csedu16-coding

TeacherExperiencesofLearningComputingusinga21st CenturyModelofComputerScienceContinuingProfessionalDevelopment

Fisher,L.,Byrne,J.R.,&Tangney,B.

[email protected] slideshare.net/tangney/csedu16-codingCentreforResearchinITinEducation,SchoolofEducationandSchoolofComputerScience&Statistics

TrinityCollegeDublin,TheUniversityofDublin

EuropeanContextTeachingofCS/Coding inSchools


TeachingCodingisHARD!!!!!

ComplexDomainProblemsincludemishandlingcomplexityandmakinggeneralisations(DuBoulay,1986).

MasteringSkillsGroupworking(Othman, Pislaru,& Impes,2014)andpairprogramming(Coman, Robillard, Sillitti,& Succi,2014).

ProceduralKnowledgeProblemsolving(Wulf,2005)tostrengthenunderstanding(Cooper&Cunningham,2010).

TrinityCollegeDublin,TheUniversityofDublin 4

IrishContext

Year1•Age~13– JuniorCylce

Year2•Age~14– JuniorCycle

Year3•Age~15– JuniorCycle•StateExamination– JuniorCertificate

Year4•Age~16–TransitionYear– flexibiltyincurriculum

Year5•Age~17– SeniorCycle

Year6•Age~18– SeniorCylce•HIGHSTAKESSTATEEXAMINATION•Gradesaresolerequirementforentryto3rd level


Educational system/context

Teacher professional development and pre-

service education

Evidence base

Develop activities & design principles

Train students

Model of 21st T&L

PresentationFocusCPDforCS

PostgraduateTeacherCPDProgrammeinCS21CT&L


TeacherProfessionalDevelopment


CSModules

DigitalMediaLiteracyand21stCenturyLearning

(Intro toB21Model)

ProblemSolvinginthe21stCentury

IntroductiontoProgramming

throughAnimation

IntermediateProgrammingthroughGame

Design

IntermediateProgramming:

ExploringComputerSystems

Advancedprogramming


ResearchDesign


1. ExtenttowhichtheBridge21modeliseffectiveinhelpingteacherslearncomputingknowledgeandskills.

2. TeacherattitudestowardsusingtheBridge21modelforteachingcomputing intheirclassrooms

ResearchQuestions


ExploratoryCaseStudy

Context– TeachingComputerScience

ExplorebarrierstoTeachingandLearningCS

(DuBoulay,1986;Ko,Myers,&

Aung,2004;Pea&Kurland,1984;

Soloway &Spohrer,2013)

Case– CSCPDDelivery(Bridge21)

EvaluationMethodswithParticipantObservation

(Fetterman,1984;Spradley,1980;Wolcott,1999)

UnitsofAnalysis– Workshops

DigitalMediaLiteracy

ProblemSolvinginthe21st century

Introductionto

ProgrammingthroughAnimation

IntermediateProgramming

throughGameDesign

ExploringComputerSystems

AdvancedProgramming


EvaluationStrategyKirkpatrickFramework(1994)

Level1– IntentionsandReactions

Teacherresponsetheworkshops.

Level2– Learning

Whatdidteachers learn?

Level3– Behaviours

Whatchangesdidteachersmake?

Level4– Results

Didtheirstudentslearncomputing?


EvaluationStrategyKirkpatrickFramework(1994)

Level1– IntentionsandReactions

Teacherresponsetheworkshops.

Level2– Learning

Whatdidteachers learn?

Level3– Behaviours

Whatchangesdidteachersmake?

Level4– Results

Didtheirstudentslearncomputing?


ImplementingtheKirkpatrickEvaluationStrategy


Bridge21LearningInstrumentDesignAdapted fromBridge21Instrumentation

OpenQuestions KirkpatrickMapping

Instrument1 1.What Knowledge

Individual 2.NowWhat Skills

3.SoWhat Attitudes

Instrument2 1.List3skillstheteamlearnedtoday. Knowledge

Team 2.List3skillstheteamwouldliketodevelop/improveon. Skills

3.Overall,howwouldtheteamratetheirperformance? Attitudes

4.Whydoestheteamfeelthisway? Attitudes

5.Whatwastheteam’sbestachievement today? Attitudes

Level2– Learning


QualitativeAnalysis


QualitativeAnalyticalFramework

ComparativeCoding ThemeMapping

Code:1Code:2Code:3

Code_A123

LearningInstrument2

LearningInstrument1

Code_A123mappedto

KirkpatrickSub-Levels

OpenCoding


CodingProcess

TotalDataRecords 227

InductiveCodingCycle1 125

DeductiveCodingCycle1 56

DeductiveCodingCycle2 30

Themes 6

SixThemesMappedtoThreeKirkpatrickLearningCategories

CodestoThemes

Themes fromthedata KirkpatrickCategories

1.IntrinsicMotivation Knowledge

2.Computing Comprehension Knowledge

3.ComputerProgramming Skills

4.Hardware Skills

5.Replicating CodingActivities Attitudes

6.SocialConstructivistLearning

Attitudes


TeacherVoices


Learning– ResearchQuestion1

Learningcomputingknowledgeandskills


IntrinsicMotivation ComputingComprehension

‘Ilearnedhowtoprogrambasicpythontasks,andIfeltthatIcouldpassonthatlearningtoothers.’

‘Groupworkisessentialtokeepyourselfmotivated whenthe(computer)programmesaretoocomplexfortheindividual.’

.

Knowledge


ComputerProgramming Hardware

I‘learnedabouttheRaspberryPisetupandMakey-Makeys.Wesuccessfully setupaRaspberryPiandusedScratchonit.Thecircuitrybreadboardpiecewaschallenging’.

‘Ilearntanicebridgingapproachtohighlightingsimilaritiesbetweenscratchandpython;Igainedmoreconfidencewiththesyntax’.

Skills


Learning– ResearchQuestion2

TeacherattitudestowardsusingtheBridge21modelforteachingcomputing.


ReplicatingActivities SocialConstructivistLearning

TheBridge21modelwill‘helpinmyapproachtoproblemsolvinginmypresentrole.It’salsogivenmenewmethodsofworking withteamsandgroups’.

‘Iwillusetheideasgeneratedinourpresentationinmyclassroomandapplythemacrossthehistorycurriculum.Iwillfurtherdelveintothematerialsprovidedformyowndevelopment.Iwillsharemyworkwithmycolleagues’.

Attitudes


• Level2– Learning

• Teachers reported learningcomputingskillsandknowledgesupported bypeersandworkinginteams

• Someteachers reported planningtousetheBridge21modelintheclassroomtoteachcomputing

• Ongoingwork

• Level3– Behaviours - postquestionnaires areincirculationtoexplore implementationofCPDactivities intheclassroom

• Level4– Results - followfocusgroupswithsameteachersareplanned toexplorechanges toteachingcomputinginschools

Conclusions


Publications

BookChapters• Byrne,J.R.,Fisher,L.,&Tangney,B.(2016).A21stCenturyTeachingandLearningApproachtoComputerScienceEducation:TeacherReactions.InS.

Zvacek(Ed.),LectureNotesinCommunicationsinComputerandInformationScience (pp.1–18).Switzerland:SpringerInternationalPublishing.

ConferencePapers/Presentations• Fisher,L.,Byrne,J.R.,&Tangney,B.(2015).UsinganEthnographicApproachtoEducationalEvaluationtoUnderstand Computer ScienceTeacher

ContinuingProfessionalDevelopmentNeeds.37thAnnualOxfordEthnographyandEducationConference(OEE),21-23September,Oxford,UK,pp.1-25.

• Fisher,L.,Byrne,J.R.,&Tangney,B.(2015).ExploringTeacherReactionsTowardsa21StCenturyTeachingandLearningApproachtoContinuingProfessionalDevelopmentProgrammeinComputerScience.7thInternationalConferenceonComputerSupportedEducation(CSEDU),23- 25May,Lisbon,Portugal,pp.22-31.

• Byrne,J.R.,Fisher,L.,&Tangney,B.(2015)ComputerScienceTeacherreactionstowardsRaspberryPiContinuingProfessionalDevelopment(CPD)workshopsusingtheBridge21Model,10thInternationalConferenceonComputerScience&Education(IEEE-ICCSE),22-24July2015Cambridge,UK,pp.267-272.

• Byrne,J.R.,Fisher,L.,&Tangney,B.(2015).EmpoweringteacherstoteachComputerScience- AsocialConstructivistApproach usingtheBridge21Model.IEEE45thAnnualConferenceFrontiersinEducation(IEEE-FIE),21-24October,ElPaso,TX,pp.1-9.

• Tangney,B.,Fisher,L..,&Byrne,J.R.,(2015)ANewModelforContinuingProfessionalDevelopment(CPD)inSecondaryComputerScience.BritishEducationalResearchAssociationConference(BERA)14- 16September2015,Belfast,UK.

• Fisher,L.,Tangney,B.,&Byrne,J.R.(2014)EvaluatinguseoftheBridge21ModelforTeacherContinuousProfessionalDevelopment(CPD)inComputerScience(CS).11thEuropeanEvaluationSociety(EES)BiennialConference1-3October2014Dublin,IE,pp44-45.

• Fisher,L.,&Oldham,E.(2014).Preparingteachersforteachingcomputerprogramming. Paperpresentedatthe4thAnnualMeetingoftheAssociationofUbiquitousandCollaborativeEducatorsInternational(AUCEi),Dublin,IE.

• Fisher,L.(2014).ComputerScienceTeacherCPD- AsocialconstructivistapproachusingtheBridge21Model.Paperpresentedatthe5thAnnualSchoolofEducationPostgraduateResearchConference,Dublin,IE.


References

• Cooper,S.,&Cunningham,S.(2010).Teachingcomputerscienceincontext.ACMInroads,1(1),5-8.• Coman,I.D.,Robillard,P.N.,Sillitti,A.,&Succi,G.(2014).Cooperation,collaborationandpair-programming:Fieldstudies onbackupbehaviour.JournalofSystemsandSoftware,91,124-

134.• Cunny,J.(2011).TransformingComputerScienceEducationinHighSchoolsComputer44(6),107-109.• Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B.(2015).AnExploratoryCaseStudyintotheAdaptionoftheBridge21Modelfor21stCenturyLearninginIrishClassroomsShapingourFuture:

Howthelessonsofthepastcanshapeeducationaltransformation (pp.348- 381).Dublin:LiffyPress.• DuBoulay,B.(1986).Somedifficultiesoflearningtoprogram.JournalofEducationalComputingResearch,2(1),57-73.• EC.(2016).Coding21stCenturySkillRetrieved08/01/2016,2016,fromhttps://ec.europa.eu/digital-agenda/en/coding-21st-century-skill• EC.(2008).Improvingcompetencesforthe21stCentury:anAgendaforEuropeanCooperationonSchools.CommunicationoftheEuropeanCommission,COM(2008)425.• Fetterman,D.(1984).EthnographyinEducationalEvaluation.BeverlyHills,CA:Sage.• Hammersley,M.,&Atkinson,P.(2007).Researchdesign:problems,casesandsamplesEthnography:PrinciplesinPractice(pp.20-41).London,UK:Routledge.• Kirkpatrick,D.L.(2007).ModelforMeasuringBusinessImpact- AdaptedfromInfolineNo.259816.InS.Sussan(Ed.),Thefourlevelsofevaluation.Tips,Tools,andIntelligenceforTrainers

(Vol.0701,pp.11).USA:AmericanSocietyforTrainingandDevelopment(ASTD).• Kirkpatrick,D.L.(1994).Evaluating:PartofaTen-StepProcessEvaluatingTrainingPrograms- TheFourLevels(pp.3-16).San Francisco,CA:Barrett-KoehlerPublishers.• Ko,A.J.,Myers,B.A.,&Aung,H.H.(2004).Sixlearningbarriersinend-userprogrammingsystems.PaperpresentedattheIEEESymposiumonVisualLanguagesandHumanCentric

Computing.• Lawlor,J.,Marshall,K.,&Tangney,B.(2015).Bridge21– Exploringthepotentialtofosterintrinsicstudentmotivationthroughateam-based,technologymediatedlearningmodel,.

Technology,PedagogyandEducation,1-20.• LeCompte,M.D.,&Schensul,J.J.(1999).UsingConstantComparisonandAnalyticalInductiontoIdentifyItemsAnalysing&Interpreting EthnographicData(pp.75-78).London,UK:

AltamiraPress.• O'Grady,M.J.(2012).PracticalProblemBasedLearninginComputingEducationACMTransactionsonComputingEducation12(3),10.• Othman,A.A.,Pislaru,C.,&Impes,A.M.(2014).Improvingthequalityoftechnology-enhancedlearningforcomputerprogrammingcourses.InternationalJournalofInformationand

EducationTechnology,4(1),83.• Pea,R.D.,&Kurland,D.M.(1984).Onthecognitiveeffectsoflearningcomputerprogramming.Newideasinpsychology,2(2),137-168.• Puentedura,R.(2012).TheSAMRmodel:BackgroundandexemplarsRetrieved19/04/2016,2016,fromhttp://hippasus.com/rrpweblog/archives/2012/09/03/BuildingUponSAMR.pdf• P21.(2016).P21,J.C.(2013).StudyingthenoFrameworkfor21stCenturyLearningRetrieved19/04/2016,fromhttp://www.p21.org/• Soloway,E.,&Spohrerviceprogrammer:PsychologyPress.• Spradley,J.P.(1980).ParticipantObservation.London:ThomsonLearning.• Spradley,J.P.(1979).Interviewinganinformant- thefriendlyconversationTheethnographicinterview(pp.55-58).NewYork,NY:Holt,RinehartandWinston.• Wolcott,H.F.(1999).EthnographicEvaluationEthnography:AWayofSeeing(pp.178-181).Lanham:AltaMiraPress.• Wulf,T.(2005).Constructivistapproachesforteachingcomputerprogramming.PaperpresentedattheProceedingsofthe6thconferenceonInformationtechnologyeducation.• Yadav,A.,&Korb,J.T.(2012).LearningToTeachComputerScience:theNeedforaMethodsCourse.CommunicationsoftheACM,55(11),31-33.• Yin,R.K.(1992).Thecasestudymethodasatoolfordoingevaluation.CurrentSociology,40(1),121-137.


WebLinks

• https://ec.europa.eu/digital-single-market/en/news/european-coding-initiative-launches-new-website-all-you-need-c• https://ec.europa.eu/digital-agenda/en/coding-21st-century-skill• http://www.educationscotland.gov.uk/nationalqualifications/subjects/computing.asp• https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study• http://www.curriculumonline.ie/Junior-cycle/Short-Courses/• http://www.curriculumonline.ie/Junior-cycle/Short-Courses/Coding• http://www.curriculumonline.ie/Junior-cycle/Short-Courses/Digital-Media-Literacy• http://www.heraldscotland.com/news/education/computer-science-teaching-in-decline.25922781• http://ncca.ie/framework/learn.htm• http://www.p21.org/about-us/p21-framework• https://www.youtube.com/watch?v=27qMTPkgB4c• http://www.bridge21.ie/cs/• http://www.tcd.ie/news_events/articles/trinity-college-launches-21st-century-teaching-learning-course/5017#.VVPBbvlViko• http://www.python.org/• http://scratch.mit.edu/• http://www.raspberrypi.org/• http://csunplugged.org/• http://www.makeymakey.com/• http://www.tcd.ie/Education/courses/cpd/PGCertHandbook%20copy%202.pdf• http://www.tcd.ie/ta21• http://www.bridge21/cs• http://www.kirkpatrickpartners.com/OurPhilosophy/TheKirkpatrickModel• http://www.kirkpatrickpartners.com/OurPhilosophy/TheNewWorldKirkpatrickModel/tabid/303/Default.aspx


Finally– OneTeacher’sStory- Behaviour

SinceSeptemberIhavebeen teaching7ICTmodulesandhavestudentsfrom1styearto5thyear.

Itisthefirstyearthat Ihavethehardware/software,timetabledclassesandtechnicaltrainingtoundertakethe4Computingmodules.TheComputingmoduleswereaddedontotheICTcurriculumsometimeduring2012-2013.

The4Computingmodulesare:DigitalMedia,Multimedia Storytelling,Microcontrollers(I'musingRaspberryPiwithScratchGPIOandPython)andComputationalThinking(throughScratchandPython).

FollowBridge21activity model- setup;warm-upexercise,investigate(onlinemodule),plan,create(makingprojects),present,reflect

Thereareonaverage 20studentsintheclassesfrom1st- 4thyear;oneformonly.WehavePCs, ITnetworkandsoftware,plus4RaspberryPi's.

Date post:	12-Apr-2017
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