Coding wp2-comparative study-si(1)

Coding wp2-comparative study-si(1)

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  ” Teaching Method andFlexible Tools COMPARATIVE STUDY SLOVENIA This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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  ” 1. COMPARATIVE STUDIES 1.2General description of “computational thinking and coding” Computer programming is the process of developing and implementing various sets of instructions to enable a computer to perform a certain task, solve problems and provide human interactivity. These instructions (source codes which are written in a programming language) are considered computer programs and help the computer to operate smoothly. Coding on a technical level is a type of computer programming that closely or exactly represents what happens at the lowest (machine) level. However, when most people talk about coding, they usually mean something at a higher, more human-readable level which could be anything from problem-orientated languages like Java, C++ or PHP. Often computer programming (when referring to software) and coding are used interchangeably and refer to more or less the same activities of writing the instructions (recipe) for the computer to perform a specific task following a logic. However, based on the definitions above, coding can also be seen as a specific sub-task of software computer programming which arranges the implementation of the algorithm in the target programming language. Programming/ computational thinking: “to be able to define a set of instructions to reach a given goal from a given starting point; to be able to write a concrete set of instructions for a computer to let the computer run a certain task.” (Belgium Flanders). Programming: “The ability to realise an algorithm in a computer programming language, that is to interpret the steps of the algorithm as instructions in a programming language, as a computer programme, to compile, run and debug the programme, as well as to identify and reuse common design patterns.”
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  ” 1.2 Application ofcoding in the educational system of the involved countries Each school has to develop the description of the current situation in its country: Basic information In Slovenia ICTis to be involved in early education.(Primary schools). Pupilscan chooseICT courseasan optionalpossibilitiesbeside general, obligatory schoolsubjects.In Secondray schoolall studentshavethe subjectcalled Infomaticswheregeneraland upgraded contentof computerscience and iformaticsis presented.Besidethat,the pilot projectsof using ICT on all levels of education are being held. Latest projectwasaboutusing mobiledevices (tablets) in education system. Links to thoseprojectsand activitiesare: http://www.zrss.si/, http://www.cpi.si/,https://sio.si/ Strategies Lately there has been a trend of returning the contents of algorithmic thinking into early years of education system. Increasing interest goes for robotics and 3D modelling. However, all the contents depend on teachers or mentors. Links http://www.zrss.si/, http://www.cpi.si/, https://sio.si/
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  ” 2. Searching andsharing of good practices Please, describe 5 good practices with selection of innovativetools for students and teaching methods for teacher 2.1 (Upper) secondary education NAME of the PROGRAM/PROJECT Programming Nao, a humanoid robot RESPONSIBLE INSTITUTION Aldebaran, Paris, France PARTNERS teachers, students, pupils SHORT DESCRIPTION: A humanoid robot can be programmed in a dedicated visual programing language Choregraphe and in several text based languages (Python, C++…) Choregraphe automatically connects to a virtual robot if you don’t have a real one, so you will be able to do a lot of things with Nao even if you don’t have one at all!! You can download the trial version at https://developer.softbankrobotics.com/us-en/downloads/nao-v5-v4 you can register as a developer and receive a free lifelong license at https://community.ald.softbankrobotics.com/en/developerprogram
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  ” WEBSITE https://www.ald.softbankrobotics.com/en https://developer.softbankrobotics.com/us-en/downloads/nao-v5-v4 https://community.ald.softbankrobotics.com/en/developerprogram CONTACTS FOR INFORMATION Goto the Aldebaran web page: www.aldebaran.com After you get all the info you can easily follow the steps at http://doc.aldebaran.com/2-1/software/choregraphe/tutos/index.html where there are tutorials on how to use Choregraphe.
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  ” 2.2 NAME of thePROGRAM/PROJECT LEGO robotics RESPONSIBLE INSTITUTION PARTNERS teachers, students, pupils SHORT DESCRIPTION: Many students attend courses on robotics in Primary school that are not obligatory, but they are interesting and students like them. However, we notice that technical studies in Sloevnia are not so popular and we want to achive a higher ineters into them. So, with the courses in Primary schools students get interested in that area. In Secondary school they develop their own ieas and try to find different solutuns to prblems by using pre-knowledge. Students are creative, innovative and motivated to discover new ways in robotics. WEBSITE http://www.lego.com/en-us/mindstorms/?domainredir=mindstorms.lego.com http://www.m-aleja.net/lego-robotika CONTACTS FOR INFORMATION check the above links to certain websites
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  ” 2.3 NAME of thePROGRAM/PROJECT binary search RESPONSIBLE INSTITUTION PARTNERS teachers, students, pupils SHORT DESCRIPTION: Binary search is one of the fundamental algorithms in computer scienceis and a fast search algorithm with run-time complexity of Ο(log n). This search algorithm works on the principle of divide and conquer. For this algorithm to work properly the data collection should be in sorted form. WEBSITE http://www.tutorialspoint.com/data_structures_algorithms/binary_search_algorithm.htm https://www.youtube.com/watch?v=JQhciTuD3E8 https://www.topcoder.com/community/data-science/data-science-tutorials/binary- search/ CONTACTS FOR INFORMATION
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  ” check the linksto websites and tutoruals above 2.5 NAME of the PROGRAM/PROJECT math - SYTEM OF LINEAREQUATIONSWITH TWO unknownnumbers RESPONSIBLE INSTITUTION PARTNERS teachers, students, pupils SHORT DESCRIPTION: Students are usually not interested in Math or they are even afraid of it. They are not motivated in learning it or acceot the fact that they need to understand the facts. With using coding in Math students become more motivate, they can see the relation to computeing nad they find the solutions easier. Students find out that Math can also be fun, creative and interesting. WEBSITE https://www.wolframalpha.com/ CONTACTS FOR INFORMATION check the links to websites
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  ” 2.4 NAME of thePROGRAM/PROJECT working with algorithms RESPONSIBLE INSTITUTION PARTNERS teachers, students, pupils SHORT DESCRIPTION: Students are familiar with algorithms already from Primary schools, but not all of them attended the ICT courses. So, teacher needs to give instructions to all of them. He explains the usage of algorithms and soon all the students are aware that algorithms are used in everyday life without us noticing it, because we consider the things for granted. WEBSITE http://courses.cs.vt.edu/~csonline//Algorithms/Lessons/DefinitionOfAlgorithm/index.htm l http://www.bbc.co.uk/guides/z3whpv4 CONTACTS FOR INFORMATION
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  ” check the linksto the websites above
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  ” 3. Questionnaire toteachers who have used the coding Please, collect at least 5 questionnairessubmitted to teachers who implemented computational thinkingand coding activities Questionnaire no. 1 General information 1-Name, Surname: Boštjan Resinovič 2- Name of the school: Schoolcenter Celje 3- What level of education do you teach? a) (Upper) secondary education 4. Does your school offer IT / Informatics /coding lessons? a) Yes 5. When schools participatedinthe developmentof the code, how would you judge the involvement of the following actors? very important important not very important not important at all Headteacher x School board/council x Teachers x Parents x Students x
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  ” 6. What levelof educationare these lessons? a. (Upper) secondary education 7. Please describe the contentthat youteach: 8. Are your students interested inITC/Informatics/Coding lessons? A. Yes
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  ” Questionnaire to teacherswho have used the coding Questionnaire no. 1 General information 1-Name, Surname: Andrej Grilc 2- Name of the school: Schoolcenter Celje 3- What level of educationdo you teach? b) (Upper) secondary education 4. Does your school offer IT / Informatics / coding lessons? b) Yes 5. Whenschools participatedinthe development of the code, how would you judge the involvement of the following actors? very important important not very important not important at all Headteacher x School board/council x Teachers x Parents x Students x 6. What level of educationare these lessons? a) (Upper) secondary education
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  ” 7. Please describethecontent that youteach: 8. Are your students interestedinITC/Informatics/Coding lessons? B. Yes 3. Questionnaire to teachers who have used the coding Questionnaire no. 1 General information 1-Name, Surname: Matic Holobar 2- Name of the school: Schoolcenter Celje 3- What level of educationdo you teach? (Upper) secondary education 4. Does your school offer IT / Informatics /coding lessons? Yes 5. Whenschools participatedinthe development of the code, how would you judge the involvement of the following actors? very important important not very important not important at all Headteacher x School board/council x Teachers x
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  ” Parents x Students x 6.What level of educationare these lessons? (Upper) secondary education 7. Please describethe content that youteach: 8. Are your students interestedinITC/Informatics/Coding lessons? Yes 3. Questionnaire to teachers who have used the coding Questionnaire no. 1 General information 1-Name, Surname: Gregor Kramer 2- Name of the school: Schoolcenter Celje 3- What level of educationdo you teach? (Upper) secondary education 4. Does your school offer IT / Informatics / coding lessons? c) Yes
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  ” 5. Whenschools participatedinthedevelopment of the code, how would you judge the involvement of the following actors? very important important not very important not important at all Headteacher x School board/council x Teachers x Parents x Students x 6. What level of educationare these lessons? (Upper) secondary education 7. Please describethe content that youteach: 8. Are your students interestedinITC/Informatics/Coding lessons? Yes 3. Questionnaire to teachers who have used the coding Questionnaire no. 1 General information 1-Name, Surname: Martina Omerzel
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  ” 2- Name ofthe school: Schoolcenter Celje 3- What level of educationdo you teach? (Upper) secondary education 4. Does your school offer IT / Informatics / coding lessons? d) Yes 5. Whenschools participatedinthe development of the code, how would you judge the involvement of the following actors? very important important not very important not important at all Headteacher x School board/council x Teachers x Parents x Students x 6. What level of educationare these lessons? (Upper) secondary education 7. Please describethe content that youteach: 8. Are your students interestedinITC/Informatics/Coding lessons? Yes
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  ” 4. Teaching methodsand resources used in IT / Informatics / coding for: a. (Upper) secondaryeducation 1. EXAMPLE - CHOREGRAPHE The lesson plan is attached as PP, titled ProgrammingNao Teacher’s role: guide, facilitator, tutor Student’s role: active player, listener, participant, designer, creative thinker, programmer Assessment:create his own choregraphe 2. EXAMPLE – LEGO ROBOTOS AND CROSSROADS The lesson plan is attached titled 2nd example – Lego robots Teacher’s role: guide, facilitator, tutor Student’s role: active player, listener, participant, designer, creative thinker, programmer Assessment:write down a code with the problem and a solution, it needs to work
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  ” 3. EXAMPLE –binary search The lesson plan is attached titled – Binary search Teacher’s role: guide, facilitator, tutor Student’s role: active player, listener, participant, designer, creative thinker, programmer Assessment:does several examples with other students and puts down a code in binary search 4. EXAMPLE – instructions for writing an algorithm The lesson plan is attached titled – working with algorithms Teacher’s role: guide, facilitator, tutor Student’s role: active player, listener, participant, designer, creative thinker, programmer Assessment:students need to think of various chores and write down algorithms
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  ” 5. EXAMPLE -SYSTEM OF LINEAR EQUATIONS WITH TWO UNKNOWN NUMBERS The lesson plan is attached titled – working with algorithms Teacher’s role: guide, facilitator, tutor Student’s role: active player, listener, participant, designer, creative thinker Assessment:students check their solution at home for homework
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