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# EV682 Computing Part I

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This slideshow relates the first of two sessions focusing on the computer science elements of the new Computing curriculum that form part of the EV682 module.

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• Highlight the focus on computer science in the new curriculumExplain that this session and the next Computing session (in Nov) will focus on this computer science dimension of the programmes of studyExplain that our final session will focus on the digital literacy dimension of the programmes of study2mins
• This slide highlights the aims we’ll be focus on in these two sessions (i.e. aims 1 and 2)Reassure students that we’ll be starting to unpack some of the terminology used here (e.g. abstraction, logic, algorithms) but also explain that we can only achieve so much in our sessions and they will need to take full advantage of other professional development opportunities that present themselves (e.g. engaging with online materials and with staff development opps in school)Explain that aims 3 and 4 are particularly relevant to the development of children’s broader digital literacy3mins
• Algorithms: a useful definition for KS1 is “a sequence of clear (precise/unambiguous) instructions to achieve a specific outcome”. At KS1 an algorithm can be thought of as being like a recipe. If the algorithm has been logically developed then the outcome should be predictable.Bebug: identify and correct errors in programs.3mins
• Algorithms: a useful definition for KS1 is “a sequence of clear (precise/unambiguous) instructions to achieve a specific outcome”. At KS1 an algorithm can be thought of as being like a recipe. If the algorithm has been logically developed then the outcome should be predictable.Bebug: identify and correct errors in programs.Explain that we’ll be exploring sequence, selection and repetition during the sessions (and in their follow-up task).3mins
• Explore sequence (sets of specific instructions, followed in a particular order) through Bee-Bot and the free Bee-Bot app for iOS (we will have some iPods for this but students may want to download this app to their own devices). Half of group use the Bee-Bots whilst the other half explore the app (10mins like this then swap over for another 10mins). Make sure students note that it is possible to build up a sequence in stages by programming and testing a bit at a time (this allows for debugging and an early kind of iterative approach to programming. Also highlight importance of clearing Bee-Bots memory unless they are building on a previous sequence.Move on to exploring repetition through use of Roamer’s repeat command. Model this very briefly and explain/show how this can be used to create more efficient programs. Set the challenge of drawing an equilateral triangle with Roamer (what kind of thinking does this require?). (20mins with Roamers in total)If there is time, show Pro-Bot and explain how this introduces &apos;selection&apos; and inputs/outputs.40mins in total
• Mitch Resnick is Professor of Learning Research and Director of the Lifelong Kindergarten group at MITHe is developer of a tool named ‘Scratch’.This is a TED talk that he gave in 2012 (pic is hyperlinked to video on TED site)Video duration: 17mins20mins total to allow for brief discussion
• - Explain that Scratch 2.0 runs in a browser so no need to install anythingGive a brief tour of the Scratch 2.0 interface (the pic in the slide is hyperlinked to the Scratch site)Show them how Scratch uses simple blocks (like LEGO) that can be snapped together to create sequences of instructions (these are called ‘scripts’)Might be worth highlighting that you can have multiple ‘scripts’ in Scratch and that these can run parallel to each otherShow where to sign up to community (would be helpful to briefly show your own community profile so they can see how the community works)Explain that to use selection and repetition in Scratch they will need to use the blocks in the Control section of the Scripts tabExplain that selection is a term that relates to the use of conditionals (if-then-else) and that these are Boolean (true/false) conditions programmed by the programmer to determine what action/s should be performed at a certain point in a sequence of instructionsShow a simple example of this (you can use the one in my Scratch profile if you like)20mins
• This is so they can follow a social constructivist (connectivist) model of learningThis is so that peers and tutor can easily find themDemo the interactive tour feature in Scratch 2.0 for them. Remind them that young children build Scratch projects independently so no reason why they can’t This is important so tutors and peers have a chance to look and commentExplain that this is a very important part of the process and is based on a social-constructivist model of learning onlineDon’t tell them, but in the next session they’re going to remix someone else’s project and develop it to include inputs/outputs and add features using variables (KS2 objectives)10mins
• ### EV682 Computing Part I

1. 1. COMPUTING COMPUTATIONAL THINKING AND PROGRAMMING IN THE NEW CURRICULUM
2. 2. COMPUTING-KS1/KS2 Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
3. 3. COMPUTING-KS1/KS2 Aims The national curriculum for computing aims to ensure that all pupils:  can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation  can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems  can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems  are responsible, competent, confident and creative users of information and communication technology.
4. 4. COMPUTING-KS1/KS2 Key stage 1 Pupils should be taught to:  understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions  create and debug simple programs  use logical reasoning to predict the behaviour of simple programs  use technology purposefully to create, organise, store, manipulate and retrieve digital content  recognise common uses of information technology beyond school  use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
5. 5. COMPUTING-KS1/KS2 Key stage 2 Pupils should be taught to:  design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts  use sequence, selection, and repetition in programs; work with variables and various forms of input and output  use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs  understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
6. 6. An introduction to logical thinking, algorithms and decomposing via floor robots EARLY PROGRAMMING
7. 7. MITCH RESNICK
8. 8. INTRO TO SCRATCH 2.0