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Teaching the Technologies learning area using a thinking
skills approach
Dr Jason Zagamijason.zagami.info
LecturerGriffith University
School of Education and Professional StudiesGold Coast
Teaching
Research
Service
Curriculum Development
Mid October
End of 2015
Thinking Skills
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking
Digital systems: the components of digital
systems: hardware, software and networks and
their use Representation of data:
how data are represented and structured symbolically
Knowledge and UnderstandingDesign and
Technologies Digital
Technologies
Creating Solutions
Technologies and society: the use, development and impact of technologies in
people’s lives Technologies contexts:
technologies and design across a range of
technologies contexts
Engineering principles and systems
Food and fibre production
Food specialisations
Materials and technologies specialisations
Information systems
Information technology
Software engineering
Computer engineering
Investigating Generating Producing Evaluating
Collaborating and Managing
Defining Designing
Implementing Evaluating
Collaborating and Managing
Processes and Production SkillsDesign and
Technologies Digital
Technologies
Creating Solutions
Challenge Based Learning
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Projects
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking Solutions Thinking .
Once a new technology rolls over you, if you’re not part of the steamroller, you’re part of the road
Stewart Brand
We live in a society exquisitely dependent on science and technology and yet have cleverly arranged things so that almost no one understands science and technology. That’s a clear prescription for disaster
Carl Sagan
It has become appallingly obvious that our technology has exceeded our humanity
Albert Einstein
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking Solutions Thinking .
Global Warming
Armed Conflicts
Food Scarcity
Clean Water
Ageing Population
Obesity
Overpopulation
Alternative Energy
Education
Health Care
Epidemics
Housing and Shelter
Big Problems
Challenge Based Learning
Systems Thinking
Systems Thinking makes it possible to analyse and understand complex phenomena
Systems Thinking
Instead of isolating smaller and smaller parts of the system being studied, systems thinking works by expanding its view to consider larger and larger
numbers of interactions as an issue is being studied
Systems Thinking
Thinking consists of two activities: constructing mental models and then simulating them in order to draw conclusions and make decisions
Barry Richmond
Understanding the concept of a tree requires more information than is available through sensory experience alone. It’s built on past experiences and knowledge.
Mental Models
The image of the world around us, which we carry in our head, is just a model. Nobody in his head imagines all the world… they have only selected concepts, and relationships between them, and uses those to represent the real system
Jay Forrester
The problems we have created in the world today will not be solved by the level of thinking that created them
Albert Einstein
We are limited in our capacity to form and reform mental models. Systems modelling allows us to move from “what” to “what if” and make our thinking visible
The basic building blocks of dynamic models are stocks, flows, and loops
Essentially, all models are wrong, but some are useful
George Box
A supermarket can be seen as any of the following kinds of systems, depending on the perspective:
a "profit making system" … from the perspective of management and owners
a "distribution system“… from the perspective of the suppliers
an "employment system“… from the perspective of employees
a "materials supply system“… from the perspective of customers
an "entertainment system“… from the perspective of loiterers
a "social system" …from the perspective of local residents
a "dating system" …from the perspective of single customers
Students need learn to identify the properties of the various subsystems they explore, for example of a bicycle,
and examine how they relate to the whole. Children tend to think of the properties of a system as
belonging to individual parts of it rather than as arising from the interaction of the parts. A system property that
arises from interaction of parts is therefore a difficult idea.
Students should already know that if something consists of many parts, the parts usually influence one another.
Also they should be aware that something may not work as well (or at all) if a part of it is missing, broken, worn out,
mismatched, or misconnected.
1:00
Students can learn about the choices and constraints that
go into the design of a bicycle system. Depending
on whether the bicycle is intended for racing,
mountain roads, or touring, influences its design and
such choices as the type of tires, frame and materials,
and drives and gears.
In addition, accommodating one constraint can often lead to conflict with others. For example, the lightest material may not be the strongest, or the most efficient shape may
not be the safest or the most aesthetically pleasing. Therefore, every design problem lends itself to many
alternative solutions, depending on what values people place on the various constraints.
1:00
Subsystems could include:
The Wheel Drivers & Gears
Frames & Materials Brakes & Steering
Aerodynamics Power System
Speed Safety Comfort Durability Endurance
The Wheels
Drivers and Gears
Frames and Materials
Brakes and Steering
Aerodynamics
Power System
Behaviour (changes) over time
Weather
Weather
Attendance
Tying Shoes
Experiments
Literature
Tortoise vs the Hare
As you are reading, look for key words such as: change transform revolution becoming more rose went up increased got higher grew/growth gained less fell went down decreased went
lower declined lost
Write down one or more quotes in each box. Circle key words of change and underline what you think is changing. Draw a line graph of how the
quote shows change over time. Explain why the change occurs.
Identifying Change Over Time in Text
Quotes from book Change over time Why this might be occurring
Identifying Change Over Time in Text
Behaviour over time
Behaviour over time
Behaviour over time
Stocks and Flows
Stocks are the foundation of any system and are the elements that you can see, feel, count, or measure Stocks do not have to be physical
Stocks
Reservoirs
Reservoirs
Reservoirs
Money
Air Quality
Air Quality
Air Quality
Animal Populations
Animal Populations
Human Populations
Stock changes over time
IncreasingDecreasingOscillating
Stable
Stocks change over time through the actions of a flow A stock is the present memory of the changing flows within a system
Flow
The Waterhole
The Waterhole
The Waterhole
1:20
A feedback loop is formed when changes in a stock affect the flows into or out of that same stock Balancing feedback loops are stability seeking and try to keep a stock at a certain level or within a certain range Reinforcing feedback loops occur when a system element has the ability to reproduce itself or grow at a constant fraction of itself
Loops
Marker Pen Scarcity
Population Change
Endangered Animals
Professional Development
Symbols
A converter holds information or
relationships that affect the rate of the flows, or that
affect the content of another converter
A connector indicates that
changes in one element cause
changes in another element; only
changes a stock by going through an
accompanying flow
A flow represents actions or processes; transports “stuff”,
concrete or abstract, that directly adds to or takes away from accumulation in a stock;
the verbs in the system
A stock represents an accumulation,
concrete or abstract, that increases or
decreases over time; the nouns in
the system
Feedback Loops
Rumours
Increasing or compounding Reinforcing Feedback
Avalanche
Increasing or compounding Reinforcing Feedback
Epidemics
Increasing or compounding Reinforcing Feedback
World Population
Increasing or compounding Reinforcing Feedback
Soil Fertility
Decreasing or collapsing Reinforcing Feedback
Predator / Prey
Equalising / Oscillating Balancing Feedback
Fire Management
Equalising / Oscillating Balancing Feedback
Growing Plants
Causal Loops
Immunisation
Causal Loops
Friendships
Reinforcing Causal Loops
Types of loops
Balancing Feedback
Connection Circle
Connection Circle
Causal Loop
Connection Circle
Causal Loop
Connection Circle
Causal Loop
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking
Computational Thinking
Computational ThinkingThe curriculum is designed so that students will develop and use
increasingly sophisticated computational thinking skills, and processes, techniques and digital systems to create solutions to
address specific problems, opportunities or needs.
Computational ThinkingComputational thinking is a process of recognising aspects of
computation in the world and being able to think logically, algorithmically, recursively and abstractly. Students will also
apply procedural techniques and processing skills when creating, communicating and sharing ideas and information, and
managing projects.
Computational Thinking Skills
Analysis - the process of breaking the complex into smaller parts to gain
a better understanding of it.
Decomposition
Pattern recognition
Pattern generalisation and abstraction
Algorithm Design
Curriculum Concepts
Digital systems
Digital systems (hardware, software, and networks and the internet)
Digital systems
The digital systems concept focuses on the components of digital systems: hardware and software (computer architecture
and the operating system), and networks and the internet (wireless, mobile and wired networks and protocols).
AbstractionAbstraction, which underpins all content, particularly the
content descriptions relating to the concepts of data representation and specification, algorithms and
implementation
AbstractionAbstraction involves hiding details of an idea, problem or
solution that are not relevant, to focus on a manageable number of aspects. Abstraction is a natural part of communication:
people rarely communicate every detail, because many details are not relevant in a given context. The idea of abstraction can be
acquired from an early age. For example, when students are asked how to make toast for breakfast, they do not mention all
steps explicitly, assuming that the listener is an intelligent implementer of the abstract instructions.
AbstractionCentral to managing the complexity of information systems is
the ability to ‘temporarily ignore’ the internal details of the subcomponents of larger specifications, algorithms, systems or interactions. In digital systems, everything must be broken down
into simple instructions.
Data collection, representation and
interpretationThe properties of data, how they are collected and represented, and how they are interpreted in context to produce information.
Data collection
Data collection describes the numerical, categorical and textual facts measured, collected or calculated as the basis for creating
information and its binary representation in digital systems.
Data representation
Data representation describes how data are represented and structured symbolically for storage and communication, by
people and in digital systems
Data interpretation
Data interpretation describes the processes of extracting meaning from data
Specification (descriptions and techniques), algorithms (following and describing) and implementation (translating and
programming)
Specification, algorithms and implementation
Specification
Specification describes the process of defining and communicating a problem precisely and clearly. For example,
explaining the need to direct a robot to move in a particular way.
Algorithms
An algorithm is a precise description of the steps and decisions needed to solve a problem. Algorithms will need to be tested
before the final solution can be implemented. Anyone who has followed or given instructions, or navigated using directions, has
used an algorithm.
Implementation
Implementation describes the automation of an algorithm, typically by using appropriate software or
writing a computer program.
Interactions and impacts
Interactions (people and digital systems, data and processes) and impacts (sustainability and empowerment).
Interactions and impactsThe interactions and impacts concepts focus on all aspects of human interaction with and through information systems, and
the enormous potential for positive and negative economic, environmental and social impacts enabled by these systems. Interactions and impacts are addressed in the processes and
production skills strand.
Interactions
Interactions refers to all human interactions with information systems, especially user interfaces and experiences, and
human–human interactions including communication and collaboration facilitated by digital systems.
Impacts
Impacts describes analysing and predicting the extent to which personal, economic, environmental and social needs are met
through existing and emerging digital technologies; and appreciating the transformative potential of digital technologies
in people’s lives.
Error Correction Example
Binary Search Example
Travelling Salesman
http://www.cosc.canterbury.ac.nz/csfieldguide/dev/dev/ComplexityTractability.html
0:45
Computational Thinking for Educators
computationalthinkingcourse.withgoogle.com
Abstraction Data & Information Systems
Algorithms and Programming Digital Systems
Implications and Impacts
Computational Thinking
Modelling problems
Identifying subsystems
Exploring interactionsother systems
Systems Thinking
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Projects
Design Thinking
Design ThinkingUse of strategies for understanding design problems and
opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that
best meet the criteria for success and planning.
Design Process Creating a product, environment or service
• investigating the problem • generating a solution • producing a solution • evaluating the solution • collaborating on and managing this
process
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking Solutions Thinking .
3:16
DIY.ORG
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking
Futures Thinking
• conceptualise more just and sustainable human and planetary futures.
• develop knowledge and skills in exploring probable and preferred futures.
• understand the dynamics and influence that human, social and ecological systems have on alternative futures.
• conscientise responsibility and action on the part of students toward creating better futures.
Futures Thinking
Trend Analysis
Cyclical Pattern Analysis
Environmental Scans
Fashion
Scenarios
Backcasting
Visioning
www.nmc.orgHorizon Reports
Strategic Thinking
Managing Projects and Collaboration
plan (with teacher support) simple steps and follow directions to complete their own projects or manage their own role within team projects.
responsibility for specific roles within a project with increasing levels of collaboration and team work.
manage projects, with support from peers and teachers.
fully manage projects and teams. They use digital tools to support their project management. They coordinate teams and collaborate with others locally and globally.
F - 2
3-6
9-10
7-8
Tools
Bee Bots
Programming Languages
Guessing Game
Computer Games
Mobile Apps
Dynamic Websites
Mapping
Robotics
Interfaces
Picoboard
2:14
Wearables
5:25
1:22
Expert Systems
Expert Systems
Artificial Intelligence
2:09
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking
The Investigation stage does not investigate the
problem to better understand it
Common Unit Problems
Project is the teachers, with students following directions to support the creative ideas
of the teacher
Common Unit Problems
There is no opportunity for students to be creative and design their own solutions
Common Unit Problems
There is no demonstration of the iterative nature of the
design cycle, using what was learnt from evaluation to
inform further investigation, generation and production
Common Unit Problems
It is an ICT unit that supports the learning of another
learning area
Common Unit Problems
Evaluation is little more than reflection, with no criteria or
possibility of failure
Common Unit Problems
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking
Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking Solutions Thinking .
0:27