Restart: The Resurgence of Computer Science in UK Schools

Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead

Questioning and understanding in the library: A philosophy of technology perspective

This paper examines the history of epistemological conceptualizations of the library, considered as a technology. Drawing from Heidegger’s philosophy, a technology is a way of human relating to the world. At its best, this relationship is in terms of belonging and understanding, but modern information technologies may not foster such aims very well. Heidegger links understanding to questioning; thus, this paper paper explores questioning in the library as a path to reorient the library more concertedly toward understanding. As a first stage in such work, this paper explores the history of questioning in the library. The library was originally conceived as an educational institution that afforded questioning, personal relationships and understanding. As time wore on, the library was transformed into something more like a business, where answers and information were provided as economic resources. This paper provides grounds for a renewed conceptualization of the library as a site for understanding and questioning. If the field is to reorient toward understanding, a deeper appreciation for questioning will be required

DataMoves:Entangling data and movement to support computer science education

In the domain of computing education for children, much work has been done to devise creative and engaging methods of teaching about programming. However, there are many other fundamental aspects of computing that have so far received relatively less attention. This work explores how the topics of number systems and data representation can be taught in a way that piques curiosity and captures learners’ imaginations. Specifically, we present the design of two interactive physical computing artefacts, which we collectively call DataMoves, that enable students, 12-14 years old, to explore number systems and data through embodied movement and dance. Our evaluation of DataMoves, used in tandem with other pedagogical methods, demonstrates that the form of embodied, exploration-based learning adopted has much potential for deepening students’ understandings of computing topics, as well as for shaping positive perceptions of topics that are traditionally considered boring and dull

Maintaining excellence in teaching of human anatomy: University of Nairobi experience

Experience in maintaining excellence in teaching of human anatomy is important in informing strategies to mitigate worldwide decline in the level of knowledge of human anatomy among medical students and qualifying doctors. Factors responsible for the decline include reduction in teaching time, inadequate teachers and undermining of cadaver dissection. Measures to address these challenges have resulted in wide disparities in curriculum design teaching methods, number and composition of instructors. Inspite of the challenges, the Department of Human Anatomy of the University of Nairobi (UON) maintained excellence of teaching for over 40yrs. This article describes the teaching of anatomy at the UON with a view of elucidating the learning points from which other departments can learn. Analysis reveals that human anatomy is allocated 630hrs per year of which 350hrs are allocated to gross anatomy with 270hrs devoted to dissection. Although dissection has remained the cornerstone of instruction, it is combined with clinically oriented problem based instruction, use of prosections, diagnostic imaging, computer aided and small group learning. Teaching of gross anatomy is integrated with microscopic, developmental and neuroanatomy. The department runs and intercalated Bachelor of Science (B.Sc.) anatomy degree which is a reliable source of members of staff. Over 70% of the staff are surgeons. They are assisted by demonstrators drawn from trainee surgeons and young B.Sc. Anatomy graduates. Excellence in teaching anatomy can be maintained by reclaiming sufficient teaching time, combined dissection with contemporary methods of instruction, integrating gross, microscopic, developmental anatomy, neuroanatomy, involvement of clinicians in teaching, commencing training anatomy early and engagement of demonstrators.Keywords: Anatomy teaching, University of Nairobi 

Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects

Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas. 1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)? 2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"? 3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches? This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills. Four important claims are substantiated. 1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction. 2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed. 3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities. 4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects

Complete LibTech 2013 Print Program

PDF of the complete print program from the 2013 Library Technology Conferenc

Bridging the Distance: Using Interactive Communication Tools to Make Online Education More Social

Distance education offers geographically or time-constrained students access to the full depth and breadth of higher education offerings. Yet, distance education has significant drawbacks, including limitations to communication abilities, feelings of separation from instructors and peers, and an increased likelihood of dropping out. Educational informatics researchers argue that learning is a socially constructed activity, and thus students need to be able to communicate in order to develop a learning community. Consequently, historically, disconnected distance-learning practices were problematic for many students. As distance education has evolved to include a range of online offerings, including for-credit online degree programs and massive open online courses (MOOCs), new technologies have arisen that can make these challenges easier to surmount. Current literature suggests that faculty-encouraged use of both course-based and external Web 2.0 interactive tools may help students in online degree programs to succeed and feel connected to other students and faculty while participating in their distance-education courses. This paper examines the literature on distance education in order to provide a context for future research into communication patterns within MOOC courses, particularly within longer sequences of MOOC courses, and the role of student motivations on student-communication expectations and needs