Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
Ve všech vyspělých zemích se v posledních letech věnuje ve vzdělávání velká pozornost rozvoji informatického myšlení. S tímto konceptem pracoval už od 60. let Seymour Papert. V databázi Web of Science je za posledních 5 let evidováno více než 5000 článků k problematice rozvíjení informatického myšlení. Zdálo by se, že informatické myšlení se týká výuky informatiky a přípravy počítačových expertů, IT specialistů. Nikoliv. Informatické myšlení nám může bez ohledu na naši specializaci pomoci v chápání čím dál tím více digitalizované společnosti. Podobně jako matematické myšlení, čtenářská gramotnost či vizuální gramotnost nám mohou pomoci řešit běžné problémy nebo navrhovat algoritmy, tak informatické myšlení a algoritmické uvažování uplatníme při řešení každodenních problémů, stačí jen logicky myslet. V kurzu se budeme věnovat tomu, jak a proč se v různých zemích zavádí informatika nejen do základních a středních škol, ale dokonce už do škol mateřských. Vyzkoušíme si řešit některé úlohy. Měli bychom se začít připravovat na to, že v našem životě se začnou stále víc a víc uplatňovat aplikace umělé inteligence. Účastníci kurzu navrhnou a obhájí svůj projekt, který mohou řešit individuálně nebo v týmové spolupráci.
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
In all developed countries, great attention has been paid in recent years to the development of computational thinking in education. Seymour Papert has been working with this concept since the 1960s. In the last five years, more than 5,000 articles on the issue of developing computer thinking have been registered in the Web of Science database. It would seem that computational thinking concerns teaching of computer science and training of computer scientists or IT specialists. Not. Regardless of our specialization, computational thinking can help us understand an increasingly digitized society. Just as mathematical thinking, reading literacy or visual literacy can help us solve common problems or design algorithms, so we will use computational thinking and algorithmic thinking in solving everyday problems, just think logically. In the course, we will focus on how and why informatics is being introduced in many countries not only in primary and secondary schools, but even in kindergartens. We will try to solve some tasks. This can be the beginning of understanding artificial intelligence that will affect our lives more and more. Course participants will design and defend their project, which they can solve individually or in a team collaboration.
Deskriptory -
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (29.02.2024)
The course starts on Wednesday Feb 21 at 16:00 to 17:30:
Lesson 1 21 Feb 2024 at 16:00 to 17:30 in R442
Lesson 2 6 March 2024 at 16:00 to 17:30 in R442
Lesson 3 20 March 2024 at 16:00 to 17:30 in R442
Lesson 4 3 April 2024 at 16:00 to 17:30 in R442
Lesson 5 17 April 2024 at 16:00 to 17:30 in R442
Lesson 6 2 May 2024 at 16:00 to 17:30 in R442
Defence of projects - on May 2024
The teaching will also be based on online support in Moodle https://moodle.it.pedf.cuni.cz/course/view.php?id=2112. The link and access to the moodle will be announced to the course participants during the first lesson of the course.
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (29.02.2024)
The course starts on Wednesday Feb 21 at 16:00 to 17:30:
Lesson 1 21 Feb 2024 at 16:00 to 17:30 in R442
Lesson 2 6 March 2024 at 16:00 to 17:30 in R442
Lesson 3 20 March 2024 at 16:00 to 17:30 in R442
Lesson 4 3 April 2024 at 16:00 to 17:30 in R442
Lesson 5 17 April 2024 at 16:00 to 17:30 in R442
Lesson 6 2 May 2024 at 16:00 to 17:30 in R442
Defence of projects - on May 2024
The teaching will also be based on online support in Moodle https://moodle.it.pedf.cuni.cz/course/view.php?id=2112. The link and access to the moodle will be announced to the course participants during the first lesson of the course.
Literatura -
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
ACM (2017) Informatics Education in Europe: Are We All In The Same Boat? http://dx.doi.org/10.1145/3106077
BAKER, T., SMITH, L., ANISSA, N. (2019) Educ-AI-tion Rebooted? Exploring the future of artificial intelligence in schools and colleges. NESTA.
BECKER, B.A. (2017) Artificial Intelligence in Education: What is it, Where is it Now, Where is it Going? In: Ireland’s Yearbook of Education 2017-2018, pp. 42-46. (Themes), 2017. Education Matters. Full source available here: http://educationmatters.ie/download-irelands-yearbookeducation/
BENTLEY, P.J., BRUNDAGE, M., HÄGGSTRÖM, O., METZINGER, T. (2018) Should we fear the future of artificial intelligence? European Parliament Research Service.
BERS, M.U. (2020) Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom, 2nd ed.; Routledge: London, UK, 2020.
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K. (2016). Developing computational thinking in compulsory education – Implications for policy and practice; EUR 28295 EN; doi:10.2791/792158
CARR, N. (2014) The Glass Cage. Automation and Us. WW Norton.
CHEN, G., SHEN, J., BARTH-COHEN, L., JIANG, S. (2017) Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. In Computers & Education, 109, pp. 162-175.
COM(2020) 66 final. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the regions. A European strategy for data.
CONNOLLY, R. (2020) Why computing belongs within the social sciences. Communications of the ACM, 63(8), August 2020, pp 54–59. https://doi.org/10.1145/3383444
CURZON, P. et al. (2014) Developing computational thinking in the classroom: a framework. CAS, 2014.
CURZON, P. (2015) Computing Without Computers. A Gentle Introduction to Computer Programming, Data Structures and Algorithms. Version 0.15.
DEDE, G., HAMON, R., JUNKLEWITZ, H., NAYDENOV, R., MALATRAS, A. AND SANCHEZ, I. (2021) Cybersecurity challenges in the uptake of artificial intelligence in autonomous driving. Publications Office of the European Union, Luxembourg, 2021, ISBN 978-92-76-28646-2, doi:10.2760/551271, JRC122440.
DENNING, P.J. (2017) Remaining Trouble Spots with Computational Thinking. In: COMMUNICATIONS OF THE ACM, JUNE 2017, 60(6), pp. 33-39.
GOODE, J., MARGOLIS, J. (2011) Exploring Computer Science: A Case Study of School Reform. ACM Transactions on Computing Education, July 2011, 11(2), 2.
HUMPHREYS, S. et al. (2015) Computational thinking. A guide for teachers. CAS, 2015.
IOANNIDOU, A., BENNETT, V., REPENNING, A., KOH, K.H. (2011) Computational Thinking Patterns. Annual Meeting of the American Educational Research Association (AERA), Section 7: Technology Research symposium “Merging Human Creativity and the Power of Technology: Computational Thinking in the K-12 Classroom”, 2011.
LUCKIN, R., HOLMES, W., GRIFFITHS, M. & FORCIER, L. B. (2016). Intelligence Unleashed. An argument for AI in Education. London: Pearson.
KAFAI, Y.B., BURKE, Q. (2013) The social turn in K-12 programming. In Proceeding of the 44th ACM Technical Symposium on Computer Science Educatio-SIGCSE’13, Denver, CO, USA, 6–9 March 2013; pp. 603–608.
KARPIŃSKI Z., Di PIETRO G., MUÑOZ J.C., BIAGI F. et al. () Digital Education Action Plan 2021-2027. Resetting education and training for the digital age. Summary of the Open Public Consultation. JRC EC.
NEUFEIND, M., O´REILLY, J., RANFT, F. (Eds.) Work In The Digital Age.
NOVAK, J.D., CAÑAS, A.J. (2008) The Theory Underlying Concept Maps and How to Construct and Use Them. In: Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida, Institute for Human and Machine Cognition, 2008. Available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
OECD (2016a) Skills for a Digital World: 2016 Ministerial Meeting on the Digital Economy, OECD Digital Economy Paper 250, Paris: OECD Publishing.
OECD (2016b) Skills for a Digital World: Policy Brief on the Future of Work, Paris: OECD Publishing.
PAPERT, S. (1993) Mindstorms. Children, Computers, And Powerful Ideas. Basic Books, 1980, 1993.
PUGNALI, A., SULLIVAN, A., & BERS, M. U. (2017) The impact of user interface on young children’s computational thinking. Journal of Information Technology Education: Innovations in Practice, 16, 171-193. Retrieved from http://www.informingscience.org/Publications/3768
RESNICK, M. (2017) Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers and Play; The MIT Press: Cambridge, MA, USA, 2017.
SULLIVAN, A., BERS, M.U. (2018) Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. Int J Technol Des Educ (2018) 28, pp.325–346. https://doi.org/10.1007/s10798-017-9397-0
TUOMI, I. (2018) The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future, Eds. Cabrera, M., Vuorikari, R & Punie, Y., EUR 29442 EN, Publications Office of the European Union, Luxembourg, 2018, ISBN 978-92-79-97257-7, doi:10.2760/12297, JRC113226.
VEE, A. (2017) Coding Literacy: How Computer Programming Is Changing Writing; The MIT Press: Cambridge, MA, USA, 2017.
publications written by I. Kalaš, V. Dagiéne, G. Futschek, R. Millwood, M. Resnick, U. Wilensky, E. Sendova, etc.
YouTube with S. Papert, J. Piaget, M. Resnick etc.
WWW:
SCUnplugged. https://csunplugged.org/en/
Teaching London Computing. https://teachinglondoncomputing.org/
Computer Science for Fun. cs4fn.org/teachers/
A Europe fit for the digital age. https://ec.europa.eu/info/strategy/priorities-2019-2024/europe-fit-digital-age_en
Scratch. https://scratch.mit.edu/
Bebras. https://www.bebras.org/
Linda Liukas. lindaliukas.com
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
ACM (2017) Informatics Education in Europe: Are We All In The Same Boat? http://dx.doi.org/10.1145/3106077
BAKER, T., SMITH, L., ANISSA, N. (2019) Educ-AI-tion Rebooted? Exploring the future of artificial intelligence in schools and colleges. NESTA.
BECKER, B.A. (2017) Artificial Intelligence in Education: What is it, Where is it Now, Where is it Going? In: Ireland’s Yearbook of Education 2017-2018, pp. 42-46. (Themes), 2017. Education Matters. Full source available here: http://educationmatters.ie/download-irelands-yearbookeducation/
BENTLEY, P.J., BRUNDAGE, M., HÄGGSTRÖM, O., METZINGER, T. (2018) Should we fear the future of artificial intelligence? European Parliament Research Service.
BERS, M.U. (2020) Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom, 2nd ed.; Routledge: London, UK, 2020.
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K. (2016). Developing computational thinking in compulsory education – Implications for policy and practice; EUR 28295 EN; doi:10.2791/792158
CARR, N. (2014) The Glass Cage. Automation and Us. WW Norton.
CHEN, G., SHEN, J., BARTH-COHEN, L., JIANG, S. (2017) Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. In Computers & Education, 109, pp. 162-175.
COM(2020) 66 final. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the regions. A European strategy for data.
CONNOLLY, R. (2020) Why computing belongs within the social sciences. Communications of the ACM, 63(8), August 2020, pp 54–59. https://doi.org/10.1145/3383444
CURZON, P. et al. (2014) Developing computational thinking in the classroom: a framework. CAS, 2014.
CURZON, P. (2015) Computing Without Computers. A Gentle Introduction to Computer Programming, Data Structures and Algorithms. Version 0.15.
DEDE, G., HAMON, R., JUNKLEWITZ, H., NAYDENOV, R., MALATRAS, A. AND SANCHEZ, I. (2021) Cybersecurity challenges in the uptake of artificial intelligence in autonomous driving. Publications Office of the European Union, Luxembourg, 2021, ISBN 978-92-76-28646-2, doi:10.2760/551271, JRC122440.
DENNING, P.J. (2017) Remaining Trouble Spots with Computational Thinking. In: COMMUNICATIONS OF THE ACM, JUNE 2017, 60(6), pp. 33-39.
GOODE, J., MARGOLIS, J. (2011) Exploring Computer Science: A Case Study of School Reform. ACM Transactions on Computing Education, July 2011, 11(2), 2.
HUMPHREYS, S. et al. (2015) Computational thinking. A guide for teachers. CAS, 2015.
IOANNIDOU, A., BENNETT, V., REPENNING, A., KOH, K.H. (2011) Computational Thinking Patterns. Annual Meeting of the American Educational Research Association (AERA), Section 7: Technology Research symposium “Merging Human Creativity and the Power of Technology: Computational Thinking in the K-12 Classroom”, 2011.
LUCKIN, R., HOLMES, W., GRIFFITHS, M. & FORCIER, L. B. (2016). Intelligence Unleashed. An argument for AI in Education. London: Pearson.
KAFAI, Y.B., BURKE, Q. (2013) The social turn in K-12 programming. In Proceeding of the 44th ACM Technical Symposium on Computer Science Educatio-SIGCSE’13, Denver, CO, USA, 6–9 March 2013; pp. 603–608.
KARPIŃSKI Z., Di PIETRO G., MUÑOZ J.C., BIAGI F. et al. () Digital Education Action Plan 2021-2027. Resetting education and training for the digital age. Summary of the Open Public Consultation. JRC EC.
NEUFEIND, M., O´REILLY, J., RANFT, F. (Eds.) Work In The Digital Age.
NOVAK, J.D., CAÑAS, A.J. (2008) The Theory Underlying Concept Maps and How to Construct and Use Them. In: Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida, Institute for Human and Machine Cognition, 2008. Available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
OECD (2016a) Skills for a Digital World: 2016 Ministerial Meeting on the Digital Economy, OECD Digital Economy Paper 250, Paris: OECD Publishing.
OECD (2016b) Skills for a Digital World: Policy Brief on the Future of Work, Paris: OECD Publishing.
PAPERT, S. (1993) Mindstorms. Children, Computers, And Powerful Ideas. Basic Books, 1980, 1993.
PUGNALI, A., SULLIVAN, A., & BERS, M. U. (2017) The impact of user interface on young children’s computational thinking. Journal of Information Technology Education: Innovations in Practice, 16, 171-193. Retrieved from http://www.informingscience.org/Publications/3768
RESNICK, M. (2017) Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers and Play; The MIT Press: Cambridge, MA, USA, 2017.
SULLIVAN, A., BERS, M.U. (2018) Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. Int J Technol Des Educ (2018) 28, pp.325–346. https://doi.org/10.1007/s10798-017-9397-0
TUOMI, I. (2018) The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future, Eds. Cabrera, M., Vuorikari, R & Punie, Y., EUR 29442 EN, Publications Office of the European Union, Luxembourg, 2018, ISBN 978-92-79-97257-7, doi:10.2760/12297, JRC113226.
VEE, A. (2017) Coding Literacy: How Computer Programming Is Changing Writing; The MIT Press: Cambridge, MA, USA, 2017.
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.01.2022)
Lesson 1: Seymour Papert´s Ideas and his students and successors
Lesson 2: Principles of LOGO Culture
Lesson 3: Digital education strategies. Artificial Intelligence and education
Lesson 4: Tasks and activities without a computer (CSUnplugged, Bebras, etc.)
Lesson 5: Creative activities for computational thinking development based on programming (Scratch, etc.)
Lesson 6: Creative activities for computational thinking development based on programmable robotics toys (ozobot, etc.)
Lesson 7: Presentation of participants´ projects
Podmínky zakončení předmětu -
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
1. Aktivní účast na lekcích.
2. Zpracování vlastního projektu s využitím robotické hračky nebo platformy pro edukační programování.
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
1. Active participation in lessons.
2. Design of your own project using a robotic toy or a platform for educational programming.
Studijní opory -
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
Kurz bude probíhat čistě on-line formou. Lekce (semináře a interaktivní přednášky) budou organizovány prostřednictvím platformy ZOOM.
Studijní materiály budou sdíleny a diskusní fóra a učební aktivity budou probíhat v moodle kurzu.
Závěrečný projekt budou účastníci kurzu řešit individuálně nebo v týmové spolupráci. Prezentace projektů se uskuteční prostřednictvím ZOOM.
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
The course will be organised on-line without any F2F meeting. Lessons (seminars and interactive lectures) will be organized through the ZOOM platform.
Study materials will be shared and discussion forums and learning activities will take place in the moodle as an on-line study support of the course.
The final project will be solved by the participants individually or in a team co-operation. The presentation of projects will take place through ZOOM.
