This guide seeks to help develop a shared understanding of the teaching of computational thinking in schools. It presents a conceptual framework of computational thinking, describes pedagogic approaches for teaching and offers guides for assessment. It is complementary to the two CAS guides published in November 2013 (Primary) and June 2014 (Secondary) in supporting the implementation of the new National Curriculum and embraces the CAS Barefoot and CAS QuickStart Computing descriptions of computational thinking. Computational thinking lies at the heart of the computing curriculum but it also supports learning and thinking in other areas of the curriculum.
Remember though that finding the right tool is important, but how you structure and design interaction with the content is way more important. Taking classroom activities and materials and placing them on a web-based platform and expecting them to work is sure way to disappoint students. You need to think carefully about how the student will engage with the materials and how the materials relate to each other to ensure that your materials don’t just test the students’ knowledge and abilities, but that they guide and enable the student to hypothesise and make and confirm deductions in order to encourage deeper levels of autonomous learning.
Daphne Koller explains the thinking (if that is the word) that led to the shift to the new platform Coursera.
She surely has some explaining the do - or is it really simple: the Coursera investors wanted real revenues, they dismissed the educators and replaced them by "marketeers" that do not understand their market all -.
MOOCs have made us think. As one of the most fascinating developments in higher education in my lifetime, they are,in many ways, a pioneer of a more ‘open’ spirit in learning. I’d contend that MOOCs, for all their promises and faults, have been at their most effective in forcing a rethink in Higher Education.
Nice example of how a persons life and learning strategies became transformed by an experience at a young age (in this particular case it was an encounter with primitive computer technology, but in general it could have been anything: e.g. hearing the saxophone played well for the first time, or "seeing" the mother of god in a cave)
Alas, also a typical example of unwarranted educational proselytizing. The man is so enthusiastic about his new insight that everybody has to hear the good news. Worse, everybody has to convert and repent. The idea that Catholicism, Jazz or technology enhanced project based learning does not work for everybody, never enters the man's mind.
Lets stop with this kind of "inspirational" stories in educational design. Lets stick to science (mainly cognitive and social psychology). I know it is boring, but it is our best shot at finding out what works for whom under which circumstances.
Interesting insight from Daphne Koller. - MOOCs reach non-traditional students (mainly cont. edu.) - MOOCs are excellent for experimentation with education concepts and tactics - A new question asserts itself: What type of qualification/certification does justice to/formalizes this type of learning?
MOOCs (e.g. Coursera) have found their business model:
The lifelong learners that study out of interest are no longer served well,; the target now is: continuous education for professionals; busy people that happily spend 80$ for 20 hours filled with chunk of edu-light.
When I apply critical thinking to this piece three problematic aspects become apparent:
First: the dimensions along the axis should be reconsidered:
The X-axis should not display math skills, but formal theoretical reasoning skills (both the process of formal reasoning -mathematical or verbal or ... - and real insight into the knowledge of substantive theory are important here)
The Y axis: should not measure normal sociability or empathy, it should measure the very instrumental skill of acting appropriate given a social context (it is not about being emphatic it is about being perceptive and "flexible" or deceptive)
Second: here education is something that is done to students by government and managers. This is a direct violation of the first law of education: learning is done by the student, not by the teacher, let alone by a manager.
Third: there is is an exclusive emphasis on skills. This ignores that education mainly works by making students familiar with models about how the world work (i.e substantive "theory", what we usually call knowledge). This a a piece about the knowledge economy that ignores the importance of knowledge.
MOOCs may have been overhyped, but their impact is far from over, says Simon Nelson, of the online-learning provider FutureLearn. And traditional colleges have a huge opportunity if they’re just willing to think a little differently.
Via Robert Schuwer
“Directory of Free Educational Resources for Teachers: Classroom Productivity” is a collection of free quality software which is ready to be installed directly onto your computer. It includes a collated set of freely available productivity tools, such as content authoring software, mind-mapping software, graphic editors, office suite among many others.
Earlier this week, Oxford's Bodleian Library announced that it had digitized a 550 year old copy of the Gutenberg Bible along with a number of other ancient bibles, some of them quite beautiful. Not to be outdone, the British Library came out with its own announcement on Thursday:
If you’re an online instructor who’s looking for online teaching job openings, you may find searching for jobs to be a daunting task. Just google “online teaching job.” We did and got 103,000,000 results. Good luck sorting through that humongous pile of data!
Turtle projects are infrastructure projects that improve bandwidth in schools, the Open University, Janet & SuperJanet, Wikipedia, Khan Academy, YouTube, MOOCs. Moodle… I could go on all day. None of these initiatives are device-focused. They focus on cognitive ergonomics not consumer electronics. Lesson here – stop the largely wasted research on device-based projects, the endless stream of apps and do not keep on taking (and buying) the tablets. Think about learning and learners not devices.
Only a handful of sessions at SXSWedu this year used “MOOC” in their titles or descriptions, but those four letters were still mentioned quite a bit.It is safe to say, MOOCs have been passed over as the disruptor du jour of higher education. But this is a good thing, because now we can get on with t
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