98,324 research outputs found
Using Scratch to Teach Undergraduate Students' Skills on Artificial Intelligence
This paper presents a educational workshop in Scratch that is proposed for
the active participation of undergraduate students in contexts of Artificial
Intelligence. The main objective of the activity is to demystify the complexity
of Artificial Intelligence and its algorithms. For this purpose, students must
realize simple exercises of clustering and two neural networks, in Scratch. The
detailed methodology to get that is presented in the article.Comment: 6 pages, 7 figures, workshop presentatio
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Unpacking capabilities underlying design (thinking) process
Engineering graduates must know how to frame and solve non-routine problems. While design classes explicitly teach problem framing and solving, it is lacking throughout much of the rest of the engineering curriculum and is often relegated to capstone classes at the end of the students’ educational experience. This paper explores problem framing and solving through the lens of experiential learning theory. It captures core problem framing and solving approaches from critical, design and systems thinking and concludes with a table of learning outcomes that might be drawn upon in designing an engineering curriculum that more fully develops the problem framing and solving capabilities of its students
Hiding in Plain Sight: Identifying Computational Thinking in the Ontario Elementary School Curriculum
Given a growing digital economy with complex problems, demands are being made for education to address computational thinking (CT) – an approach to problem solving that draws on the tenets of computer science. We conducted a comprehensive content analysis of the Ontario elementary school curriculum documents for 44 CT-related terms to examine the extent to which CT may already be considered within the curriculum. The quantitative analysis strategy provided frequencies of terms, and a qualitative analysis provided information about how and where terms were being used. As predicted, results showed that while CT terms appeared mostly in Mathematics, and concepts and perspectives were more frequently cited than practices, related terms appeared across almost all disciplines and grades. Findings suggest that CT is already a relevant consideration for educators in terms of concepts and perspectives; however, CT practices should be more widely incorporated to promote 21st century skills across disciplines. Future research would benefit from continued examination of the implementation and assessment of CT and its related concepts, practices, and perspectives
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