The document provides an overview of efforts to establish informatics as a fundamental discipline in school education across Europe. It discusses the Informatics for All coalition which developed an Informatics Reference Framework for School to advocate for including informatics in curriculums. The framework defines 11 core topics and was informed by broad consultation. The status of informatics in schools across Europe is then analyzed according to this framework, finding most systems integrate it into other subjects rather than as a standalone discipline. Informatics is positioned as a new fundamental competence and language for all students akin to mathematics and languages.
Ralf Klamma
Advanced Community Information Systems (ACIS)RWTH Aachen University, Germany
klamma@dbis.rwth-aachen.de
Dresden, January 22, 2015
las2peer is a distributed, highly reliable and secure platform for creating community information systems and community services.
The main goal of las2peer is to provide a fast and flexible way to create services which may communicate with each other and their users through standard protocols. The used and stored information is handled in a trustworthy way and within full control of the communities.
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European
schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than
150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.
The Horizon Report Europe: 2014 Schools Edition Mario Verissimo
The Horizon Report Europe: 2014 Schools Edition examines trends, challenges, and technologies for their potential impact on and use in teaching, learning, and creative inquiry.
This paper introduces the concepts of Hypermedia and Hypertext systems as tools for managing information in the field of architecture and enhancing the landscape of education. An application developed by the author is used to illustrate the use of Hypertext programs in architectural education. Paradox, a powerful relational database program, is used to develop an application illustrating the works and philosophies of twentieth century masters of architecture. The paper recommends the development of similar applications to be available for students through computer networks, as tools for managing growing amounts of information and enhancing the landscape of learning.
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
Historical social & economic context of computingBurhan Ahmed
Historical social & economic context of computing.
Watch my videos on snack here: --> --> http://sck.io/x-B1f0Iy
@ Kindly Follow my Instagram Page to discuss about your mental health problems-
-----> https://instagram.com/mentality_streak?utm_medium=copy_link
@ Appreciate my work:
-----> behance.net/burhanahmed1
Thank-you !
The place of citizenship in the scottish computing curriculummclaughlinkt
Abstract
For the last 25 years computing has been a significant element of the wider curriculum in Scottish schools. Through numerous iterations of the curriculum and changes in the purpose and nomenclature of the subject, there has been a consistent emphasis on the importance of what academics would class as citizenship education. This presentation will explore the rational for including citizenship topics within the curriculum and the continued justification for maintaining its presence. It will also explore the blurring of the lines between the subjects of Computing and ICT; the relative importance of one over the other and the danger these pose in relation to the importance and relevance of citizenship education in the wider curriculum.
CHRISTINA NGUYEN, University of Toronto Mississauga Library
In the world of digital literacies, liaison and instructional librarians are increasingly coming to terms with a new term: algorithmic literacy. No matter the liaison or instruction subjects – computer science, sociology, language and literature, chemistry, physics, economics, or other – students are grappling with assignments that demand a critical understanding, or even use, of algorithms. Over the course of this session, we’ll discuss the term ‘algorithmic literacies,’ explore how it fits into other digital literacies, and see why it as a curriculum might belong at your library. We’ll also look at some examples of practical pedagogical methods you can implement right away, depending on what types of AL lessons you want to teach, and who your patrons are. Lastly, we’ll discuss how librarians should view themselves as co-learners when working with AL skills. This session seeks to bring together participants from across the different libraries, with diverse missions/vision/mandates, to explore ways we can all benefit from teaching AL. If time permits, we may discuss how text and data librarians (functional specialists) can support the development of this curriculum.
Ralf Klamma
Advanced Community Information Systems (ACIS)RWTH Aachen University, Germany
klamma@dbis.rwth-aachen.de
Dresden, January 22, 2015
las2peer is a distributed, highly reliable and secure platform for creating community information systems and community services.
The main goal of las2peer is to provide a fast and flexible way to create services which may communicate with each other and their users through standard protocols. The used and stored information is handled in a trustworthy way and within full control of the communities.
The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European
schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than
150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.
The Horizon Report Europe: 2014 Schools Edition Mario Verissimo
The Horizon Report Europe: 2014 Schools Edition examines trends, challenges, and technologies for their potential impact on and use in teaching, learning, and creative inquiry.
This paper introduces the concepts of Hypermedia and Hypertext systems as tools for managing information in the field of architecture and enhancing the landscape of education. An application developed by the author is used to illustrate the use of Hypertext programs in architectural education. Paradox, a powerful relational database program, is used to develop an application illustrating the works and philosophies of twentieth century masters of architecture. The paper recommends the development of similar applications to be available for students through computer networks, as tools for managing growing amounts of information and enhancing the landscape of learning.
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
Historical social & economic context of computingBurhan Ahmed
Historical social & economic context of computing.
Watch my videos on snack here: --> --> http://sck.io/x-B1f0Iy
@ Kindly Follow my Instagram Page to discuss about your mental health problems-
-----> https://instagram.com/mentality_streak?utm_medium=copy_link
@ Appreciate my work:
-----> behance.net/burhanahmed1
Thank-you !
The place of citizenship in the scottish computing curriculummclaughlinkt
Abstract
For the last 25 years computing has been a significant element of the wider curriculum in Scottish schools. Through numerous iterations of the curriculum and changes in the purpose and nomenclature of the subject, there has been a consistent emphasis on the importance of what academics would class as citizenship education. This presentation will explore the rational for including citizenship topics within the curriculum and the continued justification for maintaining its presence. It will also explore the blurring of the lines between the subjects of Computing and ICT; the relative importance of one over the other and the danger these pose in relation to the importance and relevance of citizenship education in the wider curriculum.
CHRISTINA NGUYEN, University of Toronto Mississauga Library
In the world of digital literacies, liaison and instructional librarians are increasingly coming to terms with a new term: algorithmic literacy. No matter the liaison or instruction subjects – computer science, sociology, language and literature, chemistry, physics, economics, or other – students are grappling with assignments that demand a critical understanding, or even use, of algorithms. Over the course of this session, we’ll discuss the term ‘algorithmic literacies,’ explore how it fits into other digital literacies, and see why it as a curriculum might belong at your library. We’ll also look at some examples of practical pedagogical methods you can implement right away, depending on what types of AL lessons you want to teach, and who your patrons are. Lastly, we’ll discuss how librarians should view themselves as co-learners when working with AL skills. This session seeks to bring together participants from across the different libraries, with diverse missions/vision/mandates, to explore ways we can all benefit from teaching AL. If time permits, we may discuss how text and data librarians (functional specialists) can support the development of this curriculum.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
UiPath Test Automation using UiPath Test Suite series, part 3DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 3. In this session, we will cover desktop automation along with UI automation.
Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
To Graph or Not to Graph Knowledge Graph Architectures and LLMs
2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»
1. Informatics
A Fundamental Discipline for the 21st Century
Michael E. Caspersen
Director, It-vest – networking universities
Honorary Professor, Department of Computer Science, Aarhus University
Special adviser for Executive Vice President Margrethe Vestager of the European Commission
mec@it-vest.dk
eMadrid Network
Madrid, 16th December 2022
3. • Ongoing work since 2012
• Formally founded in 2018 by
• Association for Computing Machinery (ACM) Europe Council
• Council of European Professional Informatics Societies (CEPIS)
– GI and 28 other national IT societies
• Informatics Europe – 160+ universities and research centres
• The International Federation of Information Processing (IFIP) joined
in 2020
• To advocate for the inclusion of informatics as a
foundational discipline in schools across Europe
• Chair: Wendy Hall
• ACM Europe Council: Judith Gal-Ezer and Andrew McGettrick
• Informatics Europe: Michael E. Caspersen and Enrico Nardelli
• CEPIS: Gerald Futschek and Luis Fernandes-Sanz
• IFIP (TC3): Don Passey and Mary Webb
• Advisor: Bobby Schnabel
• Activities described on the site http://informaticsforall.org
Informatics for All – a joint European endeavour
4. Brussels, March 2018
CECE, 2013-2017
(Committee on European Computing Education)
2017
2013
Presented to the European Commission
Brussels, April 2022
6. Digital Education Action Plan (DEAP)
2021-2027
Update of DEAP
• A top priority in Ursula von der Leyens Mission Letter to
Mariya Gabriel in 2019 when the new EC was formed.
Action 10
A focus on inclusive high-quality computing education
(informatics) at all levels of education.
2018
Proposal for
A coherent vision
and shared terminology
related to providing
informatics to all students in Europe.
as requested in action 10 of DEAP.
7. Michael E. Caspersen (Chair)
It-vest – networking universities, Denmark
Ira Diethelm
University of Oldenburg, Germany
Judith Gal-Ezer
The Open University of Israel
Andrew McGettrick
Strathclyde University, Scotland
Enrico Nardelli
University of Roma, “Tor Vergata”
Don Passey
Lancaster University, UK
Branislav Rovan
Comenius University, Slovakia
Mary Webb
King’s College London, UK
Informatics Reference Framework for School
Developed by “Group of 8”
8. Broad consultation
June – September 2021
Feedback from the networks of the four organisations
behind the Informatics for All coalition
and from 14 countries across Europe.
Integration of feedback and
preparation of current version
September 2021 – February 2022
Informatics Reference Framework for School
Key activity 2020-2022
Preparation of interim version
October 2020 – June 2021
9. Informatics Reference Framework for School
Characteristics
• Synthetic and short
• 17 pages
• A minimum set of high-level common requirements
• Room for national communities to derive curricula tuned to local culture and
needs while coherent with a common European vision of Informatics in School
• An enduring foundation of 11 core topics
• Foundational and invariant terms possessing temporal robustness
• Contemporary context and implications
• A brief contemporary interpretation of the core topics illustrating richness,
relevance for all (potential specialisation topics)
• Indicators of outcomes (annex)
• These are not intended to be prescriptive and are provided for illustrative
purposes only to stimulate thinking and action of cirricula designers.
• Future work
• Guidelines for using the framework (ready)
• Further elaboration on specialisation topics (in progress)
11 Core topics
Data and information
Algorithms
Programming
Computing Systems
Networks and communication
Human-computer interaction
Design and development
Digital creativity
Modelling and simulation
Privacy, safety and security
Responsibility and empowerment
10. Inclusion, diversity and gender
remain important issues in informatics
education.
Inclusion is a fundamental principle.
Diversity is a feature of inclusion.
Gender concern is an issue of diversity.
The gender issue is a particular concern;
engagement with informatics at an
early age can promote self-efficacy
and tackle gender stereotyping before
prevailing views become entrenched.
Compulsory informatics education
counteracts a tendency for girls to opt out
and puts the onus on curriculum
developers and teachers to create a
curriculum that engages girls as well as
boys.
11. 4.2 Aims and objectives
At the end of upper secondary education, pupils will skilfully be able to:
1.Use digital tools in a conscious, responsible, confident, competent, and creative
way.
2.Understand the principles and practices of informatics and their multifaceted
applications.
3.Analyse, design, frame and solve problems "informatically" .
4.Creatively develop computational models to investigate and communicate
about phenomena and systems.
5.Identify and discuss ethical and social issues associated with computational
systems and their use, potential benefits, and risks.
More elaborate version on page 5 of the document.
12. 4.3 Core topics
Core topic areas Description
Data and
information
Understand how data are collected, organised, analysed and used to
model, represent and visualise information about real-world artefacts and
scenarios.
Human-computer
interaction
Evaluate, specify, develop and understand interaction between people
and computing artefacts.
Responsibility and
empowerment
Critically and constructively analyse concrete computing artefacts as well
as advanced and potentially controversial techniques and applications of
informatics, particularly from an ethical and social perspective.
All 11 core topics are described using succinct descriptors (see table 1, page 6).
13. The report provides insights into
how informatics can be integrated
as a fundamental and scientific discipline
in school education in Europe.
The status quo of informatics in school
is analysed according to the
Informatics Reference Framework for School
published earlier this year by the
Informatics for All coalition.
Published 21th September 2022
14. - Reference year: 2020/2021
- Primary, general lower and upper
secondary education.
- Informatics as a distinctive discipline
(separate subject or integrated into other
subjects).
- 39 education systems in 27 EU member
states and 10 other Erasmus+ countries.
Scope and methodology
16. Mathematics
Informatics
The Vision
Informatics is a new aspect of ‘bildung’
– a new fundamental competence for all
Mathematics is (primarily) the language of the natural sciences
Informatics is a language of all disciplines
Informatics
Chinese
History Physics
Chemistry
Social science
Classical history
Music
Biology
Geology
Art
English
Literature
Marketing
Biotechnology
Psychology
German ... Philosophy
Spanish
Design Geography
Economics
Language
becoming
17. Danish Broadcasting Corporation’s
Rosenkjær Lectures
Peter Naur (1928-2016)
Turing Laureate (2005)
... da kan man ikke være i tvivl om at datalogien må have en plads i almenuddannelsen.
For at nå
̊ til en rimelig forestilling om hvordan denne placering bør være er det naturligt at
sammenligne med fag af lignende karakter. Man vil da nå frem til sproglære og matematik,
som er de nærmeste analoge. Fælles for de tre emner er også deres karakter af redskaber for
mange andre fag.
To conceive the proper place of ‘datalogi’ in the curriculum, it is
natural to compare with subjects of similar character. One will then
realise, that languages and mathematics are the closest analogies.
Common for the three is also their character as tools for many other
subjects.
1966-67
18. Spoken language Written language Mathematical language
Computational
language
Informatics as a fundamental discipline
A new language – a new cultural technique
19. It is indeed
too odd
for words
that half's
three quarters
of two thirds.
- Piet Hein
Natural vs. mathematical language
20. Central
Stochastic methods, differential equations
and lots of other “good stuff”
40 pages of non-trivial mathematics
Decentral
Simple local rule: (a+b) / 2
Emergence and dynamics "for free"
Agent-based modelling (ABM)
Mathematical vs. computational language
Wave model
21. Decentral
Simple local rule
Emergence and dynamics "for free"
Agent-based modelleling (ABM)
March 14, 2020
Mathematical vs. computational language (2)
Central
Stochastic methods, differential equations
and lots of other “good stuff”
25 pages of non-trivial mathematics
Epidemic model
22. 1st ABM example : Spread of infection (2)
Description of the phenomenon at agent level
– a local model
Agent-based modelling
Transparent and accessible for all
Description of the phenomenon at
systems level – a centralised model
Mathematical analysis vs. agent-based modelling
Accessible for very, very few people
Coupled differential equations
23. 1st ABM example: Spread of infection (1)
Infected
Immune
Receptive
Spread of infection
Time
Persons
24. One of the most difficult things in science (and any other discipline)
is to model the dynamics of processes
of system components.
Modelling the dynamics
of (complex) systems
But it is also a highly motivating way to approach the material,
to experiment and experience the subject matter
to understand details and large contexts.
25. Beyond the Centralized Mindset
Seymour Papert and one turtle Mitch Resnick and 1,000 turtles
Logo, 1967 StarLogo
(PhD, 1992)
Uri Wilensky (and a dolphin)
NetLogo
(PhD, 1993)
26. Agent-based modelling (ABM)
Agents have autonomy based on
• properties
(e.g., appearance, size, position, direction, speed)
• behaviour
(e.g., search south, avoid trees, follow neighbours)
• Agents’ properties and behaviour define not
only how they look and behave, but also
how they interact with each other and their
environment.
27. A White Paper from 2013
Future Directions in Computing Education Summit Part One:
Important Computing Education Research Questions
Palle Nowack
29. 2nd ABM example: Tipping point – forest fire (1)
Trees are the agents
Green trees
One rule: 1) Do nothing
Red (burning) trees
Two rules:
1) Ignite neighbouring trees
2) Burn out
Density: 57 %
30. Density: 57 % Density: 61 %
2nd ABM example: Tipping point – forest fire (2)
Repeated simulations
32. Systems analysis and comprehension
for discovery, expression and problem solving
Systemic comprehension is to see
– processes and interaction rather than static pictures
– connections and relations rather than individual parts
Recurring systemic properties across disciplines and domains
– feedback mechanisms
– exponential growth
– tipping points
– self organisation
– ...