1. Ways of thinking in Digital Technologies

2. 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)

3. 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 Creating digital solutions using programming languages and productivity tools such as Microsoft suite

4. Digital Technologies Strands Digital Systems hardwarenetworks Data and Information representing data projects Creating Digital Solutions analysingdesigningdevelopingevaluating These are key content areas, not substrands

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

6. 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

7. 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

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

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

10. 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. 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)

11. 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. CT – abstraction (making models) 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? 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? How could this scenario be adapted?

12. 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-23-45-67-89-10 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

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

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

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

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

17. STRUCTURED ENGLISH IF hour <12 print (“Good morning”) Australian Curriculum Glossary 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 … Sequence of algorithms (designing) from levels 3 to10

18. 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.

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

20. ImagineCreateInnovate Design thinking is a process that is purposeful

21. Preferred idea Idea 1 Idea 2 Idea 3 Divergence Convergence

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

23. Further ideas can be found at Idea Generation Techniques among Creative Professionals, Herring, Jones and Bailey TechniqueResearchRepresentRefineInspire Role playing Brainstorm Forced analogy Incubate Prototyping Categories of idea generation techniques

24. PROBLEMnoun verb Associate Game that calculates Robot that talks Rearrange

25. Non-creative behaviour is learned Land & Jarman research findings 98% highly creative 30% highly creative 12% highly creative http://www.creativityatwork.com/201 2/03/23/can-creativity-be-taught/

26. I see (list, itemise, deconstruct) 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 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? I wonder What if …? What would happen if..? What would change if? Project Zero, Harvard University

27. Tips for teachers Collect/record experiencesMake student thinking visibleBreak habitual teaching habitsFind analogies for solving problemsArticulate hidden assumptions

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

29. 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

30. 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

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

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

33. What’s the difference in the interface? Why?

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

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

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