for Education:
Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including math, science, and the humanities. Students who learn CT across the curriculum can begin to see a relationship between subjects as well as between school and life outside of the classroom. CT involves a number of skills, including: These skills are supported and enhanced by a number of dispositions or attitudes that include: Confidence in dealing with complexity Persistence in working with difficult problems Tolerance for ambiguity The ability to deal with open ended problems The ability to communicate and work with others to achieve a common goal or solution
Computing
How will the HBP be different from classical Artificial Intelligence? The challenge in Artificial Intelligence (AI) is to design algorithms that can produce intelligent behaviour and to use them to build intelligent machines. It doesn't matter whether the algorithms are biologically realistic – what matters is that they work – the behaviour they produce.
for Education. Exploring Computational Thinking
Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including math, science, and the humanities. Students who learn CT across the curriculum can begin to see a relationship between subjects as well as between school and life outside of the classroom. CT involves a number of skills, including: These skills are supported and enhanced by a number of dispositions or attitudes that include:
Teachers need help teaching computer science
Teachers believe computer science can aide to their students’ success, but 75 percent are concerned the federal and state governments aren’t doing enough to equip schools to build students’ skills. Teachers also believe big tech companies like Microsoft, Google, and Apple should help schools build those skills. An October report from Code.org examines the state of K-12 computer science education and notes that, despite half a million computing jobs sitting open in the U.S., schools still have a lot of progress to make. Across 24 states, just 35 percent of high schools in the U.S. teach computer science—and minority, rural, and economically disadvantaged students are even less likely to go to a school offering computer science. To make coding instruction a bit easier, Microsoft launched a new Minecraft Hour of Code tutorial, the Voyage Aquatic, which takes learners on an aquatic adventure to find treasure and solve puzzles with coding.
Computational Thinking
In our conversations with Scratchers, we heard young designers describe evolving understandings of themselves, their relationships to others, and the technological world around them. This was a surprising and fascinating dimension of participation with Scratch — a dimension not captured by our framing of concepts and practices. As the final step in articulating our computational thinking framework, we added the dimension of perspectives to describe the shifts in perspective that we observed in young people working with Scratch, which included three elements: expressing: realizing that computation is a medium of creation, "I can create." connecting: recognizing the power of creating with and for others, "I can do different things when I have access to others." questioning: feeling empowered to ask questions about the world, "I can (use computation to) ask questions to make sense of (computational things in) the world."
Handbook of Research for Educational Communications and Technology
A Project of the Association for Educational Communications and Technology Edited by David H. Jonassen Introduction
Learn Computer Science Basics From Bubbly Zines
Design Available to Professional & Basic Members Amy Wibow's hand-made booklets use drawings, comics, and slang to teach the ABCs of programming
What’s the Difference Between Coding and Computational Thinking?
In my last EdSurge article, “Computer Science Goes Beyond Coding,” I wrote about the difference between coding and computer science, to help us understand what we mean by phrases like “Teach kids to code” and “Computer science for all.” In that article and in many other articles, there is another term that appears often: “Computational thinking.” Well, what is Computational Thinking (CT), and how does it differ from Coding and Computer Science—especially when it comes to classroom practice and instruction? What is Computational Thinking (CT)? My short definition: CT is a strategy that uses many of the powerful ideas in computer science to solve problems.
Creative Design in Industry and Architecture
Authors: G. Berkin and O. Kucukerman, Halic University Faculty of Architecture, Turkey Covering the topics of architecture and industrial design Creative Design in Industry and Architecture argues that the discourse on design criteria for both professions share many similarities. It is not intended to be prescriptive, but is rather the outcome of a detailed design analysis of the works of a number of industrial and architectural designers.
Quickstart
In one hour you will create the beginnings of a 3D Frogger game that you can share with your friends. Of course, you don't have to build a 3D Frogger game. You can create anything you like! You can make a simple game or a super-sophisticated one that includes 3D layers, and multiple levels.
edsurge
The “teach kids to code” movement has many thinking that computer science is just coding. Often the two are conflated since coding is definitely the most visible component of computer science. It is the magic that turns ideas into products; it provides the motivation to learn computer science. Kids want to learn so they can make cool stuff that is meaningful to them.
Exploration Architecture philosophy - Exploration Architecture
Innovating and collaborating to address the major challenges of our age We use biomimicry to develop new strategies, to radically rethink existing building types and devise a completely new approach to the design process. Biomimicry is a rapidly emerging discipline that learns from the remarkable catalogue of solutions to be found in biology – all of which have been refined by 3.8 billion years of evolution. Whereas sustainable development has often been based on mitigating negatives, biomimicry represents a new paradigm and reveals solutions that go beyond ‘sustainable’ to be restorative and deliver net positive impacts. We have successfully worked with a wide range of organisations to help them succeed in the shift that is already underway - from the industrial age to the ecological age of humankind. Frequently our projects achieve substantial resource savings and reveal major commercial opportunities for our clients.
Course Overview - CompuScholar
Course Overview Put a Computer Science Course on Your Transcript Start any time
