A CS unplugged design pattern

Nishida, Toshirou; Kanemune, Susumu; Yukio, Idosaka; Namiki, Mitaro; Bell, Tim; Kuno, Yoshinori

doi:10.1145/1508865.1508951

Cited by 25 publications

(19 citation statements)

References 4 publications

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“…It originated with the CS Unplugged project in New Zealand Nishida et al 2009) and has resulted in many related, kinaesthetic activities which stimulate an understanding of a concept in a very concrete and practical way. In a similar way, CS4FN (Computer Science for Fun) (Curzon et al 2009) have generated many unplugged-style engaging activities and approaches by emphasising the importance of analogy as well as a kinaesthetic activity.…”

Section: The 'Unplugged' Approachmentioning

confidence: 99%

Computing in the curriculum: Challenges and strategies from a teacher’s perspective

2016

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Computing is being introduced into the curriculum in many countries. Teachers' perspectives enable us to discover what challenges this presents, and also the strategies teachers claim to be using successfully in teaching the subject across primary and secondary education. The study described in this paper was carried out in the UK in 2014 where teachers were preparing for the mandatory inclusion of Computing into the curriculum. A survey was conducted of over 300 teachers who were currently teaching Computing to elicit their perspectives on challenges and strategies. From the analysis of the data, extrinsic and intrinsic challenges were identified for both teachers and students. In addition, a variety of pedagogical strategies were recommended by teachers from their own practice. In categorising approaches taken by teaching to support students five key themes emerged: unplugged type activities, contextualisation of tasks, collaborative learning, developing computational thinking, and scaffolding programming tasks. Further investigation could support whether these strategies can alleviate the challenges of teaching and learning of Computing for students and teachers. In particular developing student resilience in Computing is seen as a challenge while not many strategies are suggested. The results of this study will be useful for teachers who are new to the teaching of Computing.

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Section: The 'Unplugged' Approachmentioning

confidence: 99%

Computing in the curriculum: Challenges and strategies from a teacher’s perspective

2016

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“…All these activities can be carried out in classrooms or outdoors (Nishida et al, 2009;Nishida et al, 2008). Some technical elements of the unplugged approach are: simplicity in implementation, active participation, teamwork towards a common goal, or competition towards finding the best or the fastest solution than another group (Nishida et al, 2009). CT shares elements with creative media use since media design and media production are processes requiring programmatic logic (Jacob and Warschauer, 2018).…”

Section: Non-technological Micromomentmentioning

confidence: 99%

“…Students are expected to think like a scientist and designer with the ultimate goal of creating a model of real world (Sysło and Kwiatkowska, 2015) (simulation skill). Motivation is high since the procedure is challenging and students work together striving to find a more accurate and complete solution than other groups (Nishida et al, 2009) (collective intelligence).…”

Section: Connecting Moments Of Creativitymentioning

confidence: 99%

“…Imaginative and thinking abilities are stimulated during the problem-solving process (Nishida et al, 2009;Nishida et al, 2008) when students have to imagine the model and conceptualize its function by drawing it like a designer (conceptual artifact) and when they have to simulate its function by constructing it like an engineer (tanglible artifact) (performance and distributed cognition skills).…”

Section: Connecting Moments Of Creativitymentioning

confidence: 99%

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Connecting moments of creativity, computational thinking, collaboration and new media literacy skills

Tsortanidou

Daradoumis

Barberà

2019

ILS

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Purpose This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched. Design/methodology/approach This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills. Findings The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement. Originality/value The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

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“…Until recently, the UK teacher trying to incorporate Computing into secondary schools at ages 11-16 would have felt alone and unsupported, even with recent initiatives to encourage school pupils to consider aspects of Computing, such as CS Unplugged [19] and CS Inside [11]. Both of these initiatives focus on exciting and ways of introducing computational principles to children and young people.…”

Section: Introductionmentioning

confidence: 99%