CCCF translations | calculated from computational thinking to action *

CCCF translations | calculated from computational thinking to action * Original: Michael Baum, etc. • Thyssen China Computer Federation translations Source: China Computer Society newsletter, Vol. 15 No. 5 May 2019 in view of this article, we outline the calculation two key dimensions of action: computing and digital identity energized, and further proposed computing and computational thinking through focused action, we can make computer education for young learners more inclusive, stimulating and enabling role. Keywords: calculation action while thinking vision and computer education professor energized. Calculation of action (computational action), a new computer education framework proposed at the same time learning the computer, young people should also have the opportunity to use a computer to create a direct impact on their lives and community affairs. In view of this article, we outline two key dimensions of computing operations: calculate identity (computational identity) and digital empowerment (digital empowerment), and further proposed action by focusing on computing and computational thinking (computational thinking), we can make computer education for young learners more inclusive, stimulating and enabling role. Start learning programming from the computer learner the moment, they have to develop the ability to have a substantial impact on their lives of computer products, and they are in need is a permit to do so in their environment. In many cases, K-12 computer science education has always stressed that 1 child learning to program "basis." Higher stage of development in order to calculate the learner's thinking in computer science education as the center, mainly focused on the learner to understand some of the details of the calculation of the elements, such as variables, loops, conditions, parallel, operators, and data processing [10]. This initial focus is on the concept and calculation process, will develop real-world applications there is left to do is practice "after" such a risk: so that learners feel that learning computer is not important to them. This approach begs the question a lot of math and physics students have asked before: "When can we apply the knowledge in life to have learned?" [1]. Although there have been various attempts to put computer education background and real-world problems, but these attempts are usually developed universal system (for example, for the design of a supermarket checkout system), can not be linked to a particular learner's personal interests and life . Although these systems in practical applications for all learners is valuable, but for young women and young people from non-dominant groups, it did not provide them with the development of a computer with realistic opportunities for solutions, this is a serious problem. For these groups traditionally underrepresented in computing represented, it was found that the feeling of belonging and integration in the broader computing community to develop its own community and are critical computing solutions is closely related to [8]. By linking with students in real life, we can help them with a critical look at how they can act as a role in influencing the community, and not just stop at making them learn simple programming, on the contrary, we can ask what they want to What programming and why they are programming [5]. By the real world is closely related to computer education students placed in, we can get more people to participate in the computer field, the benefits for youth and society. This not only helps to develop much-needed programmers, but also transport the computer literacy of citizens and problem-solving skills to the community. When the computer calculated to reduce barriers to the implementation of actions in trying to develop solutions influential young learners face many challenges. Many of these challenges can be attributed to the background computer education itself - computer education often occurs in traditional computer lab, these labs with students far from everyday life. However, with the increasing popularity of mobile computing and pervasive computing, you may want to rethink where and how to build and student learning computer. Computer education is now liberated from the desktop screen out and linked to students' daily lives and communities. In the computer field, contact the student's ability to live together represents a fundamental shift, this capability opens up new avenues for young people, so that they can be regarded as the world's "possibility space." In these spaces, they can ask questions and build solutions to address individual needs identified. However, in order to enable young people to build these solutions, we need to provide a platform and learning environment in order to reduce barriers to implement them rapidly build and design. As an example, we have developed an application called "App Inventor", which is a building block of programming languages, allowing the learner having to deal with complex syntax, you can build full-featured mobile applications. Calculation of action: a fundamental shift in new ways to build a computer influential computer education in the student life in the role also requires that we critically re-examine the target computer science education, especially for students K-122. Target computer education needs to go beyond computational thinking, rising to the height of vision computing operations. Action on Computing vision height based on the following ideas on: in learning computers, young people should have the opportunity to have a direct impact on their way of life and the community were calculated. Through multiple design studies, seminars and using MIT App Inventor of the global mobile application development initiative, we constructed a computing and digital identity enabling these two key dimensions to the understanding and support students to participate in the development of educational computing operations experience. "Calculate status" established in a previous study basis, these studies suggest that the development of the identity of young scientific importance for the future of STEM3 progress [6]. For our purposes, the calculation identity is a self-awareness that think they can design and implement computer products to solve the problem they want to solve. In addition, students should see themselves as a large community of computer developers composed of a. "Digital empowerment" is the ability to build on the work of Freire (Freire) [2], Freire will be energized (empowerment) is critically involved in positioning their concerns are also based on Thomas ( work on Thomas) and Oort House (Velthouse) [9], they found empowerment and meaning, the link between the concept of competency, self-determination and influence and so on. Therefore, the digital empowerment need to instill the belief that young learners: they were able to calculate their own identity into action, to a substantial and meaningful way to solve the problem closely associated with them. In order to improve the education initiatives computing operations, we developed a set of standards outlines the key elements required. Support calculation identity formation requires: • Students must feel they have a responsibility to articulate and design their own solutions, rather than trying to reach a predetermined "right" answer. • Students need to feel, for a wider range of computing and engineering industry practices and products, their work is meaningful. Support for digital energized formation requires: • a lot of activity and development should be based on real and personal environment and associated. • Students need to feel that their work may have an impact on their own lives or the community. • Students should feel that they have the ability through their current work to seek new computers. Calculation of action in practice we have witnessed a tremendous impact on the calculation of action of this method to study computer science generated. Dharavi slum in Mumbai (Asia's largest slum, the film "Slumdog Millionaire" iconic place), a group of young women (aged 8 to 16) to recognize women's safety is a community that they exist The key issue. Although no programming experience before, but they still act, because they feel the program can give their lives around them to bring real change. By local instructors, some online video and MIT APP Inventor guidance, they construct called "Women Fight Back" application, the application focus on women's safety, and has a short message (SMS) alerts, maps , distress and alarm contacts emergency call function, etc. [4]. Encouraged by the success early, they built more applications, including one for the coordination of water from the public water applications, and a girl who can not go to school educational program for the application. These young learners start from zero programming experience, to grow into a sustained effort to improve their use of computer groups in their communities, demonstrating the enormous potential of innovative mobile computing. On the basis of Dharavi girl and others like the young learner success, we began to develop a formal course of action includes computing model. Recently, we work with a large and diverse number of high school teachers in the United States, we created a 10-week course is calculated using App Inventor. In this course, students develop computational solutions to solve relevant to them and their communities and meaningful questions: cleaning up local rivers and awareness-raising. Interviews show at the end of the course, students assigned awareness of their own identity and digital computing can have a positive change: from simply do not believe they can build mobile applications, not only to realize that they can build applications, but their design significant practical impact. Many students also expressed excitement for the future to build new applications. This self-driven learners and promote action-centric computer education, we need to re-examine how to provide support for learners. It also brought new challenges to teachers. Students need to use "scaffolding" (scaffolding) in the design process to help them understand how the application into manageable parts and build. Importantly, the teachers need to still be able to calmly deal with various issues in a complex learning environment is no predefined solutions in. This is not requiring teachers to learn more about functional programming knowledge, but requires them to be more flexible in application programming. Teachers need new strategies to help students find their own solutions (rather than direct answers to them) and need new ways to assess students' work. Recognizing these pedagogical change means a new approach to education that we have to accept, to test and refine our computational theory of action. Learners recognize the opportunities of computer applications, and then design and build solutions for students to push their own learning or problem-solving process is not a new idea education sector. In the past two decades, problem-based learning (see example Hmelo-Silver [3]) are increasingly used for science and engineering education. However, students will design products used in their communities has been a challenge. With the popularity of mobile computing and pervasive computing, we are beginning to realize the potential here. By focusing on the calculation of action rather than computational thinking, we let the children participate in meaningful projects, rather than pre-established practice. Pei Pote (Papert) believes in the development of a meaningful personal project, students will be able to form ideas, and to learn the necessary coding elements [7] By the challenge to deal with naturally occurring. This is similar to programming in the professional field computing solutions and building process. People from all occupations and hobbies are conceived "project" want to build these projects need to use a computer program. These people plan to start building again, but obstacles inevitably arise. These computer programmers, professionals and amateurs, computer scientists, engineers, scientists, and others find the answer to your question in a broader population of programmers (by asking colleagues directly or through sites like StackOverflow). If this is the way the real world computing occurred, why the education system so that students are often abstract and unreal way to learn computing and computing to solve the problem? With the rapid development in the field of computers and computer education, we have the opportunity to rethink how students should learn computer. Young learners from learning to program from the beginning, have the ability to develop a material impact on their lives of computer products. And they need to allow them to play is just one environmental influence. Calculation of action from the definition of this environment should look like the beginning. As more computer teacher on the line, we have a unique opportunity to work with them, because they have the skills and computing skills with students involved with the action required. We are excited about such a world, the young learners think the world is full can be created in a digital way they (and we) want to live in future opportunities. Footnotes * article translated Communications of the ACM, "From Computational Thinking to Computational Action", 2019,62 (3):. 34 ~ 36 a wen 1 October 2016, the United States "K-12 frame Computer Science" (K-12 computer Science Framework) officially released, describes the basic set of concepts and practice of computer science, is a new version of the US national computer Science Education standards developed by the foundation. - Translator's Note 2 "K-12" refers to a kindergarten (Kindergarten, usually 5-6 years old) to the twelfth grade (Grade 12, usually 17-18 years old). - Translator's Note 3 STEM science (Science), technology (Technology), Engineering (Engineering), abbreviation mathematics (Mathematics) subjects English first four letters, which function is to understand the world of science, explaining the objective laws of nature; technical and engineering function is to change the world based on respect for the laws of nature on the realization of control and use of the natural world, to solve problems encountered in the process of social development; mathematical function as a basis for technical and engineering tools. - Translator's Note References [1] Flegg, J., Mallet, D., and Lupton, M. Students' perceptions of the relevance of mathematics in engineering Intl.. An exploration in the space of mathematics educations International Journal of Computers for Mathematical Learning 1, 1 (Jan. 1996), 95-123 [8] Pinkard, N. et al Digital youth divas:... Exploring narrative-driven curriculum to spark middle school girls' interest in computationalactivities Journal of the Learning Sciences 26,3 (Mar.2017); doi.org/10.1080/10508406.2017.1307199 [9] Thomas, KW and Velthouse, BA Cognitive elements of empowerment:. An "interpretive" model of intrinsic task motivation. Academy of Management Review 15, 4 (Apr. 1990), 666-681. [10] Wing, JM Computational thinking. Commun. ACM 49, 3 (Mar. 2006), 33-35. introduction of • Thyssen Mike Baum (Mike Tissenbaum) Assistant Professor University of Illinois at Urbana-Champaign College of Education. • [email protected] Josh Sheldon (Josh Sheldon), vice director of the MIT App Inventor's. • [email protected] Hal Abelson (Hal Abelson) Massachusetts Institute of Electrical Engineering and Computer Science Department of Computer Science and Engineering professor. hal @ mit. edu translator introduction Liu Aerospace CCF professional membership, CCCF invited translator. Institute of Computing Technology Research Associate. Main research computer architecture, high-performance computing, large data, intelligent concurrent systems. [email protected]