The document describes the Digital World course at SUTD which teaches computational thinking. It uses a "1D-Big D" pedagogy with hands-on projects each week to reinforce concepts from the foundations subjects of math, science, and humanities. Students provide feedback that they learn practical skills through controlling physical robots. The course equips students through online materials, micro-quizzes, cohort problems, and immediate feedback. It culminates in a final integrated 2D design project applying multiple subject areas.

1. The Digital World
A Freshmore Course for Computational Thinking at SUTD
17th June 2015

3. Curricular Framework
Design projects Electives
Architecture &
Sustainable
Design
Engineering
Product
Development
Engineering
Systems &
Design
Information
Systems
Technology &
Design
Senior
Junior
Sophomore
Freshmore
Statistical Reasoning and Optimization
Archi-
tecture
Core
Product
Design
Core
System
Design
Core
Info
Design
Core
Entrepreneurship, Management, Social Science, Economics, Humanities, Arts
Energy &
Structures
Dynamics
& Control
Linear
Signals &
Systems
Capstone: Integrated Design Experience
Information, Computation, Materials and Systems
FOUNDATIONS
Mathematics, Science, Introductory Humanities, Social Sciences
in the context of Design
• Four 12-unit subjects per semester ( x 8 semesters)

4. Where should we be at the age of MOOC?

5. Where should we be at the age of MOOC?

6. • Fun and interesting. Even though I have python
programming background (from coursera, edx and
udacity), I still learn something … here. This course also
provide me the opportunity to control something physical,
which the online courses lacked. The 2D is really an
awesome experience. Being able to make a robot to plan
its path and moving autonomously through a maze is
really cool.
– Anonymous, Term 3, 2015
Student Feedback on Digital World

7. +
Course Website
• http://10-009.wikispaces.com
• Class Calendar

8. 1D
1D “Big-D” Pedagogy (i.e., 1-D Big-D)
MATH
PHYS
CHEM
HASS
Wk 1 Wk 5 Wk 10
Desktop experiments,hands-on demos,conceptquizzes,
collaborate learningactivity, designettes,etc.

9. Week 2
• Move the
robot
• Sequential
Program
Week 3
• Robot calls
• Functions
Week 4
• Robot obeys
• Conditionals
and loops
Week 5, 6
• Robot free
• Open
project
1D Projects in Digital World
Week 9
• Boundary
follower
• State machine
Week 10
• Robot Controller
• PD controller
Week 12, 13
• Teach the Young
Computing
• Open project

10. Finch Open Project Week 6
http://www.screencast.com/t/fICxEKLyV

11. Online
Learning
Micro-
Quizzes
Cohort
Problems
Homework
s
Programming
Quizzes
How do we equip students to do the projects?

12. +
Online Materials

13. Survey
Before
76%
After
8%
Before and
After
12%
Never
4%
Reading assignment • I feel more attentive
• The simpler concepts that are easier
to grasp by self learning will be
taken care of and more complex
coding can be discussed in class
thus saving time. It makes the
lesson more meaningful and easier
to keep up with. For those who are
ahead of the lesson can also
continue on to next week's material
before instructed to do so as well.
• I won't go to class without any
background knowledge

14. +
Immediate Feedback

15. Online
Learning
Micro-
Quizzes
Cohort
Problems
Homework
s
Programming
Quizzes
How do we equip students to do the projects?

16. Cohort Based Learning

17. +
Immediate Feedback

18. +
Immediate Feedback

19. 80
85
90
95
100
Average
Median
Continuous Assessment

20. 1D Final Project

21. 2D
2D Integrated Designette (i.e., 2-D Big-D)
MATH
PHYS
CHEM
HASS
Wk 1 Wk 5 Wk 10
Desktop experiments,hands-on demos,conceptquizzes,
collaborate learningactivity, designettes,etc.
Integrative designette thatcuts across the foundationsubjects
SUTD - Confidential

22. 2D Challenge 2013
State Machines, path planning

23. Modeling, Abstraction, and Objects

24. Modeling, Simulation, and Real-World

25. 2D Challenge 2013
http://youtu.be/-6Y3Nh5pY9c

26. Summary (slide @ www.okakurniawan.net)