Characteristics of learning spaces favouring
the development of computational thinking skills (Pilot Study)
Mario ChiassonPh D. student, Université de Moncton
mariochiassson.com@marioch
“The educator’s job is not to prepare kids to do well in class, but to do well in
life.”
– E L L I O T E I S N E R
Fast-Moving World
Digital Hardware
Digital Collaboration Digital Highway
Digital InformationICT
Revolution
Globalization(Friedman, 2016)
Information & Communication TechnologyRevolution (ICT)
(Chiasson & Freiman, 2017)
Society went from connected to hyper-connectedredefining the global economy
–Friedman (2005)
Because of ICT, the industry has transformed their process and culture of productivity in order to perform globally (Lorenz & al, 2015)
– Lorenz & al. (2015)
New spaces nurturing communication, collaboration, and problem solving (Levy & Murnane, 2004)
2.0ElectricalIndustry
3.0Automated
Industry
4.0Digital
Industry
Industry Evolution
Industry Industry
1.0Steam
Industry
Industry
School System School System School System ?Industry
– Lorenz & al. (2015); Toner (2011); Cobo (2013)
–Toner (2011); Cobo (2013); Shailaja & Sridaran (2015)
The mismatch between formal education and the challenges of innovative society
2000…Connected Library2004…Teachers Notebooks (3200 students)2006…Model Schools2008…NB321C
2010…Demo Schools2012…BYOD
Project Involved
• What process was redefined due to ICT?
• Amongst 21st Century skills what are the essential skills that the industry is now requiring?
• How did the education system transform their learning culture?
• Which processes of the education system were transformed to improve students’ performances (3r+skills)?
In what ways the characteristics of the learning space influence the process of the development of computational thinking skills of students?
How can the characteristics of the learning space
influence the process of the development of
computational thinking skills of students?
learning spaceprocess
computational thinking
Goals
1 – What is student’s Computational Thinking Process (CTP)
when using a coding software - (Pilot Study)
2- Identify the characteristics of learning spaces favoring the
development of computational thinking (CT) skills.
What is Computational Thinking Skill?
As part of the 21st century skills, CT is the increasingly essential.
Brennan & Resnick, (2012); Denning, (2009); Bundy, (2007); Djambong & Freiman, (2016); Korucu, Gencturk & Gundogdu (2017) ; Magana, Marepalli & Clark, (2011)
(Zhong et al., 2016)
CT is a real 21st Century Skill
(Wing 2006/08/11; Bundy, 2007; White, 2010 ; Barr & Stephenson, 2011; Brennan & Resnick, 2012; Ambrosio, Macedo, Almeida, Franco, 2014; Bers, Flannery, Kazakoff, & Sullivan, 2014; Shailaja & Sridaran, 2015)
– Bundy (2007) & Wing (2006, 2008)
Explains that through the process of problem-solving activities and algorithmic problems,
students develop their computational thinkingskills.
Research Context(Pilot Study)
What is the student’s Computational Thinking Process (CTP)
when using a coding software
School Board in South East New Brunswick, Canada
Methodology
• 60 grade 6 students from 2 middle schools • Swift Playground and Scratch • Middle School Technology Education (MSTE)• Pre & Post Questionnaire - 22 items• 5 Months
• Monthly Interviews & Observations
FindingsBased on the analysis of the corpus
• Love Coding Challenges
• Perseverance
• Determination
“I am so excited when I have to solve problem using Swift Playground (…) I just can’t stop!”
• MSTE space seemed to be flexible, adaptable and engaging.
• Collaborate with each other using different resources and free navigation through different areas of the learning space
“I love (Teacher’s name) class because we are free to move anything”
Perception
ResearchExecution
Feedback
Human
Technologies
Evaluate
Definitionoftheproblem
Approaches
Concepts
Discuss
DigitalPhysical
Community School
Confirm
Internalknowledge
Share
ConsultResources
Inquire
Decision
Validate
Consolidate
Resources
- +
Chiasson (2017)©
Toward the model of the process of CT
Next Step
Identify the characteristics of learning spaces favoring the
development of computational thinking (CT) skills.
What is Learning Space?
Learning Space
Adaptable EngagingDiversity Multifunctional Technology-Rich
Learning Styles
Digital
Physical
Multi-Intelligences
Inclusive
CollaborativeMobility
Multiple Configurations
Multi-Functions
Teaching Strategies
Fluid TransitionsClassSchoolCommunity
ConnectivityAccessibility
PhysicalIntellectualSocial
Writable
Dynamic
Empowerment
Based on the literature survey
Devices
Devices
Space
Diversity EngagingMultifunctional Technology-RichAdaptable
Perception
ResearchExecution
Feedback
Human
Technologies
Evaluate
Definitionoftheproblem
Approaches
Concepts
Discuss
DigitalPhysical
Community School
Confirm
Internalknowledge
Share
ConsultResources
Inquire
Decision
Validate
Consolidate
Resources
- +
Chiasson (2017)©
Toward the model of the process of CT
How can the characteristics of the learning space influence the process of the development of computational thinking skills of
students?
To be continued…
Thank You!
Mario ChiassonPh D. student, Université de Moncton
mariochiassson.com@marioch
ReferenceAmbrosio, A.P., Almeid, L. S., Macedo, J. & Franco, A. (2014). Exploring Core Cognitive Skills of Computational Thinking. Proceedings of PPIG, University of Sussex, Sussex, England. Retrieved from http://www.ppig.org/sites/default/files/2014-PPIG-25th-Ambrosio.pdf
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54.
Bers, M. U., Flannery, L., Kazakoff, E. R., & Sullivan, A. (2014). Computational thinking and tinkering: Exploration of an early childhood robotics curriculum. Computers & Education, 72, 145–157.
Branigan-Pipe, Z. (2016). 21st Century Learning, 20th Century Classroom. Association Education Canada, 56(3). Retrieved from http://www.cea-ace.ca/education-canada/article/21st-century-learning-20th-century-classroom
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Proceedings of the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada. Retrieved from http://scratched.gse.harvard.edu/ct/files/AERA2012.pdf
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Chiasson, M. & Frieman (2017). Closing the Gap: How Can the School System Embrace the Age of Acceleration? Proceedings at EdMedia 2017, June, Washington, DC, United States, June 20-23.
Cobo, C. (2013). Skills for Innovation: Envisioning an Education That prepare for changing world. The Curriculum Journal, 5(24), 1, 67-85.
Cox, A., Herrick, T., & Keating, P. (2012). Accommodations: Staff identity and university space. Teaching in Higher Education, 17(6), 697–709.
Denning, P. (2009). The profession of IT- Beyond computational thinking. Communications of the ACM, 52(6), 28-30.
Djambong, T., & Frieman, V. (2016). Task-base assessment of students’ computational thinking skills developed through visual programming or tangible coding environments. Presentation at The CELDA2016 International Conference, Manheim, Germany, October, 24-27.
Freiman, V., Godin, J., Larose, F., Léger, M., Chiasson, M., Volkananova, V., & Goulet, M.-J. (2016). Towards the Life-Long Continuum of Digital Competences: Exploring Combination of Soft-Skills and Digital Skills Development. Proceedings of the EDULEARN 2016 international conference, 4-7 July, Barcelona, Spain.
Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher,42(1), 38–43.
Gruskin, K., & Season, M. (2016). 21st-Century Learning Environments. College Planning and Management,19(2), 29-33. Retrieved from https://webcpm.com/articles/2016/02/01/learning-environments.aspx
Kersh, N., Waite, E., & Evans, K. (2012). The spatial dimensions of workplace learning: acquiring literacy and numeracy skills within the workplace. In: Changing spaces of Education. London. Routledge. 182–204.
Kersh, N. (2016). Rethinking the learning space at work and beyond: The achievement of agency across the boundaries of work-related spaces and environments. International Review of Education, 61(6), 835–851. Retrieved from https://link.springer.com/article/10.1007/s11159-015-9529-2/fulltext.html
Korucu, A. T, Gencturk, A. T & Gundogdu, M. M. (2017). Examination of the Computational Thinking Skills of Students. Journal of Learning and Teaching in Digital Age, 2(1), 11-19.
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Zhong, B., Wang, Q., Chen, J., & Li, Y (2016). An Exploration of Three-Dimensional Integrated Assessment for Computational Thinking. Journal of Educational Computing Research, 53(4), 562-590.
Zufferey, C. & King, S. (2016). Social work learning spaces: the Social Work Studio. Higher Education Research & Development, 35(2), 395-408.
Workplace Skills (EIU, 2015; Lorenz & al., 2015)
• The nature of the problem that people need to be able to solve is different (complex, ill-defined, different process - non-linear)
• The environment is also different (technology-rich);
• The ability to use technology to solve problems and accomplish complex tasks' becomes essential for all.
(OCDE, 2012)