ScratchMaths: evaluation report and executive summary

Since 2014, computing has been part of the primary curriculum. ‘Scratch’ is frequently used by schools, and the EEF funded this trial to test whether the platform could be used to improve pupils’ computational thinking skills, and whether this in turn could have a positive impact on Key Stage 2 maths attainment. Good computational thinking skills mean pupils can use problem solving methods that involve expressing problems and their solutions in ways that a computer could execute – for example, recognising patterns. Previous research has shown that pupils with better computational thinking skills do better in maths. The study found a positive impact on computational thinking skills at the end of Year 5 – particularly for pupils who have ever been eligible for free school meals. However, there was no evidence of an impact on Key Stage 2 maths attainment when pupils were tested at the end of Year 6. Many of the schools in the trial did not fully implement ScratchMaths, particularly in Year 6, where teachers expressed concerns about the pressure of Key Stage 2 SATs. But there was no evidence that schools which did implement the programme had better maths results. Schools may be interested in ScratchMaths as an affordable way to cover aspects of the primary computing curriculum in maths lessons without any adverse effect on core maths outcomes. This trial, however, did not provide evidence that ScratchMaths is an effective way to improve maths outcomes

OnCreate and the virtual teammate: an analysis of online creative processes and remote collaboration

This paper explores research undertaken by a consortium of 10 universities from across Europe as part of an EU Erasmus Strategic Partnership project called OnCreate. Recent research and experiences prove the importance of the design and implementation of online courses that are learner-centred, include collaboration and integrate rich use of media in authentic environments. The OnCreate project explores the specific challenges of creative processes in such environments. The first research phase comprises a comparative qualitative analysis of collaboration practices in design-related study programmes at the ten participating universities. A key outcome of this research was in identifying the shortcomings of the hierarchical role models of established Learning Management Systems (such as Moodle or Blackboard) and the tendency towards evolving 'mash-up' environments to support creative online collaboration

Tuovi 9 : Interaktiivinen tekniikka koulutuksessa 2011 -konferenssin tutkijatapaamisen artikkelit

Interaktiivinen tekniikka koulutuksessa (ITK)-konferenssi jo vuosittainen suurtapahtuma, jonka tarina alkoi jo vuonna 1990. Osallistujia oli tänä vuonna yli 1600, jotka edustivat laajasti koulutussektoria opettajista tutkijoihin ja yritysmaailman edustajiin. Tutkijatapaamista on pidetty osana konferenssia vuodesta 2001. ITK-tutkijatapaamisen yksi keskeinen tavoite on antaa tilaa nuorille lahjakkaille tutkijoille tuoda esiin omia tutkimushankkeitaan ja niiden tuloksia. Myös tutkijatapaamisessa oli runsas osallistujamäärä, lähes 80 digitaalisen maailman ja koulutuksen tutkimuksen asiantuntijaa. Tutkijatapaamisessa esitettävät paperit arvioidaan Blind Review - menetelmän avulla. Tähän julkaisuun on koottu tutkijatapaamisessa esitettyjä artikkeleita. Vuoden 2011 tutkijatapaamisessa oli vahvasti esillä sosiaalisen median eri ulottuvuudet koulutuksessa, oppimisessa ja opettamisessa. Tutkimukset osoittavat yhteisten merkitysten rakentamisen sosiaalisen median keinoin olevan usein opiskelijoita motivoivaa ja myös sisällöllisesti rikastuttavaa. Uuden toimintakulttuurin vaatima avoimuus ja keskeneräisen työn näkyväksi tekeminen näyttää olevan haasteellista erityisesti aikuisille. Laaja Opetusteknologia koulun arjessa - tutkimushanke (OPTEK) oli tutkijatapaamisessa myös hyvin esillä

Algorythmics. Technologically and artistically enhanced computer science education

A major responsibility of educational systems in the 21st century is to prepare future generations for the challenges involved with the increasing computerization of our everyday lives and to meet the demands of one of the fastest-growing job markets: computing. The goal of our beloved AlgoRythmics project is to promote computing education for all by taking into account the key elements from the most relevant computational thinking definitions. For this purpose, we have created an engaging algorithm visualization environment that is built around a collection of interactive dynamic visualizations illustrating basic computer algorithms. Making computing education attractive for different categories of learners is a challenging initiative. A possible approach might be contextualization. The AlgoRythmics learning environment has been designed along this approach. Since music and dance are relatively close to most people, this environment visualizes searching and sorting algorithms by professional dance choreographies (folkdance, flamenco, ballet). The “dance floor” we have created is an interactive and intuitive user interface which guides learners from dance to code. From the perspective of the teaching-learning process, the most important features of the environment are its unified, artistically enhanced, human-movement-effect-enriched, multisensory, and interactive character. What is this book about? It is about the AlgoRythmics universe. Of course, we have not dreamt up a complex teaching-learning tool and the attached didactical methods overnight. The AlgoRythmics project has its own particular history. Through this book, we invite the reader to accompany us as we virtually relive the AlgoRythmics adventure

The machine in the ghost: an educational design research study that explores the teaching of computational thinking to Irish second-level students

Computational Thinking is a problem-solving process that draws on concepts fundamental to Computer Science. These concepts can support problem-solving across many disciplines. The Digital Strategy for Schools (2015-2020) describes the Irish Government's intention to give every student in compulsory education the opportunity to learn Computational Thinking. This research is an Educational Design Research study underpinned by a pragmatic approach and concerned with Computational Thinking. It aims to answer the following question: what are the characteristics of a practical, engaging, effective, high quality, and low threshold course for both the learning and teaching of Computational Thinking to Irish post-primary teachers and students? This study also aims to validate whether unplugged activities can be successfully used to teach Computational Thinking. This research study had three phases: preliminary analysis, prototype, and semi- summative. It was conducted in six schools with eleven teachers, four content experts, and over four hundred and forty six students. Data was gathered using various means: interviews, focus groups, teacher diaries, students' questionnaires, and students' artefacts. The analytic approach was mixed; it involved content and thematic analysis as well as descriptive statistics. This study found that the following characteristics: activities, demonstration, application, pre-activation, transparency, theory, exemplification, and reflection (ADAPTTER) gave rise to a practical, engaging, effective, high quality, and low threshold Computational Thinking course. This study validated the use of unplugged activities as a pedagogy for teaching Computational Thinking

A complementary view for better understanding the term computational thinking

The term Computational Thinking is closely related to efforts connected to teach a systematic and well-structured way of problem solving that includes a set of tools and techniques used in Computer Science. While substantial research in this field has shown promising outcomes concerning distinct intervention programs and teaching initiatives, the term Computational Thinking itself requires to be revised in order to get a wider consensus about its meaning and purpose. This paper contributes to the ongoing quest concerning the definition of the term by starting with a fundamental perspective on computational theory and corresponding concepts in order to describe the theoretical building blocks of a systematic view to further elaborate on an approach for teaching and learning about Computational Thinking. Additionally, based on this foundational effort, more advanced concepts are presented and discussed in order to better understand this domain. Finally, the paper identifies and discusses a set of relevant challenges taking a cognitive psychology perspective on Computational Thinking