CS Education for All. A new wave of opportunity

CS Education for AllA new wave of opportunity

Peter DonaldsonSchool of Education, University of Glasgow

“ For the times they are a-changin’ ”🎼🎶

🎶

🎶

🎵

🎵

Overview1. Why CS for all?2. Can we teach everyone?3. A new lens on what CS is – what does it mean to be

a computational thinker?4. New curriculum for Primary & Secondary5. A problem…6. Exploring teaching

The world is aiming to teach everyone Computer

ScienceIs this a good idea? What do you think?

Prog. Lang., DB etc.

Requires deep knowledge & skills

Ultimately general purpose

ICT, Digital Skills, Computing Science on a spectrum

A complex digital landscape?

AppsUse by Intuition

Narrow purpose

End-user appliance

General Applications (e.g. Office, Word Press)

Use by analysis & intuition

General purpose in a context

Computing Science Computing Principles

Computational Thinking

• Automating information processes in business• Identifying information processes in science• Anywhere process + information modelling reqd.

Drives economic growth

Educated citizen

We haven’t always been the best at teaching CS

and that’s even when it was optional

Do you think we can teach everyone?

How did you learn?

An exercise….!

What concepts do you need to know to understand these written instructions as a solution to the task of making a cup of tea?

1. Fill the kettle2. Flick the switch on3. While the kettle is boiling, get a cup and put a

teabag into it4. Once boiled, pour water into cup5. Wait a few minutes6. Remove teabag7. Add milk and sugar to taste

and to read and understand this…?Dim Mark as IntegerDim Percentage as SingleDim OutOfRange as BooleanPercentage = 0OutOfRange = TrueDo Mark = InputBox(“What mark did you get?”) OutOfRange = Mark < 0 Or Mark > 30 If OutOfRange Then

MsgBox(“Error! Mark not in range 0-30”) EndifWhile OutOfRangeMsgBox(“You got “ & (Mark/30)*100 & “%”)

Can anyone learn Computing concepts and skills?

ComputerPeople

Everyoneelse

Long learning path – hidden behind the cliff, where the Non-C person can't see it

Gulf of Confusion

A kind of amnesia causes C people to forget their early learning

YES – we are learning more and more about how to make this possible!

Bridge of Understanding

A new lens to see what CS folk do

What is it that we do as Computer Scientists?

A. See problem domains through the lens of computational conceptsB. Deeply understand the mechanisms and the languages that drive

themC. Model the problems using the mechanisms

World of computational mechanisms

World of problems amenable to

computational solutionsModel the

problems using the mechanisms

C.

B.

A.AC

B

Significant Aspects ofLearning

This is our domain• Wing’s original seeing computation in everyday life

When we automate processes, we need to understand the machines and the languages that direct themOften don’t actively build enough understanding of• Formal languages vs natural language• The notional machine• Links to real world applications

Often where CS courses start, and where typical CT comes in – decomposition, abstraction, generalisation, pattern matching etc• Not just programming / software engineering• Much of CS in here – equivalences between systems

AB

C

Automating info procs – languages and

machines

Problems as processes that

manipulate info

Modelling the problems

using the mechanisms and mapping

between them

AC

B

Examples of the SAL’s in practiceAspects Early Primary Secondary Tertiary

Processes that manipulate information

Process – start, sequence of steps, end. Movement as a process

Tally charts for recording frequency information

Principles of communication: protocols, reliability, etc

Automating those processes – languages (APIs) and machines

Instruction tiles for a floor robot. Predicting activity from sequences of instructions

Understanding the language and computational model of arrays (assume earlier concepts)

Packet-based protocol, eg TCP. Appreciating the different levels of the stack

Mapping tasks/processes between the worlds

Getting the robot to go where I want it to (using the instructions)

Developing a simple recommender system ( based on frequency counts)

Developing applications using TCP. Implementing Levels in the stack

Explaining novice difficulties learning aspects of Computing Science

• Roy Pea’s superbug - formal vs natural language problem • Benedict Du Boulay’s notional machine • Maths as a predictor - introductory problems are mathematical• Elliot Soloway’s improving problem solving - patterns/schema issues• Ray Lister et al’s “reading before writing”

- we start at without developing enough understanding of &

A

B

C

B

C A B


machines


manipulate info



between them

AC

B

New Scottish Curriculum for Computing

Curriculum – 3-15 Broad General Education

Organised around these three significant aspects of learning

A. Understanding the world through computational thinkingB. Understanding and analysing computing technologyC. Designing, building and testing computing solutions


machines


manipulate info



between them

AC

B

Understanding and analysing computing technology

Early Level First Level Second Level Third Level Fourth Level

I understand that sequences of instructions are used to control computing technology I can experiment with and identify uses of a range of computing technology in the world around me

I understand the instructions of a visual programming language and can predict the outcome of a program written using the language I can understand how computers process information

I can explain core programming language concepts in appropriate technical language I understand how information is stored and how key components of computing technology connect and interact through networks

I understand language constructs for representing structured information I can describe the structure and operation of computing systems which have multiple software and hardware levels that interact with each other

I understand constructs and data structures in a textual programming language I can explain the overall operation and architecture of a digitally created solution I understand the relationship between high level language and the operation of a computer

B

Curriculum –16-18 Senior Phase Qualifications

National Qualification National Progression Awards

SCQF Level

Computing Science Computer Games Development

Cyber Security Digital Media

7 Advanced Higher Computing Science

6 Higher Computing Science

Computer Games Development

Cyber Security Digital Media Production

5 National 5 Computing Science


Cyber Security Digital Media Editing



Cyber Security Digital Media Basics


Changes to Computing Science Qualifications from 2017-18 onwards1. Big reduction in the formal assessment requirements

• Unit assessment will no longer exist• Coursework will be marked externally by SQA rather than externally by

classroom teacher

2. More detailed course specifications reorganised into four main areas

• Database systems• Web systems• Computer architecture• Software development

3. Clearer focus and time on developing the ability to create computational solutions

• Coursework will be about ability to implement and evaluate solutions• Exam will cover understanding of core concepts and code comprehension

So – we want to teach all, we (probably) can teach all, we’ve got an exciting curriculum

But there’s still a big problem…

… not enough teachers, researchers, or leaders in CS education

Becoming a Teacher

What do you think?1. Is overall workload for a teacher is more, the same or less than a

doctor?2. Do you have to pay or does the government pay for teacher

training? 3. Trainee teachers get paid more, the same or less than a trainee

solicitor?4. Once you qualify and complete your probation there are lots of

permanent jobs, some permanent jobs, no permanent jobs?5. As a teacher are there plenty, some or no opportunities to earn

additional money?6. Scottish teachers can, can with some retraining or can’t register

and work as a teacher in another country?7. Once you are a classroom teacher there are lots, some or no

promotion opportunities?

Answers1. Is overall workload for a teacher is more, the same or less than a

doctor?2. Trainee teachers get paid more, the same or less than a trainee

solicitor?3. Do you have to pay or does the government pay for teacher

training?4. Once you qualify and complete your probation there are lots of

permanent jobs, some permanent jobs, no permanent jobs available?

5. As a teacher are there plenty, some or no opportunities to earn additional money?

6. Scottish teachers can, can with some retraining or can’t register and work as a teacher in another country?

7. Once you are a classroom teacher there are lots, some or no promotion opportunities?

46 vs 100 hours per week 12 vs 5 weeks holiday

Guaranteed £22,416 p.a. Average £17,000 p.a.

Fees covered + low interest loan £4,750 - £6,750

Shortages in 28 out of 32 local authorities

Marking, tutoring, commercial resources, summer schools

International Schools/Local Schools

Principal Teacher £39K to 50KEducation Support Officer £40K to 46.5KEducational Consultant, Corporate Trainer

Training Process

Apply for JobsPermanent position in a state or independent school- Additional points on the scale can be

awarded for relevant industry experienceSpecialist or general supply work

Complete Probationary YearPick 5 local authorities near you or for a bonus

payment let GTCS place you anywhere in ScotlandTeach up to 0.8 of a normal teachers timetable

giving you a day for additional study & preparation

Complete Initial Teacher Education- 9 MonthsCourses in educational theory, general and subject

specific pedagogy (teaching knowledge18 weeks in school on placement usually in several

smaller segments in two or three schools

Apply to Training Programme- PGDE or new PGDE + MastersUCAS for the specific programme SAAS for tuition fees and loan for living expenses

Invitation

Think aboutvisting the teachinscotland.scot

website

visiting a local school that teaches Computing

coming to the CAS Scotland conference (Saturday 6th of May)

applying to do a • Secondary PGDE in Computing at

• University of Glasgow• University of Strathclyde

• Combined PGDE and MSc in Computing at

• University of Edinburgh

If you still don’t think teaching’s for you then

become a STEM Ambassador

volunteer to help support a local Code Club in your primary school

volunteer to help support a local Coder Dojo in your local library or

community space

get involved in CS Education research in schools as a PhD student

CS Education for All. A new wave of opportunity

Education

Transcript of CS Education for All. A new wave of opportunity