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The Bridge21 & CodePlus Programmes:
Challenges & Success’
Presentation to the go_girl symposium, Kellogg College, Oxford
Brendan Tangney
7/June/2016
http://www.slideshare.net/tangney
Trinity College Dublin, The University of Dublin
The Teams – TAP, CRITE, Bridge21, School of Education, School of CS & Stats
Cliona Hannon (TAP)
Kevin Sullivan, Jake Byrne, Grace Lawlor (Bridge21 and CodePlus)
Aibhín Bray, Ciarán Baurer, Lorraine Fisher (Bridge21)
Katriona O'Sullivan, Rónán Smith, Samantha Williams, Megan Kuster
(TA21)
Keith Johnston, Joseph Roche, Michael Shevlin, Paula Flynn (School of
Education)

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Trinity College Dublin, The University of Dublin
Bridge21 Supporters –Since 2007
Trinity College Dublin, The University of Dublin
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Year 1
•Age ~13 –Junior Cylce
Year 2
•Age ~14 –Junior Cycle
Year 3
•Age ~ 15 –Junior Cycle
•State Examination – Junior Certificate
Year 4
•Age ~16 –Transition Year – flexibilty in curriculum
Year 5
•Age ~17 –Senior Cycle
Year 6
•Age ~ 18 –Senior Cylce
•HIGH STAKES STATE EXAMINATION
•Grades are sole requirement for entry to 3rd level
Irish Context
http://www.curriculumonline.ie/Junior-cycle/Short-Courses/Coding

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Trinity College Dublin, The University of Dublin
I - Progression to Higher Education

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II – Technology & Learning
Trinity College Dublin, The University of Dublin
III - 21st Century: Skills, Teaching & Learning
Dede C. (2010). Comparing Frameworks for
21st Century Skills. 21st Century Skills. J.
Bellanca and R. Brandt. Bloomington,
Solution Tree Press: 50-75.
Voogt J. and Roblin N.P. (2012). "A
comparative analysis of international
frameworks for 21st century
competences: implications for national
curriculum policies." Journal of
Curriculum Studies 44(3): 299-321.

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Trinity College Dublin, The University of Dublin
IV - Teaching Coding
Trinity College Dublin, The University of Dublin
Teaching Coding is HARD!!!!!
Complex Domain
Problems include mishandling complexity and making generalisations
(DuBoulay, 1986).​
Mastering Skills
Group working (Othman,Pislaru, & Impes, 2014) and pair programming
(Coman,Robillard,Sillitti, & Succi, 2014).
Procedural Knowledge
Problem solving (Wulf, 2005) to strengthen understanding (Cooper &
Cunningham, 2010).

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Trinity College Dublin, The University of Dublin
V - Women in Computer Science
Stereotypes
Context

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Trinity College Dublin, The University of Dublin
These are all related
CS & STEM
Technology
Enhanced
Learning
21st Century
Learning
Trinity College Dublin, The University of Dublin
Trinity Access 21
Project
Operating at
multiple levels
System
Evidence base through published research
Reports for policy makers
Networking with policy makers and other influencers
Schools
TA21 whole school change
Bridge21 schools
Teachers
Introduction to Bridge21 workshops
Free CS workshops
Accredited CPD in 21C T&L and Coding
In school “Lesson Study” CPD cycles
Students
Introductory workshops to Bridge21
Advanced activities, e.g. Language Learning, Peer Teaching, CodePlus

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Trinity College Dublin, The University of Dublin
Bridge21 Model of 21st Century Learning
Conneely C., Girvan C., Lawlor J. and Tangney
B. (2015)
Johnston K., Conneely C., Murchan D. and
Tangney B. (2015)
Lawlor J., Conneely C. and Tangney B. (2010)
Trinity College Dublin, The University of Dublin
The Bridge21 Model of 21C Teaching & Learning

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Trinity College Dublin, The University of Dublin
Responsibility for learning
Teacher Influence
Student responsibility
Self Directed Student
Teacher Orchestrated
Dependent Student
Teacher Lead
Teaching Style/Student Growth
Johnston K., Conneely C., Murchan D. and Tangney B. (2015). "Enacting key skills-based curricula in secondary education: lessons from a
technology-mediated, group-based learning initiative." Technology, Pedagogy and Education24(4): 423-442.
Lawlor J., Marshall K., and Tangney B., Bridge21 – Exploring the potential to foster intrinsic student motivation through a team-based, technology
mediated learning model.Technology, Pedagogy and Education, 2015: p. 1-20.
Trinity College Dublin, The University of Dublin
EXAMPLE - STEM

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Trinity College Dublin, The University of Dublin
• Brainstorm – everything you can
do with this object
• Brainstorm all the events you can
from WWI and place on a timeline
• Select the names of three soldiers
from a local monument
• Research using multiple
primary & secondary sources
• Prepare to tell one story with a video
and two on paper – add all of the
information to the timeline
Sample Lesson – History - World War I
Trinity College Dublin, The University of Dublin

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Trinity College Dublin, The University of Dublin
Selected Publications I
The Model
1. Sullivan S., Marshall K., Tangney B., Teaching without teachers; peer teaching with the Bridge21 model
for collaborative technology-mediated learning, Journal of IT Education: Inovation in Practice – 2015,
(14), 63-83. Retrieved from http://www.jite.org/documents/Vol14/JITEv14IIPp063-083Sullivan0919.pdf
2. Lawlor J., Marshall K., Tangney B., Bridge21 – Exploring the potential to foster intrinsic student
motivation through a team-based, technology mediated learning model, Technology, Pedagogy and
Education, 2015, p1-20.
http://dx.doi.org/10.1080/1475939X.2015.1023828
3. Lawlor J., Conneely C., Tangney B., Towards a pragmatic model for group-based, technology-mediated,
project-oriented learning – an overview of the B2C model, Proceedings of the 2010 TechEduca
Conference, Athens, May, 2010, pp 602-609.
4. Tangney B., Bray A., Oldham E., Realistic Mathematics Education, Mobile Technology & The Bridge21
Model For 21st Century Learning – A Perfect Storm, in Mobile Learning and Mathematics: Foundations,
Design, and Case Studies, Crompton H., & Traxler J., (Eds) Routledge, pp 96-105.
Computer Programming
1. Tangney, B., Oldham, E., Conneely, C., Barrett, E., Lawlor, J., Pedagogy and processes for a computer
engineering outreach workshop – the B2C model, IEEE Transactions in Education, 2010, vol 53 no 1,
pp53-60.
2. Sullivan, K., Byrne, J. R., Bresnihan, N., O'Sullivan, K. & Tangney, T. CodePlus - Designing an After School
Computing Programme for Girls. 45th Annual Conference Frontiers in Education (FIE), 21 -24 October
2015 El Paso, USA, pp5.
Trinity College Dublin, The University of Dublin
Selected Publications II
Teacher CS CPD
1. Fisher, L., Byrne, J. R. & Tangney, B. (2015) Exploring Teacher Reactions Towards a 21St Century Teaching and Learning
Approach to Continuing Professional Development Programme in Computer Science, 7th International Conference on
Computer Supported Education (CSEDU), 23 - 25 May 2015 Lisbon, Portugal, pp 22-31
2. Byrne, J. R., Fisher, L. & Tangney, B. (2015) Computer Science Teacher reactions towards Raspberry Pi Continuing
Professional Development (CPD) workshops using the Bridge21 Model , 10th International Conference on Computer
Science & Education (ICCSE), 22-24 July 2015 Cambridge, UK, in press
3. Byrne, J. R., Fisher, L. & Tangney, B. (2015) Empowering Teachers to Teach Computer Science - A social constructivist
approach using the Bridge21 Model for CS CPD., 45th Annual Conference Frontiers in Education (FIE), 21 - 24 October
2015 El Paso, USA, 9pp.
Use in Schools
1. Conneely, C., Girvan, C., Lawlor, J., Tangney, B., An Exploratory Case Study into the Adaption of the Bridge21 Model for
21st
Century Learning in Irish Classrooms, in editor(s) Butler, D., Marshall, K., Leahy, M., Shaping our Future: How the
lessons of the past can shape educational transformation, Dublin, Liffey Press. 2015, pp 348-381.
2. Johnston K., Conneely C., Murchan D., Tangney B., Enacting Key Skills-based Curricula in Secondary Education: Lessons
from a Technology-mediated, Group-based Learning Initiative, Technology, Pedagogy and Education, 2014, pp1-20.
3. Conneely C., Murchan D., Tangney B., & Johnston K. (2013). 21 Century Learning –Teachers’ and Students’ Experiences
and Views of the Bridge21 Approach within Mainstream Education. Proceedings of Society for Information Technology &
Teacher Education International Conference (SITE), 5125-5132.
4. Louise Merrigan, Carina Girvan, Kevin Marshall and Brendan Tangney (2013). Teacher Attitudes To Assessment, AfL and ICT
for Assessment in Bridge21 Schools, Case Study Report for the NCCA, (p51), Dublin: Centre for Research in IT in
Education, Trinity College Dublin.
5. Carina Girvan, Ciarán Bauer and Brendan Tangney (2013) Integrating the Bridge21 Model for 21st Century Learning in
Irish Second Level Classrooms. Case Study Report for the NCCA. (pp. 49). Dublin: Centre for Research in IT in Education,
Trinity College Dublin.

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Trinity College Dublin, The University of Dublin
CodePlus:
Girls Programming
Club
Trinity College Dublin, The University of Dublin
Design Principles
1. Teach in girls only secondary schools/girl only cohorts
2. Emphasise the social context
3. Provide role models
4. Use the Bridge21 pedagogical approach
5. Get a teacher in the school to co-deliver and take ownership going
forward
6. Bring back enthusiastic students for an advanced week

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Trinity College Dublin, The University of Dublin
Technical Content
Trinity College Dublin, The University of Dublin
Delivery Formats
10 weeks at 2 hours per week (afterschool)
4 weeks at 5 hours per week (day long workshops)
1 week (4 day) intensive
Venue: school or TCD

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Preliminary Research Findings
Year 1 – semester 1 cohort
Trinity College Dublin, The University of Dublin
Research Questions
1. Perceptions of Computer Science as a career
2. Perceived Self-Efficacy in Computer Science
and mathematics
Questions and Scope

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Trinity College Dublin, The University of Dublin
Research Instruments
Questionnaires and Interviews
1. Demographic: including age, school grades and general access
to technology, etc.
2. Studying CS: confidence and motivation to study CS at third
level.
3. Perceptions of CS & IT as a Profession
4. Self-efficacy with CS: modified Papastergiou’s self-efficacy
scale.
5. Mathematics: current or expected performance in
mathematics exams.
6. Gender perceptions: suitability of CS and IT profession for
men and women.
Trinity College Dublin, The University of Dublin
Initial Results
An increase in their perception of the salary associated with
Computer Science; t (34) = -2.65, p = .012,
Awareness that CS career involved learning programming
language from; t (35) = -2.65, p = .012,
CS career involves team work; t (35) = -2.25, p = .030
They were less likely to agree that Computer Science was a degree
for geeks; t (34) = 2.24, p = .032

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Trinity College Dublin, The University of Dublin
Initial Results
Trinity College Dublin, The University of Dublin
Initial Results

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Trinity College Dublin, The University of Dublin
Code Plus Graduation Demo – May 2016
Scratch and Makey Makey
Scratch and Kinect
Making a speed radar gun with Python and a Pi
Make a bear!
Trinity College Dublin, The University of Dublin
“Codeplus was an amazing course that let us develop our computer
skills, receive many opportunities and let us think about our future. It
is safe to say that Codeplus was one of my highlights of this year.”
TY Student at Coláiste Bríde, Presentation Secondary School, Clondalkin