Computational thinking som digital dannelse for alle

Transkript

1 Computational thinking som digital dannelse for alle Michael E. Caspersen Institut for Datalogi og Center for Scienceuddannelse Aarhus Universitet

2 Digital dannelse á la Weile et al. Kritisk informationsbearbejdning tænke kritisk ifm. brugen af de digitale medier og informationsstrømmen fra disse (internettet) Teknisk dimension brug af værktøjer (ellers showstopper) f.eks. skrive vha. Google docs, søge vha. browsere m.m., producere screencast/podcast Socio-emotionel dimension digital etik i socialt samspil f.eks. normer og regler for brug af FB og mobiltelefoner i undervisningen Produktivt/kreative dimension aktivt producerende f.eks. medieudtryk hvor man kommunikerer med andre ved visuelt eller skriftligt at udtrykke sig digitalt (wiki) Digital dannelse Et individs evne til via digitale medier at kunne indgå i læreprocesser der svarer til individets personlige niveau. IKT og læring? Brug Eksisterende teknologier Digitalt udtryk, ja, men statisk (ej generativt)

3 Digital dannelse for alle The fourth r reading riting rithmetic rithms Computational Thinking and Practice It i gymnasiet.3

4 Agenda It i uddannelse indledende perspektivering (hvad) It-kørekort It-støttet læring It i fag (som det er) og fag it It som fag (generalist og specialist) Indsigt og udsyn med informatik (hvorfor) Radikalt nye muligheder: erkendelsesmæssigt, udtryksmæssigt, socialt/fællesskabsmæssigt Dannelse, kritisk og informeret borger i et demokratisk samfund Program or be programmed Nyt it-fag i gymnasiet (hvordan) Indhold og didaktiske principper Artikel og konferencer Afrunding internationalt udsyn

5 It i uddannelse It It-kørekort It-støttet læring It i fag It som fag It-sandwich for lærere Lærere er underlagt krav om nye it-kompetencer i to fagligheder: - undervisningsfagligt - fag-fagligt og begge er "moving targets". som værktøj/medie i faget som det er (strøm til det vi kender) generalist specialist som hjerne /definerende teknologi til innovation af faget (radikalt nye muligheder)

6 Informatik vs. Informationsteknologi (it)

7 Radikalt nye muligheder Erkendelsesmæssigt Udtryksmæssigt Socialt/fællesskabsmæssigt Tre eksempler

8 I dag er computeren et lige så vigtigt redskab for kemikere som reagensglasset og computersimuleringer er nu så realistiske at de kan forudsige udfaldet af traditionelle eksperimenter

9 Eksempel 1 Erkendelsesmæssigt Udtryksmæssigt Socialt/fællesskabsmæssigt Ny dimension i matematik

10 Benoit B. Mandelbrot Født 20. november 1924 i Polen Død 14. oktober 2010 Sterling Professor Emeritus, Yale University IBM Fellow Emeritus, Thomas J. Watson Research Center Fandt bl.a. ud af at prisændringer i finansielle markeder gentog sig, ikke over tid, men derimod i forskellige størrelsesordener af tid Selv-similære systemer

11 En simpel iterativ proces p i p i+1 = f (p i ) p i+1 feedback proces z i+1 = z i 2 + c p i+1 = f (p i ) = f (x i, y i ) z 0 = 0 = (x i 2 y i 2 + x 0, 2 x i y i + y 0 ) = (x i+1, y i+1 )

12 Punkters opførsel under f x i+1 = x i 2 y i 2 + x 0 y i+1 = 2 x i y i + y (x 0, y 0 ) = (0, 1) (x 1, y 1 ) = (-1, 1) (x 2, y 2 ) = (0, -1) (x 3, y 3 ) = (-1, 1) (x 4, y 4 ) = (0, -1)...

13 Punkters opførsel under f x i+1 = x i 2 y i 2 + x 0 y i+1 = 2 x i y i + y (x 0, y 0 ) = (0, 1.01) (x 1, y 1 ) = (-1.02, 1.01) (x 2, y 2 ) = (0.02, -1.05) (x 3, y 3 ) = (-1.10, 0.96) (x 4, y 4 ) = (0.28, -1.12) (x 5, y 5 ) = (-1.18, 0.37) (x 6, y 6 ) = (1.25, 0.12) (x 7, y 7 ) = (1.56, 1.31) (x 8, y 8 ) = (0.72, 5.14)...

14 Sort/hvid-algoritme for each point (x, y) { for i= 0 to max { if (x,y) 2 { break out of loop; } } } (x,y)= f(x,y); if i = max { // member color point black; } else { // not member color point white; }

15 Mandelbrot og Peter Moldave (1980)

16 Randen er interessant Mandelbrotmængden Nogle punkter er oplagt med og nogle punkter er oplagt ikke med men i randområdet sker der noget uhyre interessant der på samme tid er djævelsk svært at fatte og guddommeligt smukt

17 Farve-algoritme for each point (x, y) { for i= 0 to max { if (x,y) 2 { break out of loop; } } } (x,y)= f(x,y); if i = max { // member color point black; } else { // not member color point white color(i); }

18 dintprog, E10

19 dintprog, E10

20 dintprog, E10

21 dintprog, E10

22 dintprog, E10

23 dintprog, E10

24 dintprog, E10

25 dintprog, E10

26 dintprog, E10

27 dintprog, E10

28 dintprog, E10

29 dintprog, E10

30 dintprog, E10

31 dintprog, E10

32 dintprog, E10

33 David Boll (1991) Satte sig for at bekræfte at halsen har tykkelse 0 og betragtede derfor (x, y) = ( 0.75, ) for gående mod Iterationer

34 Eksempel 2 Erkendelsesmæssigt Udtryksmæssigt Socialt/fællesskabsmæssigt En moderne biologiopgave Ken Friis Larsen, DIKU

35 Eksempel 3 Erkendelsesmæssigt Udtryksmæssigt Socialt/fællesskabsmæssigt Luis von Ahn: Human Computing

36 CAPTCHA Completely Automated Public Turing test to tell Computers and Human Apart CAPTCHA Et program der kan afgøre om en bruger er et menneske eller en computer. 200 Eller mio. CAPTCHA indtastes hver dag Et program der kan generere og evaluere 10 tests sekunder som de (mindst) fleste mennesker spildes på hver kan bestå, men som nuværende programmer ikke kan timer spildes hver dag Simpel algoritme Vælg en tilfældig sekvens af bogstaver. Transformer strengen til et forvrænget billede. Bemærk paradokset Et program der kan generere og evaluere tests som det ikke selv kan bestå. Human Computing Der er mange problemer som mennesker let kan løse, men som programmer ikke kan (endnu). Hvordan kan disse løses ved brug af Human Processing Power.

37 Lidt (chokerende) statistik Solitaire > 9 mia. mandetimer brugt på Solitaire i 2003 Spildt cpu-tid Hvad med spildt mennesketid... Empire State Building 7 mio. mandetimer eller 6,8 timers Solitaire Panamakanalen 20 mio. mandetimer lidt mindre end en dags Solitaire Human Computing Hvordan kan man udnytte den potentielle Human Processing Power til et fælles bedste. En hjerne,... mange hjerner,... hele menneskeheden. En grandios distribueret procesenhed.

38 Søgeord til billeder på WWW ESP game Skaber metadata for billeder vha. Human Computing Løsning Betale nogen for at gøre det... Løsning Få mennesker til at ville det. Nogle vil endda betale for at få lov. Spil Et fornøjeligt 2-player spil...på tid 1-player Optag træk, lad folk spille mod disse. 0-player Lad optagne træk spille mod hinanden. 50 mio. ord vha spillere spillere kan lable alle billeder på www på to måneder.

39 recaptcha 200 mio. CAPTCHA indtastes hver dag 10 sekunder (mindst) spildes på hver timer spildes hver dag Kan dette bruges til noget fornuftigt? Er der nogle svære problemer som vi kan løse ved at indtaste en CAPTCHA Ja! Digitalisering af bøger! Ord som OCR ikke kan læse Forvrænget billede af ord Effektivt Mere end 25 mio. ord digitaliseres hver dag Hvad digitaliseres Bøger fra før 1923 (ikke længere copyrights) New York Times ( ) 400 mio. implicerede (6% af jordens befolkning)

40 Lære sprog og oversætte WWW Duolingo Lær et nyt sprog gratis! Sideeffekt: Oversættelse af WWW.

41 Erkendelsesmæssigt Udtryksmæssigt Socialt/fællesskabsmæssigt NB: To sider af sociale medier Their (real/other) mission: To monetize people s relationships!

42 Radikalt nye muligheder Erkendelsesmæssigt Udtryksmæssigt Socialt/fællesskabsmæssigt Indsigt og udsyn med Informationsteknologi

43 Den mørke Middelalder

44 Kontrolpanel til civilisationen

45 In a digital age whoever holds the keys to programming ends up building the reality in which the rest of us live (video på youtube)

46 It i gymnasiet i 40 år Datalære, Edb, Datalogi, It, Service og kommunikation, Programmering Kommunikation/it, Multimedier, Informationsteknologi

47 Eksisterende it-fag Seks fag i ni varianter... Multime. C It A It B DATALOGI C IT FAG INF TEK C Kom/IT A INF TEK B Kom/IT C PROGRAM- MERING C... og stort set ingen elever... It i gymnasiet.47

48 Nyt it-fag for alle (2011-) It, et alment fag kreativt revolutionerende grænseoverskridende meningsfuldt udbud for alle inspiration til videregående studie Kernestof: syv emner som definerer it-faget it-systemer og menneskelig aktivitet interaktionsdesign af it-systemer modellering og strukturering it-systemers arkitektur programmering digitalisering innovation Et elastisk fag

49 Kernefaglige områder

50 Fem didaktiske principper Kerneområder vs. læringsforløb ortogonale struktureringsprincipper (faglogik vs. pædagogisk logik) Applikationsorienteret top-down/outside-in (opgør med tradition) Fra forbruger til producent brug, analysér, modificér, producér,... ift. modeller, programmer, applikationer, interaktionsdesigns, digitale repræsentationer,... Worked examples proces såvel som produkt Stepwise improvement løs et simplere problem først

51 Ressourcer IFTEK.DK en lærerforening på tværs af skoletyper udvikling og deling af ressourcer eksempel: ligningsløser

52 Udbredelse Skoler Hold

53 Artikel og konferencer Computational Thinking and Practice A Generic Approach to Computing in Danish High Schools Michael E. Caspersen and Palle Nowack Centre for Science Education, Faculty of Science and Technology Aarhus University DK-8000 Aarhus, Denmark Abstract Internationally, there is a growing awareness on the necessity of providing relevant computing education in schools, particularly high schools. We present a new and generic approach to Computing in Danish High Schools based on a conceptual framework derived from ideas related to computational thinking. We present two main theses on which the subject is based, and we present the included knowledge areas and didactical design principles. Finally we summarize the status and future plans for the subject and related development projects.. Keywords: curriculum structure, course content, high school, computational thinking, core competencies, application areas, knowledge areas, learning activities, didactical design principles. 1 Introduction Computing, particularly in the specific form of computer science, has been a topic in high schools in many countries for more than three decades, but without achieving the break-through in terms of adoption that the topic deserves in the post-industrial society. But things are changing, and they are changing at a global scale. Internationally, there is a growing awareness on the necessity of providing relevant computing education in schools, particularly high schools. Computing education in schools is considered increasingly important as expressed by e.g. Wing (2006) who argues for teaching fundamental computing principles for all: Computational thinking is a fundamental skill for everyone, not just for computer scientists. To reading, writing, and arithmetic, we should add computational thinking to every child s analytical ability. In the book Program or be Programmed, Rushkoff (2010) puts it even more bluntly: In the emerging, highly programmed landscape ahead, you will either create the software or you will be the software. Half a century ago, Perlis (1962) said that everyone should learn to program as part of a liberal education. He argued that programming was an exploration of process, a topic that concerned everyone, and that the automated execution of process by machine was going to change Copyright 2013, Australian Computer Society, Inc. This paper appeared at the 15th Australasian Computer Education Conference (ACE 2013), Adelaide, South Australia, January- February Conferences in Research and Practice in Information Technology (CRPIT), Vol A. Carbone and J. Whalley, Eds. Reproduction for academic, not-for profit purposes permitted provided this text is included. {mec, nowack}@cse.au.dk everything (Guzdial 2008). It took fifty years to get here, but finally it seems that (a contemporary interpretation of) Perlis vision has come to pass. As mentioned by Cutts, Esper, and Simon (2011), several national initiatives are being taken to address this challenge. For example, the UK Royal Society has recently published the report Computing in School (Royal Society 2012), and the US National Science Foundation and the College Board are supporting development of an Advanced Placement course, CS Principles (Astrachan et al. 2012), aiming at broadening participation in computing and computer science by transforming high school computing (Astrachan et al. 2011). Similar initiatives are taken in other countries, e.g. Israel (Gal-Ezer and Harel 1998 and 1999, Bargury 2012), Germany (Steer and Hubwieser 2010), The Netherlands (Van Diepen et al. 2011), and Norway (Hadjerrouit 2009). Especially the effort in New Zealand seems to be similar with respect to motivation, and challenges, but perhaps not with respect to the content and form (Bell et al. 2010, Bell et al. 2012). In this paper, we report on a recent Danish initiative to redefine and revitalise computing in Danish high schools. The Danish initiative is similar to many of the other initiatives in focusing on fundamental computing principles (including computational thinking) as a fundamental skill for all. However, the Danish initiative is different from most of the other initiatives in taking a broader and generic approach to computing rather than the traditional and narrower computer science or software engineering approach. This is a deliberate choice made primarily to embrace more fundamental aspects of computing (e.g. impact of information systems, the role of it in innovation, and interaction design for it-based systems), but also to accommodate the four different types of high schools in Denmark (general high schools, upper secondary shorter general education programme, technical high schools, and business high schools) with one generic computing subject. In section two we briefly recap the history of computing in Danish High School curricula. Section 3 describes the two main theses that together define the perspective from which the new generic computing subject was designed. The subject is then fleshed out in the following two sections: Section 4 describes the knowledge areas of the subject, and Section 5 describes the didactical design principles behind the subject. Finally, Section 6 briefly summarizes the current status and plans for the subject. 2 Computing in Danish High School Various flavours of computing has been a topic in Danish high school for more than forty years. Computational Thinking and Practice A Generic Approach to Computing in Danish High Schools ACE 2013, Adelaide, AUS, January 2013 Danske unge på vej mod digital dannelse om det nye it-fag Aarhus, 13 May 2013 WiPSCE 2013 Workshop in Primary and Secondary Computing Education Aarhus, November 2013 ACE 2014, Auckland, NZ Research Workshop on Secondary Computing Education Auckland, New Zealand, January 2014 ESOF 2014, Copenhagen, DK EuroScience Open Forum Copenhagen, Denmark, June 2014 WiPSCE 2014, Berlin, Germany Workshop in Primary and Secondary Computing Education Berlin, 5-7 November 2014

54 Nogle internationale paralleller USA ( ) CS Principles (College Board, NSF) Owen Astrachan, Duke (Mark Guzdial, Georgia Tech) UK ( ) Computing At School (CAS) Simon Peyton-Jones, Microsoft Research, Cambridge New Zealand ( ) Digital Technologies: Programming and CS Tim Bell, University of Canterbury Tyskland, Bayern ( ) Informatics (objektorienteret softwareudvikling) Obligatorisk i klasse, valgfri i Peter Hubwieser, TUM, München Israel ( ) CS (programering) i gymnasiet David Harel, Weizmann & Judith Gal-Ezer, Open University 2012: Officielt curriculum for CS i udskolingen ( junior high ) Slovakiet (1984) Obligatorisk i gymnasiet siden 1984 Obligatorisk i grundskolen siden 2008 (forsøg siden 2000)

55 It i grundskolen i Danmark?

56 It i uddannelse It It-kørekort It-støttet læring It i fag It som fag generalist specialist som værktøj/medie i faget som det er (strøm til det vi kender) som hjerne /definerende teknologi til innovation af faget (radikalt nye muligheder)

57 Informatics at School Worldwide, Hasler Foundation Report, 2012

58 Report of the joint Informatics Europe & ACM Europe Working Group on Informatics Education, April 2013 Informatics education: Europe cannot afford to miss the boat Informatics is a major enabler of technology invention, the principal resource for Europe s drive to become an information society, and the key to the future of Europe s economy. Informatics education is sorely lacking in most European countries. Not offering appropriate informatics education means that Europe is harming its new generation of citizens, educationally and economically. Unless Europe takes resolute steps to change that situation, it will turn into a mere consumer of information technology and miss its goal of being a major player.

59 Udbredelse "Given how pervasive computers and the Internet is now, and how integral it is into our economy, and how fascinated kids are with it, I want to make sure that they know how to actually produce stuff using computers, and not simple to consume stuff!" Barack Obama, 14. februar 2013 (video på youtube)

60 Radikalt nye muligheder Erkendelsesmæssigt Udtryksmæssigt Socialt/fællesskabsmæssigt

61 Digital dannelse for alle The fourth r reading riting rithmetic rithms Computational Thinking and Practice It i gymnasiet.61

62 Informatik Nyt dannelsesområde Nye basiskompetencer for alle Tysk... Musik Naturgeografi Datalogi Samfundsfag Programmering Engelsk Teknologifag Afsætning Spansk Biologi Virksomhedsøkonomi Historie Fysik Oldtidskundskab Kinesisk Kemi Bioteknologi Læsning Skrivning Informatik Matematik

63 Edsger W. Dijkstra Automatic computers have now been with us for a quarter of a century [nu mere end 65 år]. They have had a great impact on our society in their capacity of tools, but in that capacity their influence will be but a ripple on the surface of our culture, compared with the much more profound influence they will have in their capacity of intellectual challenge without precedent in the cultural history of Mankind. [...] This challenge, viz. the confrontation with the programming task, is so unique that this novel experience can teach us a lot about ourselves. It should deepen our understanding of the process of design and creation, it should give us better control over the task of organizing our thoughts. If it did not do so, to my taste we should not deserve the computer at all! Dijkstra s Turing Award Lecture, 1972

64 Computational thinking som digital dannelse for alle Michael E. Caspersen Institut for Datalogi og Center for Scienceuddannelse Aarhus Universitet