1. Imparting Life Skills through Computer Science
A Collaborative Product from IIT Bombay and InOpen
2. THE HUMAN BRAIN IS
AN EXTRAORDINARY
PIECE OF BIOLOGICAL
MACHINERY.
3. IT IS CAPABLE OF
COORDINATING THE SENSES
TO ACQUIRE, PROCESS, AND
LINK VAST AMOUNTS OF
INFORMATION TO HELP
PEOPLE
LEARN,COMMUNICATE, AND
SURVIVE.
!
4. ALL COMPUTERS PURCHASED
TODAY ARE MULTIMEDIA PC'S
INCLUDING TABLETS.
!
THIS MEANS THAT THE SOFTWARE
INSTALLED IN THE SYSTEM IS
CAPABLE OF COMBINING TEXT,
AND MULTIMEDIA WITH LINKS
AND TOOLS THAT HELP A USER
NAVIGATE, INTERACT, CREATE,
AND COMMUNICATE, LEARN AND
SURVIVE, BOTH ACADEMICALLY
AND SOCIALLY
5. COMPUTERS ARE
FOUND JUST ABOUT
EVERYWHERE AND
SOME COMPUTERS ARE
EVEN ATTACHED TO
HUMAN BEINGS!
!
6. SINCE THE HUMAN BRAIN
AND MULTIMEDIA
APPLICATIONS WORK IN
SUCH SIMILAR WAYS, IT
MAKES SENSE TO
INCORPORATE
TECHNOLOGY DEEPLY
TO STIMULATE BETTER
LEARNING AMONG
SCHOOL STUDENTS.
7. THEREFORE, ONE COULD
ARGUE THAT COMPUTER
LITERACY IS QUICKLY
BECOMING AN ESSENTIAL
BASIC SKILL TO BE
RANKED AMONG THE THREE
R'S--READING, WRITING,
AND ARITHMETIC.
!
8. WE BELIEVE THAT COMPUTER
SCIENCE IS BEYOND SKILLS.
!
AT COMPUTER MASTI WE ARE
IMPARTING LIFE SKILLS THROUGH
COMPUTER SCIENCE EDUCATION
9. Changing the way Computer Science is taught in Schools.
‣Computer Science for Schools.
!
‣Content Service Solution.Text Book (or
ebook) along with Teacher Training,
Handholding and Assessment
!
‣Available for CBSE, ICSE, IGCSE and SSC
Board
!
‣A collaborative product of IIT Bombay and
InOpen Technologies
!
‣Imparting Life Skills through Computer
Science Education
10. cm philosophy
‣The inception of Computer
Masti (CM) has come about at a
critical juncture when there was
a visible need for a standard
Computer curriculum, trained
teachers and quality instructional
material.
!
‣Fun and Engaging Content.
Solves one of the primary
barriers to boosting science-related
college majors which is
lack of interest.
!
‣CM uses Scaffolded learning.
Real-life problems always have
more than one path to a
solution, that students learn best
by doing, and that curiosity
should drive exploration.
!
‣CM adopts a constructivist
pedagogical approach, which
encourages the characters to
keep asking questions, and to
explore on their own. Learning
is contextual and idiosyncratic.
!
‣The content, apart from teaching
the computer literacy skills, also
teaches others concepts like
stepwise thinking and logical
reasoning.
11. why
need to emphasize on concepts and nurture thinking skills
‣ We feel that in today’s scenario,
there is a proliferation of
Education related
materials.There is a lot of
sensible content present but at
the same time there is an
overdose of information in many
forms. As a result child and the
teacher are overwhelmed and
confused.
!
‣ We believe that there is a need
to present content in a way that
is simple, yet very engaging
manner. There is a need to
emphasize concepts and nurture
thinking skills rather than
memorization of information.
!
‣ We believe that in the
information age, it is important
that we equip the students with
the right combination of
cognitive skills (thinking),
behavioral (life skills or the 21
century skills) and attitude (self
learning abilities).
13. Thinking process skills include basic methods and cognitive processes used by scientists,
engineers, computer scientists, writers, economists and many other professionals in making
sense of complex situations, solving problems, conducting investigations and communicating
ideas. These skills are applicable in a wide range of problems in science, technology and
engineering, as well as in everyday life.
Algorithmic
thinking
Problem-solving
skills
Systematic
information gathering
and synthesis
Multiple representation and
Brain-storming divergent thinking
Thinking Process Skills
14. Algorithmic
thinking
Algorithmic processes are
the foundation of much of
computer science, hence
developing step-wise
algorithmic thinking is key to
understanding several aspects
of computers itself.
!
Algorithmic thinking and
logical reasoning are
applied in solving problems
in several domains.
15. Problem-solving
skills CMC includes problem skills
as a key feature of the
curriculum not only because
they are required in learning
the fundamentals of
computers, but importantly,
because they need to be
explicitly addressed in a
curriculum if we want
students to develop them.
Students do not automatically
acquire these skills, while
learning content
16. Systematic
information
Learning how to systematically
gather information, represent
it in multiple ways, and analyze
and synthesize information,
form the basic steps of
research in any area. The
skills of gathering and
organising information are
key to developing
information literacy.
17. Brain-storming
Thinking process skills such as
brainstorming, decision-making,
equip students
with powerful skills to
handle real-life situations at
various ages, from planning a
vacation, to buying a computer
for home use, to deciding
future education and career
paths.
18. Multiple representation and
divergent thinking
Cultivating better creative thinking ability in
students has become an important trend in
educational revolution. The algorithmic
thinking problem solving process involves
divergent thinking with many tools and
requires more effort and time.
!
It is not easy to cultivate student creative
thinking ability in traditional classroom. This is
because most students simply apply the
formulas they have learnt to solve problems,
but do not necessarily understand the real
concepts or principles behind the formulas.
CM addresses this.
19. Computer Masti is based on the philosophy that it is necessary to address computer
fluency, not just literacy. Thus CM does not approach computer literacy simply as a list of
usage skills of increasing difficulty that the students must learn one by one. Instead it
approaches the learning of computer usage skills in the context of learning about
fundamental computer-related concepts and thinking process skills.
!
Educational research shows that learning is not just a rational act, but also has emotional
connections. Hence Computer Masti also addresses learners’ attitude towards computers.
This leads to the following categorisation of topics chosen for each grade
Concepts Usage Sills Social Aspects
Computer Literacy
integrated with
Fundamental
concepts and
thinking Skills
20. Concepts
Learning computer science
concepts, as well as thinking
process skills. These address
the development of the
cognitive faculties of the
learner.
21. Developing hands-on
skill in the use of
various hardware,
software, and
programming
languages. These
address the
development of
behavioural
faculties.
Usage Sills
22. Social Aspects
Understanding and applying
ethical and security related
issues of computer and
Internet usage, developing a
positive attitude towards
computers, and enjoying the
process of inquiry. These
address the affective
faculties.
23. Thematic
One way to apply thematic integration is through the
development of an interdisciplinary thematic unit, supported in
its development and execution through technology.
!
This entails use of computer-based learning tools. In countries where
most students have access to desktops, laptops or other handheld
devices in the classroom, thematic integration of technology primarily
refers to the application of technology into other subjects.
!
On the other hand, in countries such as India, where resources are
constrained, computers are mostly implemented as a separate school
subject. To address these needs, CM suggests a thematic
integration for Computers curriculum that involves reinforcing
what is taught in other subjects while learning computers.
!
In other words, CM curriculum builds on what students learn in
subjects such as Science, Maths, Geography, and so on, to acquire
conceptual and procedural understanding of computers.
!
Moreover, the natural attraction of students to acquire
computer-usage skills by doing computer-based projects is
24. Computer Masti curriculum is organised as a spiral
curriculum. It is structured such that themes and topics are
revisited multiple times, with each successive visit increasing the
depth to which topics are addressed. A spiral curriculum could be
conceptualised as follows:
-
A set of ideas or operations are first introduced in an intuitive
Spiral Curricullum
way.
-
After they have been mastered at a conceptual level, ideas are
revisited in a more formal manner.
-
The connection with other knowledge is developed so that
students start building interconnected complex set of ideas.
-
The next, higher level of mastery is treated at a more abstract
level.
!
While a spiral curriculum entails revisiting topics multiple times, it is
not simply a repetition of a topic. Each visit deepens the treatment
of the ideas. Increasing levels of difficulty are addressed in
successive visits of a topic. New knowledge or skills, advanced
applications, and additional objectives, get added in each
subsequent visit. At all times, explicit connections are made from
new learning to old learning. Some benefits of a spiral curriculum
are: it reinforces understanding of topics, builds from simple to
complex ideas, achieves higher cognitive levels during successive
encounters with a topic without overwhelming the student, and
provides flexibility to personalize learning.
25. Scalability
Computer Masti is not preferential to any specific
hardware platforms or software packages. However,
to maximize the outreach and implementation in a
cost-effective manner, CM recommends the use of
free and open source software (FOSS) operating
system and applications. It has been recognized
that unless an attitude and aptitude of
knowledge creat ion is establ ished in
developing countries, they will continue to
remain as mere consumers of technology.
Besides bringing down implementation costs, the
use of FOSS facilitates a culture of freedom,
builds confidence in the user to be in
command of technology, and empowers them
to participate in technology creation.
26. Teaching Learning
Straegy
Multiple Intelligence
21st Century Skills and
Computer Science
Higher Order Thinking
Skills
Smart Applications for
Smart Kids
Collaborative
Learning
Healthy
Computer
Practises
Playfulness
Guided Inquiry
Based Learning
27. Guided Inquiry Based
Learning
Inquiry-based strategies help students to
‘learn how to learn’. They develop the ability
to locate, evaluate and use appropriate
information, which is crucial in today’s
information-rich technological environment.
The guidance provided by the teacher helps
students to develop skills and confidence to apply
concepts and use tools. Ultimately, inquiry-based
strategies help students develop into independent
learners.
!
-
Narrative Style
- Leverages on Natural Comprehension abilities
of children
- Engaging Content and Illustrations
!
28. Multiple Intelligence
In Today’s scenario, one can make a strong
analogy between the function of the human
brain and a computer 'brain
‘Computers are found just about everywhere
in industrialized nations--at home, school,
work, vacation spots, cars, planes, and some
computers are even attached to human
beings! Therefore, one could argue that
computer literacy is quickly becoming an
essential basic skill to be ranked among the
three R's--reading, writing, and
arithmetic. Since the human brain and
multimedia applications work in such similar
ways, it makes sense to incorporate biology
with technology to stimulate better learning
among high school science students’
29. 21st Century Skills
and Computer
21st Science
century skills & Computer
Science
!
‣Thinking process skills such as Stepwise
thinking, Gathering information
systematically, Brain storming & Mind
maps.
‣Group activities & Project Based
Learning.
‣Modern communication tools & Cloud
computing.
‣Multi-media programing & Digital story
telling.
30. Higher Order
Thinking Skills
!
CM aims to teach students the skills they
need to be critical thinkers. This is possible by
engaging them in Higher levels of thinking.
Pr a c t i c ing Hi ghe r Orde r think ing
skills( HOTS) will give students the tools
needed to analyze, evaluate and create
information. These skills will also enable
them to find solutions to any challenge
within and outside the curriculum.
In CM, learning outcomes of every chapter are
stated clearly. The worksheets and activities
in the books include questions that are
designed such that they push higher order
thinking skills.
31. Smart Applications
for Smart Kids Smart Applications for Smart
Kids
Computer Masti is taught
independent of any operating system
with focus on Open Source
Applications
!
- Applications can be installed from
internet and used without any cost
.
- Visual programing methods. Mind
mapping tools. Productivity tools.
- Educational games
!
32. Collaborative
Learning
Collaborative learning (or cooperative learning,
group work, team learning) is one method of
getting students to actively participate in the
process of learning. Several research studies show
that students learn more of what is taught, retain
knowledge longer, are able to solve more complex
problems, and are more satisfied with the process
when they learn in groups [Johnson and Johnson
1986, Toten et al 1991].
!
Students work on one or more tasks in small groups
by planning, discussing and negotiating. Collaborative
learning can take various forms: groups can be
formal or informal, members can be assigned to
groups by the teacher or students can self-organize,
groups can last for a particular class or for a
long-term duration (such as an entire semester, or for
a project) and groups can be of varied sizes. Students
co-construct and share knowledge, thereby forming a
community of learners in the class.
33. Healthy Compute
Healthy Computer Practises.
!
Topics in this theme sensitize students
to ergonomics, social and ethical issues
associated with computer use. These
issues are incorporated in the
curriculum by way of exercises to avoid
computer related injury, Internet safety
guidelines, and values such as sensitivity
to others and intellectual property
rights.
!
Practises
34. Playfulness
Play is essential to development because it contributes
to the cognitive, physical, social, and emotional well being
of children and youth. It allows children to use their
creativity while developing their imagination, dexterity,
physical, cognitive, and emotional strength. Research
studies have revealed that play has been found to be
the most developmentally appropriate way for
children to learn since it facilitates problem-solving,
perspective taking, social skills, and
development of the mind
!
The role of play and the use of games as educational
tools can influence learning among children by bringing
about qualities such as confidence, self-efficacy, and
intrinsic motivation. Hence CM suggests including
playfulness as an explicit basis for designing
learning activities and transacting them in the
classroom
35. who we are
At InOpen we believe in ‘Simplifying and Strengthening knowledge’.
‣InOpen started in 2009 by
Rupesh and Prof. Sridhar.
Incubated in IIT Bombay.
InOpen is an educational
startup with focus on
developing high quality
academic content through
intense research.
!
‣InOpen provides tailor-made
solutions for teaching
Computer Science to 300+
schools, thus reaching out to
500,000+ students. InOpen
aims to touch the lives of
1,000,000 students by 2014.
‣InOpen has also been
mandated by the State
Governments of Assam and
Bihar to teach school students
in Government schools and
officer/clerk level employees.
‣Backed by strong VC Funding.
InOpen
SINE
IIT
Bombay www.inopen.in 01
36. who we are At InOpen we believe in ‘Simplifying and Strengthening knowledge’.
37. how
by creating content and learning solutions whose genesis is in
‣ Sustained deeper
involvement and engagement
with audience
(contextualisation of learning
experience).
!
‣Emphasis on 21st century
skills (Communication,
Critical thinking, Creativity,
and Collaboration) and
confidence to approach a
complex problem with clarity
in thought process.
‣Broadening the application
area of concepts by learning
and mapping them to daily
life.
!
‣Empowering Delivery
Channels (equipping the
teachers with TPACK based
training). Teaching approach -
TAP your way to learn -
Think-Apply-Practice.
41. impact
2009
Started
in
October,.
8
schools,
2000
students
2010
Computer
MasC
in
5
languages,
24
schools,
20,000
students
2011
Computer
MasC
in
10
languages,
53
schools,
60,000
students.
2012
Serving
3,00,000
students
across
125+
schools
PAN
India
2013
Serving
5,00,000
students
across
300+
schools
PAN
India.
MulCple
Geographies
500000
375000
250000
125000
0
2009 2010 2011 2012 2013
49. Imagine Create Deliver
thank you
Rupesh Shah | CEO & Co-Founder | rupesh@inopen.in | rupeshkumarshah.com
Mumbai | Hyderabad | Jaipur | Palo Alto | Tokyo
50. q & a
but
first
lets
answer
some
frequently
asked
ques4ons
‣ Why so much emphasis on Computer
Science?primarily because of 2 reasons:
- Computer Science as a subject is indeed
engaging and there is absolutely no
problem addressing attention Span issues.
- Also, strong Computer Skills can facilitate
other subjects really well.
!
We believe In the information age, it is important
that we equip the students with the right
combination of cognitive (thinking), behavioral (life
skills or the 21st century skills) and attitude (self
learning abilities).
‣ What is InOpen’s relation with IIT Bombay?Computer Masti is a collaborative
product from InOpen Technologies and IIT Bombay. InOpen Technologies is incubated
in SINE (Society for Innovation and Entrepreneurship), IIT Bombay
‣ How Can Computer Masti be implemented in School?
‣ When a school expresses their interest to implement Computer Masti,
‣ An Education officer from InOpen visits the school. to understand the curriculum,
instruction material in use, infrastructure available, students’ current exposure to
Computer Science, teacher qualifications and skills, management’s vision, etc are
thoroughly studied. On the basis of this, we suggest a roadmap to implement Computer
Masti across different grades.
‣ We provide core curriculum learning materials or even customize Computer Science
course books as per client requirements.
In case you are interested to implement CM in your school, you can get in touch with the sales
team at InOpen Technologies at +91-96196-09509 or http://computermasti.in/contact-us.
html
51. contact
‣ Address
M-‐03,
SINE
CSRE,
IIT
Bombay,
Powai,
Mumbai
-‐76
‣ Phone
91.22.64.545454
/
91.22.62525252
‣ Email
info@inopen.in
Get in Touch
We’d love to hear from You!
Whether you have a question about InOpen,
need assistance for your school, or you’re in
town and want to check out the office, we
want to know what’s on your mind.You are
important to us!
‣ Website
www.inopen.in
‣ Facebook
facebook.com/computermas3
‣ TwiBer
twi4er.com/computermas3
‣ Address
M-‐03,
SINE
CSRE,
IIT
Bombay,
Powai,
Mumbai
-‐76
‣ Phone
91.22.64.545454
‣ Email
info@inopen.in
