Ways of thinking in Digital Technologies

Key messages about Digital Technologies Digital Technologies is a new curriculum (F to 10) Digital Technologies is as much about using different ways of thinking as it is using different digital systems Digital Technologies is not the new name for eLearning/digital learning/ICT Up to 50 per cent of the curriculum can be learned ‘unplugged’ (no digital device)

Creating digital solutions using programming languages and productivity tools such as Microsoft suite Ways of thinking include computational, design and systems thinking Digital Technologies involves students creating digital solutions through the use of information systems and specific ways of thinking about problem solving Information systems comprise people, data, processes and digital systems 3

Digital Technologies Strands Creating Digital Solutions Digital Systems hardware networks Data and Information representing data projects Creating Digital Solutions analysing designing developing evaluating These are key content areas, not substrands

Students apply different ways of thinking when determining and using appropriate data, processes and digital systems to create innovative digital solutions. Computational thinking Design thinking Systems thinking Data and Information Creating Digital Solutions Digital Systems

Ways of thinking about problem solving Computational thinking, for example modelling aspects of solutions sequencing steps and decisions (algorithms) deconstructing problems into their component parts Design thinking, for example generating ideas for further development evaluating ideas, based on criteria conceiving opportunities for new solutions Systems thinking, for example seeing connections between solutions, systems and society identifying components of systems identifying intended and unintended outputs of a system

Computational thinking A problem-solving methodology that involves various techniques and strategies in order to solve problems that can be implemented by digital systems. It involves organising data logically, breaking down problems into components, and the design and use of algorithms, patterns and models. Victorian Curriculum Glossary

Computational thinking – a hybrid! constructive logic Modelling (representations) abstract

Computational thinking – a hybrid! Decomposing problems Identifying patterns Precisely stating decisions Generalising and applying rules

CT – abstraction (making models) You are purchasing an evaporative airconditioning unit from Cool Connections Pty Ltd for your brick veneer home. The system will have a ceiling vent in each room you nominate. Currently you have ducted heating and three portable fans. Cool Connections needs to have a plan of your house to determine the positioning of the vents in each room. Draw a plan of your house to fit this purpose.

CT – abstraction (making models) You are purchasing an evaporative airconditioning unit from Cool Connections Pty Ltd for your brick veneer home. The system will have a ceiling vent in the rooms you nominate. Currently you have ducted heating and three portable fans. Cool Connections needs to have a plan of your house to determine the positioning of the vents in each room. What details are relevant to this problem? Draw a plan of your house to fit this purpose. How could this scenario be adapted? What did you include? What did you exclude and why? What was the most important information to include? How could your model be used in different circumstances – what would you change?

Progression of content Knowledge and skills are represented as a continuum. Here is an overview of the progression of a content description in the Creating digital solutions strand F-2 3-4 5-6 7-8 9-10 Follow, describe and represent a sequence of steps and decisions Define simple problems, and describe and follow … Design, modify and follow simple algorithms represented diagrammatically Design algorithms represented diagrammatically and in English Design algorithms represented diagrammatically and in structured English

Design, modify and follow simple algorithms represented diagrammatically (levels 5 and 6) Start/stop Task or action Condition Link

Is the top digit smaller? Flowcharts for two-digit subtraction Start subtraction Start/stop Look at the ones Is the top digit smaller? NO Task or action YES Trade a ten for 10 ones Condition Add 10 to the top one Subtract the ones Subtract the tens Link Done! Source: DLTV Journal 3.1, 2015, p 16

Flowcharts for present participles for verbs – ‘play’ Start/stop Start/stop Get a verb Task or action Condition Add the suffix ‘ing’ Write new word Link Source: based on DLTV Journal 3.1, 2015, p 17

Flowcharts for present participles for verbs – ‘make’ Start Get a verb It ends in ‘e’ Remove the ‘e’ Add the suffix ‘ing’ Write new word NO YES Start/stop Start/stop Get a verb Task or action Condition Add the suffix ‘ing’ Write new word Link

Sequence of algorithms (designing) from levels 3 to10 STRUCTURED ENGLISH IF hour <12 print (“Good morning”) Levels 9 and 10 Design algorithms represented diagrammatically and in structured English Levels 7 and 8 Design algorithms represented diagrammatically and in English and trace algorithms …. Levels 5 and 6 Design … simple algorithms represented diagrammatically and in English Levels 3 and 4 Describe and follow a sequence of steps and decisions … Australian Curriculum Glossary

Design thinking Purposeful use 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. Designing stems from the notion that current products, processes, systems or services are either unsuitable for our needs or can be improved.

Characteristics of design thinking Find simplicity in complexity Aesthetics and functionality Quality of user experience Elegant solutions Meet needs of people

Imagine Create Innovate Design thinking is a process that is purposeful Imagine Create Innovate

Preferred idea Idea 1 Idea 2 Idea 3 Divergence Convergence

Progressions in ideation Play-it-safe (modification) Analogies (converging / rearranging) Provocation (force moves / unpredictable) Progressions in ideation

Categories of idea generation techniques Research Represent Refine Inspire Role playing  Brainstorm Forced analogy Incubate Prototyping Further ideas can be found at Idea Generation Techniques among Creative Professionals, Herring, Jones and Bailey

Rearrange Game that calculates Robot that talks Associate Associate PROBLEM noun verb Associate Rearrange Associate

Non-creative behaviour is learned Land & Jarman research findings 98% highly creative 30% highly creative 12% highly creative http://www.creativityatwork.com/2012/03/23/can-creativity-be-taught/

Project Zero, Harvard University I see (list, itemise, deconstruct) I think What’s the purpose? How does it work? What are the parts? Who would use/like it? I wonder What if …? What would happen if ..? What would change if?

Tips for teachers Collect/record experiences Make student thinking visible Break habitual teaching habits Find analogies for solving problems Articulate hidden assumptions

Build on others’ ideas without making critical judgments Avoid impulsivity (iteration and play) Encourage ‘detours’ Allow hands-on experimentation Use a range of teaching /learning styles

Systems thinking A holistic approach to the identification and solving of problems where parts and components of a system, their interactions and interrelationships are analysed individually to see how they influence the functioning of the whole system. This approach enables students to understand systems and work with complexity, uncertainty and risk. Victorian Curriculum Glossary It also involves understanding the interdependence between information systems and how a change or output from one system can affect another, and how this affects larger systems such as the economy and society. VCE Computing study design

Reality is made up of circles, but we see straight lines Reality is made up of circles, but we see straight lines. Herein lies the beginnings of our limitations as systems thinkers Peter Senge, The Fifth Discipline: The Art & Practice of the Learning Organization

Loops (interdependencies between elements) Processes Intended Inputs Outputs Unintended Cause and effect? Loops (interdependencies between elements)

Systems thinking activity What resources are needed to make a tablet? What processes are used to convert the materials into a tablet? What are the social, economic and environmental implications of the tablet?

What’s the difference in the interface? Why?

Systems thinkers: Consider events Look for patterns of behaviour Think about interconnections Make mental models

Coding human knowledge in a way that can be carried out by a digital device

For further information please contact: Paula Christophersen Curriculum Manager, Digital Technologies 9032 1724 0407 043 110 christophersen.paula.p@edumail.vic.gov.au