The document discusses the importance of integrating computational thinking into educational curricula, arguing that it should become a fundamental skill similar to reading and writing. It emphasizes the need for a critical approach to coding in universities, which values exploratory programming and recognizes coding as a form of inquiry to better understand cultural systems. The challenges outlined include moving away from 'model answers' to fostering open environments and focusing on the creative processes involved in coding.

1. What is Coding in University in Practice?
Assistant Professor, Winnie Soon | Aarhus University
The Purpose of the Future University Conference, 7-Nov-2017
http://www.siusoon.net

2. https://www.hackerearth.com/challenges/

3. “My vision for the 21st Century: Computational thinking will be a fundamental skill used by everyone in the world.
To reading, writing, and arithmetic, let's add computational thinking to every child's analytical ability.
Computational thinking has already influenced other disciplines, from the sciences to the arts.”
“If computational thinking will be used everywhere, then it will touch everyone directly or indirectly. This raises an
educational challenge. If computational thinking is added to the repertoire of thinking abilities, then how and when
should people learn this kind of thinking and how and when should we teach it?”
(Wing 2008, my emphasis)

6. Coding in university in practice:
A critical attention to the culture of computation and technology, including logics,
software, platforms and data processing, via experimental coding practice.

7. Experimental systems must be sufficiently open to allow [not yet crystallized status of the
knowledge object] to come into view; enough space must be present to produce what we
do not yet know.
(Borgdorff 2011:190)

8. The idea of exploratory programming is not supposed to
provide the single solution or “one true way” to
approach computing…It’s meant, instead, to be one
valuable mode in which to think, to encounter
computation, and to bring the abilities of the computer
to address one’s important questions, artistic, cultural or
otherwise.
(Montfort 2017:4, my emphasis)

12. Streams (2017) by Emma Ottilie Arendal Odgaard, Emma Pilkington, Kristine Gøtje Jørgensen and Maria Berthel

13. • Deliverable: RunMe and ReadMe
• Learn basic concepts in computer programming
• Design and develop computational artefacts.
• Integrate practical and theoretical skills to articulate and
develop computational artefacts.
• Recognize coding practice as a way of thinking and
inquiry to understand wider cultural systems.

14. Challenges:
• Undo the concept of having ‘model answers’
• Create an open environment with certain constraints/parameters
• Not only focus on the final ‘product’ but the experimental and
creative processes that emerge and inform the understanding of
things (digital culture)

15. Thank You
Winnie Soon | Aarhus University
http://www.siusoon.net