from coding to computational thinking and back

From Coding to Computational Thinking

and BackProf. Dr. Koen DEPRYCKDept of Educational Sciences

Vrije Universiteit Brussel

&

Superintendent of Educationschool district Antwerp

TEEM ‘16Salamanca, Spain. 2016 11 02

Down memory lane

Dr. Koen DEPRYCK - TEEM '16 -Salamanca 20161102

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Antwerp, BE


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Helsinki, FI


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VoCore2 –Open Source, Fully Customizable & Wireless Linux Computer

“…. smaller than a coin. The applications of this tiny computer are virtually endless; use as a VPN gateway to secure your network, an airplay music streaming station, a private cloud to store your data, and much more.

• Write code for the VoCore 2 in C, Java, Python, Ruby, JavaScript, & more to enhance its functions

• Plug in a microSD card to the Ultimate Dock & create a personal cloud server

• Attach a USB webcam & create a home security camera

• Link to a microphone to execute voice commands like Apple Siri or Amazon Echo”


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Non-linear interaction


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Research

PolicyPractice

TACCLE.eu (2008)

“Learning environments offer excellent opportunities for stimulating lifelong learning in both compulsory and adult education. The creation of high quality content for (personal) learning environments is essential for the successful use of e-learning. It is important to train teachers how to create such content and this is the main aim of our project:

helping teachers in compulsory and adult education to develop their own e-learning materials”.

• Handbook for subject teachers

• training courses across Europe

• selected by the European Commission as a “success story"

BUT…

- tools became outdated

- Teachers required examples ‘closer’ to their own field

9Dr. Koen DEPRYCK - TEEM '16 -Salamanca 20161102

TACCLE2.eu (2011)

• 5 resource books• Primary education• STEM• Arts, Culture & Humanities• Technology• Core Skills

1. Communication in the mother tongue2. Communication in foreign languages3. STEM competences4. Digital competences5. Learning to learn6. Social and civic competences7. Cultural awareness and expression

• Website: resources and community• Training courses

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FREE


TACCLE3.eu (2015)

“Many European countries are introducing computing as a core curriculum subject. Some have already done so; others are intending to. Inevitably the detail of the curricula will be different in each country but there is a substantial overlap –most of the curricula available so far include

• coding/programming,

• control technology and

• computational thinking

so we have started with these.”


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COMPUTATIONALTHINKING

CONTROLTECHNO-

LOGY

CODING

Coding

• THEN: Learning to “program” in schools WAS often equated with learning the vocabulary and syntax of programming.

“Getting the program to run correctly is the overarching objective of today’s computer programming classroom” (Pea and Kurland 1984)

• TODAY: we use systems using visual blocks one can drag and drop to write programs (eg. http://code.org)


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http://code.org/

From coding to computational thinking

Assumption: a “specific type of learning” takes place when young people are engage in programming.

“Programming interactive media (for example Logo and Scratch) support the development of computational thinking among young people”

Coding is arguably a setting for developing capacity for computational thinking (Brennan & Resnick, 2012)


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Computational thinking

“the thought process involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent (e.g. a computer)” (Cuny, Snyder and Wing, 2010)


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Effects of computational thinking on the learning (and working) environmentrequired metacognitive abilities :

- Connecting new information to former knowledge

- Deliberately selecting thinking/learning strategies

- Planning, monitoring and evaluating thinking/learning processes

- Breaking down complex actions into a conditional sequence (but what about non-linear complexity?)

- …

Will computational competences contribute to enhancing those?How do effect sizes compare?


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[Research

• Students having programming experience scored higher on variouscognitive ability test (reflectivity, divergent thinking…. ) compared to students with less or no such experience (Fessasis, Gouli & Mavroudi, 2012)

• Computational thinking focuses on the process of thinking and learning, moving beyond “what are you learning” to “how are you learning” (Brennan & Resnick, 2012)

• …]


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Role of coding, control technology & computational thinking in the curriculum…• Long term investment in bridging skills gaps between societal (labour

market) demands and available competencies (content, skills…)• Moving from literacy to active use• Push for competences of teachers• Positive mindset towards STEM• …• New programming environments lower the threshold

Shift from ‘coding’ to ‘logical map of the desired functionality’ while generating real deliverables (apps, robotics….)


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GO! primary school 3hoek (Antwerp)

NEW: Toddlers integrating• coding/programming, • control technology and • computational thinking

made the NEWS (making visible!)


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Thank you…

Contact details

Prof.Dr. Koen DEPRYCK

Dept. of Educational Sciences

Vrije Universiteit Brussel

[email protected]


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