Resumen de las investigaciones principales desarrolladas por el grupo KGBL3 -formado por investigadores de la URJC, la UNED y Programamos- sobre el desarrollo del pensamiento computacional en la educación.
La conferencia presentará las conclusiones más importantes de las investigaciones realizadas por el grupo KGBL3, formado por investigadores de la URJC y la UNED, en materia de pensamiento computacional en la educación. Estas investigaciones se agrupan en tres líneas temáticas: la evaluación del pensamiento computacional, su transferencia a otros dominios y los factores que influyen en su desarrollo. Durante la conferencia se hará especial hincapie en el proceso de creación y validación de los instrumentos y herramientas software desarrolladas por el grupo, que se han convertido casi en un estándar de la comunidad educativa y académica. Para finalizar se presentarán los primeros resultados de una nueva línea de investigación en la que se está trabajando, que tiene que ver con la enseñanza de la inteligencia artificial desde edades tempranas usando la herramienta LearningML.
La conferencia presentará las conclusiones más importantes de las investigaciones realizadas por el grupo KGBL3, formado por investigadores de la URJC y la UNED, en materia de pensamiento computacional en la educación. Estas investigaciones se agrupan en tres líneas temáticas: la evaluación del pensamiento computacional, su transferencia a otros dominios y los factores que influyen en su desarrollo. Durante la conferencia se hará especial hincapie en el proceso de creación y validación de los instrumentos y herramientas software desarrolladas por el grupo, que se han convertido casi en un estándar de la comunidad educativa y académica. Para finalizar se presentarán los primeros resultados de una nueva línea de investigación en la que se está trabajando, que tiene que ver con la enseñanza de la inteligencia artificial desde edades tempranas usando la herramienta LearningML.
Teach Computing Science - a guide for Early Years and Primary PractitionersGeorgeMilliken2
This guide introduces and explains the Computing Science
(CS) Organisers and the updated experiences and
outcomes and Benchmarks. It provides an exemplification
guide and resources for use in Early and Primary years.
Authors:
Kate Farrell | Computing at School Scotland
Professor Judy Robertson | University of Edinburgh
Professor Quintin Cutts | University of Glasgow
Professor Richard Connor | University of Stirling
Artificial Intelligence is advancing throughout the world. According to a study by Creative Strategies, 95% of mobile users are using AI-enabled voice assistance. It is hard to seek out a society that doesn’t use AI techniques. This technique brings numerous uses in a number of ways. It includes decision-making capabilities, diagnosis generation, identifying the connection between causes and consequences, forecasting events, controlling devices like smart sensors, mechanical arms, etc.
https://takeoffprojects.com/ai-based-projects
3 D Project Based Learning Basics for the New Generation Science Standardsrekharajaseran
This presentation is a part of the workshop presented at Griffin RESA Drive-In STEM Conference on September 28, 2016. It provides an introduction to the basics of three dimensional project based learning for STEM Education and New Generation Science Standards.
CS Education for All. A new wave of opportunityPeter Donaldson
Computing education in Scotland has undergone big changes recently with improvements to the National Qualifications, interesting National Progress Awards and the revision of the Technologies Experiences and Outcomes and new benchmarks for 1st to 3rd year pupils. With increased understanding of how to teach CS effectively and an exciting and progressive curriculum there has never been a better time to consider becoming a Computing Teacher.
These slides explain the changes and bust some myths about teaching as a career and were used as part of a series of face to face workshops for final year Computing students in Universities around Scotland in 2017.
ELH School Tech 2013 - Computational ThinkingPaul Herring
To be good ‘Computational Thinkers’ and hence effective users of, and more importantly empowered creators with Digital Technologies, students need to be conversant and articulate with:
algorithms;
cryptography;
machine intelligence;
computational biology;
search;
recursion;
heuristics;
Entrepreneurial enabling, and
The use of Digital Technologies to develop and support Critical Thinking skills.
While schools have taught many of these areas in the past, opportunities are now being presented where schools can fully embrace those areas traditionally part of a Computer Science type course, but also introduce the fascinating new areas of endeavor such as cryptography and computational biology.
Coupled with the increasing enabling of application development and deployment by Senior School students, such as in the creation and deployment of mobile games using Corona and Lua for example, students are able to be powerfully enabled as creative producers, not just passive users.
The presentation will give an overview of these areas of Computational Thinking and some outline of how they might be implemented in the curriculum, including current examples from senior IT classes in Queensland who are creating digital apps for Android devices.
This presentation will cover some of the ground from my ACEC 2012 talk on this topic (see SlideCast at this link: http://www.slideshare.net/StrategicITbyPFH/computational-thinking-14629222), but expand in a number of areas, in particular some specific suggestions regarding classroom implementation.
Analyzing Big Data's Weakest Link (hint: it might be you)HPCC Systems
Tim Menzies, NC State University, presents at the 2015 HPCC Systems Engineering Summit Community Day.
For Big Data applications, there is a lack of any gold standards for "good analysis" or methods to assess our certification programs. Hence, we are still in the dark about whether or not our human analysts are making the best use possible of the tools of Big Data. While much progress has been made in the systems aspects of Big Data, certain critical human-centered aspects remain an open issue. Regardless of the sophistication of the analysis tools and environment, all that architecture can still be used incorrectly by users. If this issue was confined to a small number of inexperienced users, then it could be addressed via process improvements such as better training. But is it? What do we know about our analysts? Where are the studies that mine the people doing the data miners?
This presentation offers some preliminary results on tools that combine ECL with other methods that recognize the code generated by experienced or inexperienced developers. While the results are preliminary, they do raise the possibility that we can better characterize what it means to be experienced (or inexperienced) at Big Data applications.
Learn Real World Machine Learning By Building ProjectsJohn Alex
Get started with Machine Learning in no time by learning ML Algorithms & implementing it in live projects to solve real world problems. Hurry! Only few days left to grab some exotic offers.
Offer Valid Until 28-Feb, 2018.
Lessons from the Learning Sciences for Cyber Security Education. Cyber Security Education requires thinking about “how computing works.”
For programmers, why some practices create holes/opportunities.
For end-users, why some activities compromise security.
We need everyone to learn about cyber security.
What can learning sciences tell us about encouraging that kind of learning?
Lesson #1: Context matters.
The Story of Computing for All at Georgia Tech.
Lesson #2: Identity matters.
“Teaching” Graphics Designers who reject CS about CS.
Lesson #3: Structure matters.
Subgoal Labels can Dramatically Improve Learning
Pensamiento computacional e inteligencia artificial en la educaciónJesús Moreno León
Presentación realizada en las Jornadas Iniciales Presenciales de Asesoramiento para PRODIG celebradas en Sevilla el 21 de noviembre de 2019. Se presentan ideas, recursos, resultados de investigaciones y normativa que respalda la introducción del pensamiento computacional y la inteligencia artificial en etapas educativas no universitarias.
Teach Computing Science - a guide for Early Years and Primary PractitionersGeorgeMilliken2
This guide introduces and explains the Computing Science
(CS) Organisers and the updated experiences and
outcomes and Benchmarks. It provides an exemplification
guide and resources for use in Early and Primary years.
Authors:
Kate Farrell | Computing at School Scotland
Professor Judy Robertson | University of Edinburgh
Professor Quintin Cutts | University of Glasgow
Professor Richard Connor | University of Stirling
Artificial Intelligence is advancing throughout the world. According to a study by Creative Strategies, 95% of mobile users are using AI-enabled voice assistance. It is hard to seek out a society that doesn’t use AI techniques. This technique brings numerous uses in a number of ways. It includes decision-making capabilities, diagnosis generation, identifying the connection between causes and consequences, forecasting events, controlling devices like smart sensors, mechanical arms, etc.
https://takeoffprojects.com/ai-based-projects
3 D Project Based Learning Basics for the New Generation Science Standardsrekharajaseran
This presentation is a part of the workshop presented at Griffin RESA Drive-In STEM Conference on September 28, 2016. It provides an introduction to the basics of three dimensional project based learning for STEM Education and New Generation Science Standards.
CS Education for All. A new wave of opportunityPeter Donaldson
Computing education in Scotland has undergone big changes recently with improvements to the National Qualifications, interesting National Progress Awards and the revision of the Technologies Experiences and Outcomes and new benchmarks for 1st to 3rd year pupils. With increased understanding of how to teach CS effectively and an exciting and progressive curriculum there has never been a better time to consider becoming a Computing Teacher.
These slides explain the changes and bust some myths about teaching as a career and were used as part of a series of face to face workshops for final year Computing students in Universities around Scotland in 2017.
ELH School Tech 2013 - Computational ThinkingPaul Herring
To be good ‘Computational Thinkers’ and hence effective users of, and more importantly empowered creators with Digital Technologies, students need to be conversant and articulate with:
algorithms;
cryptography;
machine intelligence;
computational biology;
search;
recursion;
heuristics;
Entrepreneurial enabling, and
The use of Digital Technologies to develop and support Critical Thinking skills.
While schools have taught many of these areas in the past, opportunities are now being presented where schools can fully embrace those areas traditionally part of a Computer Science type course, but also introduce the fascinating new areas of endeavor such as cryptography and computational biology.
Coupled with the increasing enabling of application development and deployment by Senior School students, such as in the creation and deployment of mobile games using Corona and Lua for example, students are able to be powerfully enabled as creative producers, not just passive users.
The presentation will give an overview of these areas of Computational Thinking and some outline of how they might be implemented in the curriculum, including current examples from senior IT classes in Queensland who are creating digital apps for Android devices.
This presentation will cover some of the ground from my ACEC 2012 talk on this topic (see SlideCast at this link: http://www.slideshare.net/StrategicITbyPFH/computational-thinking-14629222), but expand in a number of areas, in particular some specific suggestions regarding classroom implementation.
Analyzing Big Data's Weakest Link (hint: it might be you)HPCC Systems
Tim Menzies, NC State University, presents at the 2015 HPCC Systems Engineering Summit Community Day.
For Big Data applications, there is a lack of any gold standards for "good analysis" or methods to assess our certification programs. Hence, we are still in the dark about whether or not our human analysts are making the best use possible of the tools of Big Data. While much progress has been made in the systems aspects of Big Data, certain critical human-centered aspects remain an open issue. Regardless of the sophistication of the analysis tools and environment, all that architecture can still be used incorrectly by users. If this issue was confined to a small number of inexperienced users, then it could be addressed via process improvements such as better training. But is it? What do we know about our analysts? Where are the studies that mine the people doing the data miners?
This presentation offers some preliminary results on tools that combine ECL with other methods that recognize the code generated by experienced or inexperienced developers. While the results are preliminary, they do raise the possibility that we can better characterize what it means to be experienced (or inexperienced) at Big Data applications.
Learn Real World Machine Learning By Building ProjectsJohn Alex
Get started with Machine Learning in no time by learning ML Algorithms & implementing it in live projects to solve real world problems. Hurry! Only few days left to grab some exotic offers.
Offer Valid Until 28-Feb, 2018.
Lessons from the Learning Sciences for Cyber Security Education. Cyber Security Education requires thinking about “how computing works.”
For programmers, why some practices create holes/opportunities.
For end-users, why some activities compromise security.
We need everyone to learn about cyber security.
What can learning sciences tell us about encouraging that kind of learning?
Lesson #1: Context matters.
The Story of Computing for All at Georgia Tech.
Lesson #2: Identity matters.
“Teaching” Graphics Designers who reject CS about CS.
Lesson #3: Structure matters.
Subgoal Labels can Dramatically Improve Learning
Pensamiento computacional e inteligencia artificial en la educaciónJesús Moreno León
Presentación realizada en las Jornadas Iniciales Presenciales de Asesoramiento para PRODIG celebradas en Sevilla el 21 de noviembre de 2019. Se presentan ideas, recursos, resultados de investigaciones y normativa que respalda la introducción del pensamiento computacional y la inteligencia artificial en etapas educativas no universitarias.
Can we Measure Computational Thinking with Tools? Present and Future of Dr. S...Jesús Moreno León
Slides for the presentation at the Seminar Series on Advanced Techniques & Tools for Software Evolution (SATToSE), which took place in Madrid (Spain) on 7–9 June 2017.
How social are Scratch learners? A comprehensive analysis of the Scratch plat...Jesús Moreno León
How social are Scratch learners? A comprehensive analysis of the Scratch platform for social interactions.
Paper presented at the 'FLOSS education and computational thinking workshop' - 12th International Conference on Open Source Systems. 2 June 2016, Gothenburg, Sweden
La programación informática como vía de emprendimiento. Programamos.Jesús Moreno León
La programación informática como vía de emprendimiento. Presentación en las Jornadas de Inserción Laboral del IES Polígono Sur de Sevilla. 17 de diciembre de 2015.
Dr. Scratch, Análisis de proyectos Scratch para medir el desarrollo del a Pen...Jesús Moreno León
Dr. Scratch, Anáisis de proyectos Scratch para medir el desarrollo del Pensamiento Computacional y mejorar las habilidades de programación.
Seminario eMadrid sobre Pensamiento Computacional.
Automatic Detection of Bad Programming Habits in Scratch, A Preliminary StudyJesús Moreno León
This paper shows the preliminary results of a study regarding two bad programming habits we have detected in our work as instructors with high school students learning to program with Scratch. In order to check if these bad habits, which have to do with object naming and code repetition, are also commonly found in the projects shared in the community repository, we downloaded 100 projects and analyzed them with two plug-ins we developed for Hairball, detecting that most of the inspected projects, 79% and 62% respectively, fall into these issues.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Investigación sobre el desarrollo del pensamiento computacional en la escuela
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Investigaci´on sobre el desarrollo del pensamiento
computacional en la escuela
Jes´us Moreno Le´on - KGBL3
M´aster en Investigaci´on en Ingenier´ıa de Sistemas y de la Computaci´on
Interacci´on y Experiencia de Usuario
C´adiz, 13/11/2019
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
(cc) 2019 Jes´us Moreno Le´on
Some rights reserved. This work licensed under Creative Commons
Attribution-ShareAlike License. To view a copy of full license, see
http://creativecommons.org/licenses/by-sa/4.0/ or write to
Creative Commons, 559 Nathan Abbott Way, Stanford,
California 94305, USA.
Some of the figures have been taken from the Internet
Source, and author and licence if known, is specified.
For those images, fair use applies.
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Computer programming and CT in schools
Tools to introduce CT in education
It’s all just a little bit of history repeating?
Motivation
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Computer programming and CT in schools
Tools to introduce CT in education
It’s all just a little bit of history repeating?
Coding in schools
One of the main trends in the educational landscape worldwide
Code to learn vs learn to code
Huge disparity of criteria in terms of target ages, approaches,
methodologies...
Lack of standarization due to the lack of research in this field
Urgent attention from academia is required: assessment,
transference and affecting factors
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Computer programming and CT in schools
Tools to introduce CT in education
It’s all just a little bit of history repeating?
Five broad categories of technologies
Unplugged
Arrow-based visual environments
Block-based visual environments
Textual programming languages
Connected with the physical world
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Computer programming and CT in schools
Tools to introduce CT in education
It’s all just a little bit of history repeating?
Which technologies are using educators at schools?
Figure: Programming languages taught at primary and middle schools
(blue) and secondary/high schools (gray) [Sentance, 2015].
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Computer programming and CT in schools
Tools to introduce CT in education
It’s all just a little bit of history repeating?
Scratch statistics
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Computer programming and CT in schools
Tools to introduce CT in education
It’s all just a little bit of history repeating?
The pioneers
Logo programming language
Developed in the 1960s
Millions of students learnt to
program at school during
the 1970s and 80s
“Disappeared” from the
educational landscape since
mid-90s
Seymour Papert’s picture: jgora.net
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Computer programming and CT in schools
Tools to introduce CT in education
It’s all just a little bit of history repeating?
Worrying signs from England
“Only a small fraction of pupils choose, or have the option to
choose, to take qualifications at GCSE (5.5%) or A level
(1.7%)”
“teachers just do not have the knowledge to teach this
subject”
“computer science could become a niche subject, taught in
only a few schools”
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Our first goals
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
The three pillars of our research
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Research questions
1 Is it possible to automatically assess the development of
CT skills by inspecting learners’ Scratch creations?
2 Does the development of CT skills through programming
activities with Scratch enhance the learning of other
subjects?
3 Are there social and non-cognitive factors affecting the
development of CT skills when programming with
Scratch?
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Main investigations
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Methodology
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
A formative assessment tool for Scratch projects
Could we create a lint-like tool to support learners and
educators?
Dr. Scratch, inspired by Scrape and is based on Hairball
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Free software - standing on the shoulders of giants
Total Physical Source Lines of Code 1,809
Dominant language Python
Schedule Estimate, Months 4.42
Estimated Average Number of Developers 1.01
Total Estimated Cost to Develop $50,345
Table: Estimated effort for the development of the Hairball fork (using
the basic COCOMO estimation model [Boehm et al., 2000]).
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
17. 17/86
Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
First step: extending the features of Hairball
Plug-ins to detect bad programming habits
1 Characters that use the default, non-meaningful
name that Scratch assigns to new objects
2 Repetition of code
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Bad/default naming of sprites
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Repetition of code
Example of repeated code Solution to avoid repeated code
Blocks should be created to
avoid repetition of code
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Scratch projects repository analysis
Default names Duplicated scripts Defined blocks
Projects 79 62 17
Mean 5.94 7.23 1.11
Median 3 2 0
Maximum 67 71 25
Table: Analysis of 100 ramdonly downloaded Scratch projects
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Second step: development of the CT assessment feature
Remixing other researchers’ ideas
New frameworks for studying and assessing the development
of CT [Brennan and Resnick, 2012].
Progression of Early CT Model [Seiter and Foreman, 2013].
Evaluation of games to gauge understanding of programming
concepts [Wilson et al., 2012].
Towards the Automatic Recognition of CT for Adaptive Visual
Language Learning [Koh et al., 2010].
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Assessment of CT
CT dimension Basic Developing Proficient
Data representation modifiers of sprites
properties
operations on vars operations on lists
Logical Thinking if if else logic operations
User interactivity green flag key pressed, sprite
clicked, ask and wait,
mouse blocks
when %s is >%s,
video, audio
Algotithmic notions
of flow control
sequence of blocks repeat, forever repeat until
Abstraction and
problem decomposi-
tion
more than one script
and more than one
sprite
def block when I start as clone
Parallelism Two scripts on green
flag
Two scripts on key
pressed, two scripts
on sprite clicked on
the same sprite
Two scripts on when
I receive message,
two scripts when %s
is >%s, two scripts
on when backdrop
change to
Synchronization wait Broadcast, when I re-
ceive message, stop
all, stop program,
stop programs sprite
wait until, when
backdrop change to,
broadcast and wait
Table: Level of development for each CT dimension
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Assessment of CT: Logical Thinking
Different levels of development of logical thinking: basic (top),
developing (center) and proficient (bottom).
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Assessment of CT: an example
Evaluation of Catch me if you can (available at
https://scratch.mit.edu/projects/138397021/)
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Assessment of CT: an example
Evaluation of Catch me if you can (available at
https://scratch.mit.edu/projects/138397021/)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Web-based service: Dr. Scratch
Alpha version of the tool, presented during the Scratch Conference
2014 at the MIT (Cambridge, MA, USA)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Web-based service: Dr. Scratch
Present version of the tool, developed after the Google RISE
Award 2015
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Web-based service: Dr. Scratch
Feedback report
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Web-based service: Dr. Scratch
Ideas to improve the score
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process
Ecological validity
Convergent validity
Discriminant validity
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Ecological Validity (I)
Ecological validity
Are young learners able to analyze their projects
and independently learn from the tips that the
tool provides?
Workshops with over 100 students (10 to 14
years) in 8 schools
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Ecological Validity (II)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Ecological Validity (and III)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Convergent Validity (I)
Convergent validity
Comparison of the evaluations provided by Dr.
Scratch with other measurements of similar
constructs
(Human) expert evaluators
Software engineering complexity metrics
Background picture: Joanna Bourne
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Convergent Validity (II)
Comparison with human experts
Programming contest for students (Google,
FECyT)
Jury: 16 experts in computer science education
4 groups of evaluators, average years of
experience with Scratch: 3.5 to 4 years
53 projects, 450 evaluations
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Convergent Validity (III)
Scatter plot for experts evaluation (x-axis) and Dr. Scratch
assessment (y-axis).
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Convergent Validity (IV)
Metric Value
Cyclomatic complexity 3
Vocabulary 14
Length 14
Volume 66.42
Difficulty 53.30
Effort 293.86
Implementation of CC and Halstead’s analyzer for Scratch
projects
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Convergent Validity (V)
Scatter plot for Dr. Scratch assessment (x-axis) and Cyclomatic
Complexity (y-axis).
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Convergent Validity (and VI)
Scatter plot for Dr. Scratch assessment (x-axis) and Halstead’s
vocabulary (y-axis).
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Discriminant Validity (I)
Discriminant validity
Projects shared in the Scratch repository are
categorized under one or more project types:
games, animations, music, art and stories.
Is Dr. Scratch able to detect differences in the
CT dimensions developed when programming
different types of projects?
Background picture: Bodie Pyndus
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Discriminant Validity (II)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Discriminant Validity (and III)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Methodology
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the English classroom (I)
The study
Quasi-Experimental Design
65 students, 4th and 5th graders
Control groups and experimental groups
Pre and Post tests
Surveys
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the English classroom (II)
Scratch helped me to learn
English
Scratch made me want to learn
more English
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the English classroom (III)
Experimental group Control group
Initial test 5.05 5.13
Final test 7.7 7.55
Improvement 2.65 2.42
Table: Pre-test and Post-test results
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the English classroom (and IV)
4th grade
Teacher with coding experience
5th grade
First-time programmer teacher
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the Maths classroom (I)
The study
Quasi-Experimental Design
42 students, 6th grade
Control groups and experimental groups
Pre and Post tests
3 months
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the Maths classroom (II)
Mathematical processes investigated
Modeling of processes and reality phenomena
Reasoning (making predictions and justifying
arguments)
Problem formulation and problem solving
Exercising (comparison and execution of
procedures and algorithms)
Following guidelines set by the Ministry of
National Education of Colombia
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the Maths classroom (III)
Pre-test. Mean and deviation for control (left) and experimental
(right) groups.
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the Maths classroom (IV)
Post-test. Mean and deviation for control (left) and experimental
(right) groups.
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Coding in the Maths classroom (and V)
Post-test comparison. Means obtained for the control and
experimental groups by mathematical process.
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Comparing three quasi-experimental research designs (I)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Comparing three quasi-experimental research designs (II)
School Grade n (control) n (exp.) Subject
Coraz´on de Mar´ıa 6th 26 25 Math
La Jota 6th 25 24 Social studies
La Inmaculada 2nd 15 14 Language arts
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Comparing three quasi-experimental research designs (III)
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Comparing three quasi-experimental research designs (IV)
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
57. 57/86
Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Comparing three quasi-experimental research designs (V)
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
58. 58/86
Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Comparing three quasi-experimental research designs (and
VI)
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Methodology
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
How socialization affects the learning of coding skills (I)
Data set of public activity in the Scratch online community
during its first five years of activity (2007–2012)
1,056,951 users
1,928,699 projects
120,097 galleries
1,313,200 friends
7,788,414 comments in projects
Background picture: xkl
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
How socialization affects the learning of coding skills (II)
Measuring the sophistication of the projects from three points
of view:
Breadth: range of different features that programmers use
Depth: amount with which programmers use those features
Finesse: user’s ability to solve programming problems
effectively and creatively
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
How socialization affects the learning of coding skills (III)
Sociability is measured as the sum of the social actions:
number of favorites, galleries, friends and comments
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
How socialization affects the learning of coding skills (IV)
4 groups of users using the quartiles of the the number of days
that they spend in the community
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
How socialization affects the learning of coding skills (V)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
How socialization affects the learning of coding skills (VI)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
How socialization affects the learning of coding skills (VII)
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Non-cognitive factors of CT (I)
The study
Correlations between CT, self-efficacy and the dimensions of
the Big Five model of personality: Openness to Experience,
Conscientiousness, Extroversion, Agreeableness, and
Neuroticism.
1,251 students from 24 schools, enrolled in CS from 5th to
10th grade
CTt [Rom´an-Gonz´alez, 2015] and some additional self-efficacy
items
99 students took the Big Five Questionnaire-Children
version [Barbaranelli et al., 2003]
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Non-cognitive factors of CT (II)
As expected, positive correlations with Openness and
Conscientiousness
Unexpectedly, positive correlation with Extraversion
Positive correlation with CT-Self efficacy (medium size
difference in favor of males)
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Non-cognitive factors of CT (and III)
Nomological network of CT including cognitive and non-cognitive factors
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Summary of results
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Motivation
Our first goals
Main investigations
Conclusions
These days...
An assessment tool for the community
Evidence for educators and policy makers
Impact
Future research
Conclusions
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Motivation
Our first goals
Main investigations
Conclusions
These days...
An assessment tool for the community
Evidence for educators and policy makers
Impact
Future research
Who is using Dr. Scratch?
Learners and educators from all over the world: over 300,000
analyzed projects since August 2015
Scholars:
To analyze students’ performance
To assess teachers’ CT and programming skills
To find code smells and quality issues
To validate other tools
As part of an evaluation framework
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Motivation
Our first goals
Main investigations
Conclusions
These days...
An assessment tool for the community
Evidence for educators and policy makers
Impact
Future research
Transference of CT across the K-12 curriculum
School level: differences based on the age of the students
School subject: simple vs complex subjects
Teacher training: great impact
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Motivation
Our first goals
Main investigations
Conclusions
These days...
An assessment tool for the community
Evidence for educators and policy makers
Impact
Future research
Social and non-cognitive factors affecting CT
Educators could choose between platforms for learning to
program based on their social and software evolution features
The one-size-fits-all approach is leaving some students,
especially adolescent girls, behind
A diversity of computing contexts must be offered
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Motivation
Our first goals
Main investigations
Conclusions
These days...
An assessment tool for the community
Evidence for educators and policy makers
Impact
Future research
Main publications
Jes´us Moreno-Le´on, Gregorio Robles, and Marcos Rom´an-Gonz´alez. Towards Data-Driven Learning Paths
to Develop Computational Thinking with Scratch. IEEE Transactions on Emerging Topics in Computing,
2019 (in press).
DOI: 10.1109/TETC.2017.2734818. JCR Impact factor (2016): 3.826. Q1
Marcos Rom´an-Gonz´alez, Juan-Carlos P´erez-Gonz´alez, Jes´us Moreno-Le´on and Gregorio Robles. Extending
the nomological network of computational thinking with non-cognitive factors. Computers in Human
Behavior, 2018.
DOI:10.1016/j.chb.2017.09.030. JCR Impact factor (2016): 3.435. Q1
Jes´us Moreno-Le´on, Marcos Rom´an-Gonz´alez, Casper Harteveld, and Gregorio Robles. On the automatic
assessment of computational thinking skills: A comparison with human experts. In Proceedings of the
2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems, CHI EA ’17, pages
2788–2795, New York, NY, USA, 2017. ACM.
DOI: 10.1145/3027063.3053216. GII-GRIN-SCIE (GGS) Conference Rating: Class 1 (CORE:A++,
LiveSHINE:A++, MA:A++).
Jes´us Moreno-Le´on, Gregorio Robles, and Marcos Rom´an-Gonz´alez. Examining the relationship between
socialization and improved software development skills in the Scratch code learning environment.
Jounal of Universal Computer Science, 22(12):1533–1557, 2016.
DOI: 10.3217/jucs-022-12-1533. JCR Impact factor (2016): 0.696. Q4
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Motivation
Our first goals
Main investigations
Conclusions
These days...
An assessment tool for the community
Evidence for educators and policy makers
Impact
Future research
Google Scholar
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Motivation
Our first goals
Main investigations
Conclusions
These days...
An assessment tool for the community
Evidence for educators and policy makers
Impact
Future research
ResearchGate
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Motivation
Our first goals
Main investigations
Conclusions
These days...
An assessment tool for the community
Evidence for educators and policy makers
Impact
Future research
Lots of things to be done...
Background picture: mountainmadness.com
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Motivation
Our first goals
Main investigations
Conclusions
These days...
(Really) big samples
Artificial Intelligence
These days...
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Motivation
Our first goals
Main investigations
Conclusions
These days...
(Really) big samples
Artificial Intelligence
Replication of the Scratch Maths project
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Motivation
Our first goals
Main investigations
Conclusions
These days...
(Really) big samples
Artificial Intelligence
Learning Machine Learning
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
(Really) big samples
Artificial Intelligence
At SIIE 2019
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Motivation
Our first goals
Main investigations
Conclusions
These days...
(Really) big samples
Artificial Intelligence
At SIIE 2019
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
Investigaci´on sobre el desarrollo del pensamiento
computacional en la escuela
Jes´us Moreno Le´on - KGBL3
M´aster en Investigaci´on en Ingenier´ıa de Sistemas y de la Computaci´on
Interacci´on y Experiencia de Usuario
C´adiz, 13/11/2019
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional
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Motivation
Our first goals
Main investigations
Conclusions
These days...
References I
Barbaranelli, C., Caprara, G. V., Rabasca, A., and Pastorelli, C. (2003).
A questionnaire for measuring the big five in late childhood.
Personality and Individual Differences, 34(4):645–664.
Boehm, B. W., Madachy, R., Steece, B., et al. (2000).
Software cost estimation with Cocomo II with Cdrom.
Prentice Hall PTR.
Brennan, K. and Resnick, M. (2012).
New frameworks for studying and assessing the development of computational thinking.
In Proceedings of the 2012 annual meeting of the American Educational Research Association, Vancouver,
Canada, pages 1–25.
Koh, K. H., Basawapatna, A., Bennett, V., and Repenning, A. (2010).
Towards the automatic recognition of computational thinking for adaptive visual language learning.
In 2010 IEEE Symposium on Visual Languages and Human-Centric Computing, pages 59–66.
Rom´an-Gonz´alez, M. (2015).
Computational thinking test: Design guidelines and content validation.
In Proceedings of the 7th Annual International Conference on Education and New Learning Technologies
(EDULEARN 2015), pages 2436–2444.
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Motivation
Our first goals
Main investigations
Conclusions
These days...
References II
Seiter, L. and Foreman, B. (2013).
Modeling the learning progressions of computational thinking of primary grade students.
In Proceedings of the Ninth Annual International ACM Conference on International Computing Education
Research, ICER ’13, pages 59–66, New York, NY, USA. ACM.
Sentance, S. (2015).
Annual national survey 2015: Results.
Technical report, Computing At School.
Wilson, A., Hainey, T., and Connolly, T. (2012).
Evaluation of computer games developed by primary school children to gauge understanding of
programming concepts.
In European Conference on Games Based Learning, page 549. Academic Conferences International Limited.
Jes´us Moreno Le´on - KGBL3 Investigaci´on sobre pensamiento computacional