This document outlines the goals and background of a thesis on developing computational thinking skills in schools through computer programming with Scratch. The thesis will examine whether computational thinking skills can be automatically assessed by analyzing Scratch creations. It will also study whether programming activities enhance learning in other subjects. Additionally, it will research social and non-cognitive factors that may impact the development of computational thinking skills when programming with Scratch.
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.
Constructed model for micro-content recognition in lip reading based deep lea...journalBEEI
Communication between human beings has several ways, one of the most known and used is speech, both visual and acoustic perceptions sensory are involved, because of that, the speech is considered as a multi-sensory process. Micro contents are a small pieces of information that can be used to boost the learning process. Deep learning is an approach that dives into deep texture layers to learn fine grained details. The convolution neural network (CNN) is a deep learning technique that can be employed as a complementary model with micro learning to hold micro contents to achieve special process. In This paper a proposed model for lip reading system is presented with proposed video dataset. The proposed model receives micro contents (the English alphabet) in video as input and recognize them, the role of CNN deep learning is clearly appeared to perform two tasks, the first one is feature extraction and the second one is the recognition process. The implementation results show an efficient accuracy recognition rate for various video dataset that contains variety lip reader for many persons with age range from 11 to 63 years old, the proposed model gives high recognition rate reach to 98%.
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.
Constructed model for micro-content recognition in lip reading based deep lea...journalBEEI
Communication between human beings has several ways, one of the most known and used is speech, both visual and acoustic perceptions sensory are involved, because of that, the speech is considered as a multi-sensory process. Micro contents are a small pieces of information that can be used to boost the learning process. Deep learning is an approach that dives into deep texture layers to learn fine grained details. The convolution neural network (CNN) is a deep learning technique that can be employed as a complementary model with micro learning to hold micro contents to achieve special process. In This paper a proposed model for lip reading system is presented with proposed video dataset. The proposed model receives micro contents (the English alphabet) in video as input and recognize them, the role of CNN deep learning is clearly appeared to perform two tasks, the first one is feature extraction and the second one is the recognition process. The implementation results show an efficient accuracy recognition rate for various video dataset that contains variety lip reader for many persons with age range from 11 to 63 years old, the proposed model gives high recognition rate reach to 98%.
Speaker independent visual lip activity detection for human - computer inte...eSAT Journals
Abstract Recently there is an increased interest in using the visual features for improved speech processing. Lip reading plays a vital role in visual speech processing. In this paper, a new approach for lip reading is presented. Visual speech recognition is applied in mobile phone applications, human-computer interaction and also to recognize the spoken words of hearing impaired persons. The visual speech video is taken as input for face detection module which is used to detect the face region. The mouth region is identified based on the face region of interest (ROI). The mouth images are applied for feature extraction process. The features are extracted using every 10th coordinate, every 16th coordinate, 16 point + Discrete Cosine Transform (DCT) method and Lip DCT method. Then, these features are applied as inputs for recognizing the visual speech using Hidden Markov Model. Out of the different feature extraction methods, the DCT method gives the experimental results of better performance accuracy. 10 participants were uttered 35 different isolated words. For each word, 20 samples are collected for training and testing the process. Index Terms: Feature Extraction, HMM, Mouth ROI, DWT, Visual Speech Recognition
Conversational AI Agents have become mainstream today due to significant advancements in the methods required to build accurate models, such as machine learning and deep learning, and, secondly, because they are seen as a natural fit in a wide range of domains, such as healthcare, e-commerce, customer service, tourism, and education, that rely heavily on natural language conversations in day-to-day operations. This rapid increase in demand has been matched by an equally rapid rate of research and development, with new products being introduced on a daily basis.
Learn More:https://bit.ly/3tBkT81
Contact Us:
Website: https://www.phdassistance.com/
UK: +44 7537144372
India No:+91-9176966446
Email: info@phdassistance.com
Keynote 1: Teaching and Learning Computational Thinking at ScaleCITE
Title: Teaching and Learning Computational Thinking at Scale
Speaker:
Prof. Ting-Chuen PONG, Professor, Computer Science & Engineering Department, The Hong Kong University of Science and Technology
Time:
09:45-10:45, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Computational Thinking
Chair:
Prof. Nancy Law, Deputy Director, CITE, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-pong/
Please cite as: Haines, Karen (2007). "
The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.
Digital Tools for the Classroom --ISTE Standards StudentsNAFCareerAcads
Are you interested in engaging your academy students with web tools and apps that help them to solve problems, communicate effectively, and share their learning? Come see national educational technology expert Naomi Harm overview dozens of free online tools and mobile apps that can be used in academies across any theme. And, as a bonus, you’ll see how student technology standards for the International Society for Technology in Education (ISTE) can help guide technology goals and use in your academy.
Investigación sobre el desarrollo del pensamiento computacional en la escuelaJesús Moreno León
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.
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
Speaker independent visual lip activity detection for human - computer inte...eSAT Journals
Abstract Recently there is an increased interest in using the visual features for improved speech processing. Lip reading plays a vital role in visual speech processing. In this paper, a new approach for lip reading is presented. Visual speech recognition is applied in mobile phone applications, human-computer interaction and also to recognize the spoken words of hearing impaired persons. The visual speech video is taken as input for face detection module which is used to detect the face region. The mouth region is identified based on the face region of interest (ROI). The mouth images are applied for feature extraction process. The features are extracted using every 10th coordinate, every 16th coordinate, 16 point + Discrete Cosine Transform (DCT) method and Lip DCT method. Then, these features are applied as inputs for recognizing the visual speech using Hidden Markov Model. Out of the different feature extraction methods, the DCT method gives the experimental results of better performance accuracy. 10 participants were uttered 35 different isolated words. For each word, 20 samples are collected for training and testing the process. Index Terms: Feature Extraction, HMM, Mouth ROI, DWT, Visual Speech Recognition
Conversational AI Agents have become mainstream today due to significant advancements in the methods required to build accurate models, such as machine learning and deep learning, and, secondly, because they are seen as a natural fit in a wide range of domains, such as healthcare, e-commerce, customer service, tourism, and education, that rely heavily on natural language conversations in day-to-day operations. This rapid increase in demand has been matched by an equally rapid rate of research and development, with new products being introduced on a daily basis.
Learn More:https://bit.ly/3tBkT81
Contact Us:
Website: https://www.phdassistance.com/
UK: +44 7537144372
India No:+91-9176966446
Email: info@phdassistance.com
Keynote 1: Teaching and Learning Computational Thinking at ScaleCITE
Title: Teaching and Learning Computational Thinking at Scale
Speaker:
Prof. Ting-Chuen PONG, Professor, Computer Science & Engineering Department, The Hong Kong University of Science and Technology
Time:
09:45-10:45, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Computational Thinking
Chair:
Prof. Nancy Law, Deputy Director, CITE, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-pong/
Please cite as: Haines, Karen (2007). "
The heat stays on: Supporting ongoing CALL education for teachers". Paper given at CALL symposium, Unitec, NZ on the 18-19 May 2007.
Digital Tools for the Classroom --ISTE Standards StudentsNAFCareerAcads
Are you interested in engaging your academy students with web tools and apps that help them to solve problems, communicate effectively, and share their learning? Come see national educational technology expert Naomi Harm overview dozens of free online tools and mobile apps that can be used in academies across any theme. And, as a bonus, you’ll see how student technology standards for the International Society for Technology in Education (ISTE) can help guide technology goals and use in your academy.
Investigación sobre el desarrollo del pensamiento computacional en la escuelaJesús Moreno León
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.
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
V Jornadas eMadrid sobre "Educación Digital". Miles Berry, Computing at Schoo...eMadrid network
V Jornadas eMadrid sobre "Educación Digital". Miles Berry, Computing at School & U. Roehampton: Computational thinking in English schools - the story so far
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
Romero, M., Davidson, A.-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. In CIDUI proceedings. Learning and teaching innovation impacts. Barcelona, Spain: ACUP.
Investigation of Attitudes Towards Computer Programming in Terms of Various V...ijpla
This study aims to determine the attitudes of individuals towards computer programming in terms of
various variables. The study group consists of the students of Kastamonu University Department of
Computer Education and Instructional Technologies Teaching (CEIT), Department of Computer
Engineering, and Department of Computer Programming. Data were collected via Attitude towards
Computer Programming Scale (AtCPS).The results of this study show that students have neutral attitudes
towards computer programming in general. Male computer programming students have significantly
higher attitudes towards programming in comparison to female computer programming students. In
addition, attitude towards computer programming statistically varies by grade. The higher is grade, the
lower is attitude. The more time CEIT and computer programming students spend on computer for
programming purposes daily, the more positive attitudes they have towards programming. Attitude
significantly varies by graduated high school only among CEIT students.
INVESTIGATION OF ATTITUDES TOWARDS COMPUTER PROGRAMMING IN TERMS OF VARIOUS V...ijpla
This study aims to determine the attitudes of individuals towards computer programming in terms of
various variables. The study group consists of the students of Kastamonu University Department of
Computer Education and Instructional Technologies Teaching (CEIT), Department of Computer
Engineering, and Department of Computer Programming. Data were collected via Attitude towards
Computer Programming Scale (AtCPS).The results of this study show that students have neutral attitudes
towards computer programming in general. Male computer programming students have significantly
higher attitudes towards programming in comparison to female computer programming students. In
addition, attitude towards computer programming statistically varies by grade. The higher is grade, the
lower is attitude. The more time CEIT and computer programming students spend on computer for
programming purposes daily, the more positive attitudes they have towards programming. Attitude
significantly varies by graduated high school only among CEIT students.
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.
New Fuzzy Model For quality evaluation of e-Training of CNC Operatorsinventionjournals
The quality of e-learning is a very important issue, especially when production technologies are concerned. This paper introduces a new fuzzy model for e-learning quality evaluation. All uncertainties and consequent imprecision are modeled by triangular fuzzy numbers. The quality of CNC e-learning process is determined by using the fuzzy logic IF-THEN rules. The proposed method derives an aggregated satisfaction value both for the participants as well as the trainers.The authors introduce a genuine metric interval for the objective evaluation of E-learning effect. The OLS regression model estimates the magnitude and polarity of Elearning effect on participants` perception of the training quality. The predicted coefficient of E-learning effect on the overall quality of CNC training is estimated to be14.88 measurement points with a negative impact on overall satisfaction. These novel findings shed a new light on the quantitative effect of E-learning on CNC machine training and contribute to the contemporary scientific literature within the research area.The developed model is illustrated by real-life data from secondary technological schools from central Serbia
Lessons learned on adult student engagement in an online gameful courseAlberto Mora
Gamification has captured the interest of both Human-Computer Interaction and Educational Sciences during the last past years. However, most of the available case studies in the literature are not focused in online higher education environments, even less considering the demographics of adult learners. This paper presents the design and development of an online gameful course of Computer Networks formed by two groups with an average age older than the common university students. This approach aims to encourage adult learners to solve non-graded formative activities and to increase their sense of kinship to the group. After one semester, the results revealed a moderate effect on student engagement, but a low enrolment rate. In contrast, a similar previous study revealed promising outcomes. The main goal of this work is to present the obtained results and to analyse the relevant issues in order to understand the source of the engagement differences perceived.
The impact of computer coding on modern life is so universal that many of us don't think twice about it! But behind every social media post, streaming service selection, and smartphone app is, of course, code: a system of functions, commands, and rules written in a particular language to make our digital technologies function smoothly. Even with the rise of artificial intelligence and its increasing power to help write and edit computer code, human coders are still behind the scenes.
For many students, learning basic coding can be an empowering experience that teaches a wide range of skills: creativity, problem-solving, perseverance, confidence, and more. Teaching coding to your students helps them to better understand how the modern world works, and perhaps, someday, shape the digital future.
To keep it simple, Computational Thinking (or CT, for short) is basically Problem Solving. At its core, CT is a process that involves analyzing a problem and finding the best possible solution by:
Breaking it down into separate, distinct parts
Identifying similarities between each part
Recognizing relevant information and opportunities to simplify the problem
Implementing all data gathered from steps 1 to 3 to create a reasonable and efficient solution
This might sound a little more complicated than you’d like it to be, but trust us; computational thinking is actually pretty straightforward! The four steps we just mentioned are actually the 4 Key Elements of CT. Once you know and understand each step, you’ll have a better idea of how computational thinking works and how your child can use it practically in their every-day life.
This presentation is an introduction on the CS and how to roll out to young learners
Tinker Education is a STEM curriculum-based program designed by Emcast, South Korean Education Technology Company.
At our Nairobi (Kenya) learning centre kids explore computer science skills through programming & physical computing activities to maximize student's critical thinking and 21st century skills.
Visit www.tinkeredu.net to learn more.
Sharing & Scaling The Language Of Digital LearningDr. Daniel Downs
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
New Fuzzy Model for quality evaluation of E-Training of CNC Operatorsinventionjournals
The quality of e-learning is a very important issue, especially when production technologies are concerned. This paper introduces a new fuzzy model for e-learning quality evaluation. All uncertainties and consequent imprecision are modeled by triangular fuzzy numbers. The quality of CNC e-learning process is determined by using the fuzzy logic IF-THEN rules. The proposed method derives an aggregated satisfaction value both for the participants as well as the trainers.The authors introduce a genuine metric interval for the objective evaluation of E-learning effect. The OLS regression model estimates the magnitude and polarity of Elearning effect on participants` perception of the training quality. The predicted coefficient of E-learning effect on the overall quality of CNC training is estimated to be14.88 measurement points with a negative impact on overall satisfaction. These novel findings shed a new light on the quantitative effect of E-learning on CNC machine training and contribute to the contemporary scientific literature within the research area.The developed model is illustrated by real-life data from secondary technological schools from central Serbia.
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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
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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.
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Dr. Scratch, Análisis de proyectos Scratch para medir el desarrollo del a Pen...Jesús Moreno León
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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.
A Strategic Approach: GenAI in EducationPeter 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.
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On the development of computational thinking skills in schools through computer programming with Scratch
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Background
Methodology and results
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On the Development of Computational Thinking
Skills in Schools through Computer Programming
with Scratch
Author: Jes´us Moreno-Le´on
Director: Gregorio Robles
Doctoral Program on Information Technology and Communications
International Doctoral School
Madrid, March 15th, 2018
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Goals of this thesis
Background
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(cc) 2018 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 CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
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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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Goals of this thesis
Background
Methodology and results
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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 CT in schools through programming with Scratch
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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 CT in schools through programming with Scratch
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Goals of this thesis
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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 CT in schools through programming with Scratch
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Goals of this thesis
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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 CT in schools through programming with Scratch
9. 9/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
10. 10/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Goals of this thesis
Jes´us Moreno-Le´on CT in schools through programming with Scratch
11. 11/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
The three pillars of the thesis
Jes´us Moreno-Le´on CT in schools through programming with Scratch
12. 12/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
13. 13/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Background
Jes´us Moreno-Le´on CT in schools through programming with Scratch
14. 14/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Seymour Papert’s Mindstorms
“[...] Their visions of how to integrate computational thinking
into everyday life was insufficiently developed. But there will be
more tries, and more and more. And eventually, somewhere, all the
pieces will come together and it will catch.”
Jes´us Moreno-Le´on CT in schools through programming with Scratch
15. 15/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Wing’s seminal paper
“CT involves solving problems, designing systems, and
understanding human behavior, by drawing on the concepts
fundamental to computer science.”
Jes´us Moreno-Le´on CT in schools through programming with Scratch
16. 16/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Text network analysis of CT definitions: main topics and
influential keywords
Jes´us Moreno-Le´on CT in schools through programming with Scratch
17. 17/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Text network analysis of CT definitions: influential
communities of words
Cluster Words in the context Color
1 problem, process, solve, formulate SpringGreen
2 computer, concept, approach, tool Blue
3 abstraction, simulation, information, data Lime
4 thinking, decomposition, logic, debugging Fuchsia
5 algorithm, perform, systematically, efficiently Yellow
Jes´us Moreno-Le´on CT in schools through programming with Scratch
18. 18/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Categories of CT assessment tools
Summative
Formative Skill-transfer Attitudes Vocabulary
Aptitudinal Content
CT-test Fairy A. REACT Bebras CTS Language
CA test Concepts Quizly CTP-Quiz
MBPA Israel NCV CTSiM
Practices
Jes´us Moreno-Le´on CT in schools through programming with Scratch
19. 19/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Summative-aptitudinal CT assessment tools
Figure: Sample of a CT-test item [Rom´an-Gonz´alez, 2015].
Jes´us Moreno-Le´on CT in schools through programming with Scratch
20. 20/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Formative, iterative CT assessment tools
Figure: CTP-Graph of a Centipede game [Koh et al., 2010].
Jes´us Moreno-Le´on CT in schools through programming with Scratch
21. 21/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Formative, iterative CT assessment tools
Tool Language Audience State
REACT Agent Sheets Teachers In production
Quizly App Inventor Teachers and students In production
NCV Scratch Students Under evaluation
Practices Blockly Students In development
Jes´us Moreno-Le´on CT in schools through programming with Scratch
22. 22/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Transference to other domains
In Mindstorms, Papert posited that programming activities
with Logo would help students develop abilities that they
would be able to transfer to other non-coding scenarios
The impact of programming on learning other subjects was
intensively investigated during the 1980s and early 1990s
with promising results
Jes´us Moreno-Le´on CT in schools through programming with Scratch
23. 23/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Different tools, different results?
New visual languages aim to overcome the limitations of
textual languages:
Syntax difficulties
Lack of variety of products
Solitude of the learning context
A new wave of research should be carried out to check if
previous results are replicated and to provide evidence on
emerging questions
Jes´us Moreno-Le´on CT in schools through programming with Scratch
24. 24/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Lonely and isolated programmers?
Programmers do not like social interactions
Relationships between programming abilities and
introversion (1980s and 90s)
Social software development sites like GitHub
and GitLab
New research proves that extroversion and social
participation correlate with programming skills
Background picture: pogdesign.co.uk
Jes´us Moreno-Le´on CT in schools through programming with Scratch
25. 25/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Collaboration in Scratch
“They give feedback through comments on projects, they work
together on joint projects, they remix one another’s projects,
they crowd-source artwork for their projects, they create tutorials
to share their knowledge with one another”[Resnick, 2012]
Jes´us Moreno-Le´on CT in schools through programming with Scratch
26. 26/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
Effects of participating in the community
Positive consequences that partnership produces on the
elaboration of the projects created by young learners (3 cases)
Collaboration promoted an enhancement of the quality of the
projects (5 cases)
New research making use of much larger samples is required
to state stronger conclusions in this regard
Jes´us Moreno-Le´on CT in schools through programming with Scratch
27. 27/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
What is CT?
On the quest for assessing CT
Code to learn?
Social factors of computational thinking
The non-cognitive side of CT
Some CT definitions introduce non-cognitive aspects as an
important part of these skills
The nomological network of CT has not been totally
established
New investigations must study whether and which
non-cognitive factors underlie CT aiming to optimize its
development in education
Jes´us Moreno-Le´on CT in schools through programming with Scratch
28. 28/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Methodology and results
Jes´us Moreno-Le´on CT in schools through programming with Scratch
29. 29/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Methodology
Jes´us Moreno-Le´on CT in schools through programming with Scratch
30. 30/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
31. 31/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
33. 33/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Bad/default naming of sprites
Jes´us Moreno-Le´on CT in schools through programming with Scratch
34. 34/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
37. 37/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
40. 40/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
41. 41/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Web-based service: Dr. Scratch
Feedback report
Jes´us Moreno-Le´on CT in schools through programming with Scratch
44. 44/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Ecological Validity (II)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
48. 48/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Ecological Validity (and III)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
49. 49/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
50. 50/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
51. 51/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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).
Jes´us Moreno-Le´on CT in schools through programming with Scratch
52. 52/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
53. 53/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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).
Jes´us Moreno-Le´on CT in schools through programming with Scratch
54. 54/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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).
Jes´us Moreno-Le´on CT in schools through programming with Scratch
55. 55/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Discriminant Validity (II)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
57. 57/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Validation Process: Discriminant Validity (and III)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
58. 58/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Methodology
Jes´us Moreno-Le´on CT in schools through programming with Scratch
59. 59/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
61. 61/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
62. 62/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
63. 63/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
64. 64/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
65. 65/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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.
Jes´us Moreno-Le´on CT in schools through programming with Scratch
66. 66/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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.
Jes´us Moreno-Le´on CT in schools through programming with Scratch
67. 67/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
68. 68/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Comparing three quasi-experimental research designs (I)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
70. 70/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
71. 71/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
72. 72/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
73. 73/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
74. 74/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Methodology
Jes´us Moreno-Le´on CT in schools through programming with Scratch
75. 75/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
76. 76/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
77. 77/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
78. 78/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
79. 79/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
80. 80/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
81. 81/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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)
Jes´us Moreno-Le´on CT in schools through programming with Scratch
82. 82/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
83. 83/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
84. 84/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch
85. 85/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
Development and validation of Dr. Scratch
CT across the curriculum
Social and non-cognitive factors of CT
Summary of results
Jes´us Moreno-Le´on CT in schools through programming with Scratch
86. 86/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
An assessment tool for the community
Evidence for educators and policy makers
Future research
Conclusions
Jes´us Moreno-Le´on CT in schools through programming with Scratch
87. 87/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
An assessment tool for the community
Evidence for educators and policy makers
Future research
Who is using Dr. Scratch?
Learners and educators from all over the world: over 214,000
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
88. 88/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
An assessment tool for the community
Evidence for educators and policy makers
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
89. 89/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
An assessment tool for the community
Evidence for educators and policy makers
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
Jes´us Moreno-Le´on CT in schools through programming with Scratch
90. 90/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
An assessment tool for the community
Evidence for educators and policy makers
Future research
Future Work (I)
Validation of Dr. Scratch:
Factorial validity. Simplification of the feedback report?
Face validity. Survey for over 500 educators?
Integration of CT across the curriculum: more research is
needed to state stronger conclusions
Social factors affecting programming and CT: a controlled
experiment is needed to consider causality
Background picture: Simon Cunningham
Jes´us Moreno-Le´on CT in schools through programming with Scratch
91. 91/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
An assessment tool for the community
Evidence for educators and policy makers
Future research
Future Work (and II)
Background picture: mountainmadness.com
Jes´us Moreno-Le´on CT in schools through programming with Scratch
92. 92/94
Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
On the Development of Computational Thinking
Skills in Schools through Computer Programming
with Scratch
Jes´us Moreno-Le´on
Doctoral Program on Information Technology and Communications
International Doctoral School
Madrid, March 15th, 2018
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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.
Resnick, M. (2012).
Mother’s day, warrior cats, and digital fluency: Stories from the Scratch online community.
In Proceedings of the Constructionism 2012 Conference: Theory, Practice and Impact, pages 52–58.
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.
Jes´us Moreno-Le´on CT in schools through programming with Scratch
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Motivation
Goals of this thesis
Background
Methodology and results
Conclusions
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 CT in schools through programming with Scratch