and Asia Pacific to achieve their business goals and make the best investment in ICT. He is the Co-founder of the first UX business in Indonesia. With his engineering and computer science background, he has introduced forward-thinking and innovative projects that improve the bottom line of businesses in different vertical industries through Human-centred design, computing and engineering. His current interests include the Internet of Things, Human-centred Computing, Computational Thinking, e-Learning, Moodle, Wordpress and Agile UX.
“We are currently preparing students for jobs that don’t yet exist, using technologies
that haven’t been invented, in order to solve problems we don’t know are
problems yet.”From Did You Know? by Karl Fisch, Arapahoe High School, Colorado
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Photo by Skeeze CC licence -https://goo.gl/tqcK2D Photo by 777546 CC licence - https://goo.gl/NlaCii Photo by Wikilmages CC licence - https://goo.gl/58J4k1
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
5Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Computational Thinking
Computational Thinking in Australian Education Context
Computational Thinking
Application in T&L
Next Step and
Reflection
TODAY
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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http://goo.gl/EXmTvx
Share your thoughts here!!
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Jeanette Marie Wing#Problem Solving #Computer Science #Digital Age
Photo by Geralt CC licence - https://goo.gl/wDu8AnPhoto Source: Wikipedia (https://goo.gl/vnNiH2)
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Abstraction
Algorithm Design
Automation
Data Collection
Data Analysis
Data Representation
Decomposition
Parallelisation
Pattern Generalisation
Simulation
Pattern Recognition
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
DefinitionAbstraction is identifying and extracting relevant information to define main idea(s).
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Screenshots from http://games.thinkingmyself.com/Photo Source: CC Licence -https://goo.gl/XbgDmN
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Algorithm Design is creating an ordered series of instructions for solving similar problems or for doing a task.
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Teaching Tip
Give the example of how in mathematics, when we add and subtract fractions with different denominators, we follow an algorithm.
Ex: 1/7 + 2/6 =
=(7*6):7*1/(7*6 )+ (7*6):6*2/(7*6)
=20/42 = 10/21
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Automation is having computers or machines do repetitive tasks.
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Teaching TipShow how automation can be used to perform tasks that would take a very long time to complete using a manual process, such as identifying the migration patterns of a specific demographic based on census data.
Source: https://goo.gl/cY0ocb
LOON Project: Using Balloons and Data to Bring the Internet to the World
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Data Collection is gathering information.
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Teaching Tip
Have students engage in the process of collecting data by having them gather the birthday and gender of their peers and record it in a spreadsheet.
Source: https://goo.gl/CNWAHY
Using Data and Creativity to Provide Support in Times of Disaster
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Data Analysis is making sense of data by finding patterns or developing insights.
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Teaching Tip 1
Ask students to formulate their own questions that can be addressed with data collection; work through data together to answer them.
Teaching Tip 2
Using data sets with anonymized personal data, such as height, shoe size, favorite color, etc., show how data analysis can be used to highlight information that is meaningful and relevant to your students.
Findable Photos Using Data and Algorithms
Source: https://goo.gl/zN7uuo
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Data Representation is depicting and organising data in appropriate graphs, charts, words, or images.
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Teaching Tip 1
Plot data manually on the whiteboard or via projector so that your students can see the process of how the organization unfolds.
Teaching Tip 2
Ask your students which visual representation is best for a given data set and work through some less relevant visualizations first. Discuss as a class why the data should be represented in one way or another.
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Decomposition is breaking down data, processes, or problems into smaller, manageable parts
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Teaching Tip 1
In mathematics, we can decompose a number such as 256.37 as follows: 2*102+5*101+6*100+3*.
Teaching Tip 2
In science we decompose a projectile’s velocity into its components along the x- and y-axis.
Screenshots from http://goo.gl/WPXKWM
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Parallelisation is simultaneous processing of smaller tasks from a larger task to more efficiently reach a common goal.
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Teaching Tip
Define the common goal at the outset, and then have your students work in groups. Assign different tasks to each group to work toward the common goal. Photo Source:
http://goo.gl/iU9RLn
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Pattern Generalisation is creating models, rules, principles, or theories of observed patterns to test predicted outcomes.
18Screenshots from http://games.thinkingmyself.com/
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Pattern Recognition is observing patterns, trends, and regularities in data.
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Teaching Tip
Have your students identify trends in stock price cycles that may suggest when they should be bought and sold.
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Definition
Simulation is developing a model to imitate real-world processes.
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Teaching Tip
Have your students illustrate the movement of a solar system by modeling the gravitationally curved path of an object around a point in space.
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
21Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Foundation to Year 2
Foundational Skills in Computational Thinking
Awareness of Personal Experience using Digital
System
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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GO TO: challenge.bebras.edu.auPARTICIPATE: 2015 Bebras Australia Challenge (Yr 3-12)
Develop and improve the CT skills of your students!
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Screenshot from bee-bot.us
Screenshots from meetedison.com
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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GO TO: thefoos.com
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GO TO: lightbot.com
Use abstraction to define steps involved in achieving something
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Years 3 and 4
Categorising and outlining procedure
Developing and increasing awareness of how digital
system are used and could be used at home, in school and
the local community.
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Exploring digital systems – its components and peripheral devices, i.e. microscopes, cameras, interactive whiteboards
Collecting, manipulating and interpreting data, developing an understanding of the characteristics of data and their representation.
Photo credits: Eunice Sari
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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GO TO: lightbot.com
• Record solutions to problems.• Develop designing skills by following prepared algorithms as well as
describing own algorithm that support branching (choice of options) and user input.
• Use visual programming languages (coding) to implement solutions.
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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GO TO: studio.code.org
Teacher Resources
Screenshots from studio.code.org
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Developing CT Skills: Pattern Recognition, Pattern Generalisation and
Decomposition
Focus on sustainability of information system for current
and future uses.
Years 5 and 6
Games, animations, interactive stories, quizzes.
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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GO TO: scratch.mit.edu
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Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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GO TO: weebly.com
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GO TO: codecademy.com
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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GO TO: codecademy.com
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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GO TO: ibuildapp.com
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
38Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Sources: Cyberbullying Quiz (BlubberTV)https://goo.gl/XLsn8f
GO TO: blubbr.tv
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
40Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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“No appreciable improvements in student achievement in reading, mathematics, or science." What's more, the study found technology to be of little help in "bridging the skills divide between advantaged and disadvantaged students." And then there was this headline-grabber: "Students who use computers very frequently at school do worse than their peers."
Students, Computers and LearningMaking the Connection - OECD Report
Existing educational technology has failed to produce desired learning outcomes
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Photo CC Licence: http://calicospanish.com/technology-in-the-classroom-the-right-tool-at-the-right-time/
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Teachers do not need to control technology as simply a teaching tool to enhance instruction. Instead they should
relinquish some of their teaching responsibilities to technology and shift their energy to do things that technology cannot do. This calls for a re-conceptualization of the relationship as a
partnership between teachers and technology.
Technology is not teachers’ substitute
Yong Zhao in a recent Washington Blog Post “Five Big Mistakes in Education Technology
and How to Fix Them”
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
Photo CC Licence from http://calicospanish.com/using-centers-and-stations-to-teach-world-language/
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Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.
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Are you ready for the challenge?Drop us a link if you have any questions or comments:
Eunice Sari | [email protected] | Linkedin: Eunice Sari
Adi Tedjasaputra |[email protected] | Linkedin: Josh (Adi Tedjasaputra)
Copyright © 2015 Eunice Sari and Adi Tedjasaputra ·∙ All rights reserved.