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Report of a Workshop on the Scope and Nature of Computational Thinking (2010)

Chapter: Appendix A: Workshop Agenda

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Page 69 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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A
Workshop Agenda

FEBRUARY 19, 2009

8:30-8:45 AM

Welcome and Housekeeping

Marcia Linn, University of California, Berkeley, Committee Chair

8:45-10:30 AM

Panel 1—The Scope and Nature of Computational Thinking

  • How is computational thinking different from mathematical thinking?

  • How is it different from quantitative reasoning?

  • How is it different from scientific thinking?

  • How is it different from fluency with information technology?

Presenters:

Jeannette Wing, National Science Foundation

Wm. Wulf, University of Virginia

Gerald Sussman, Massachusetts Institute of Technology

Peter Lee, Carnegie Mellon University

Committee respondent: Larry Snyder
Page 70 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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10:30-12:15 PM

Panel 2—Computational Thinking Everywhere (Part I)

  • What kinds of problems require computational thinking? What are some examples?

  • How, if at all, does computational thinking vary by discipline? What would be the nature of computational thinking for physicists, biologists, engineers, lawyers, physicians, historians, sociologists, teachers, accountants, homemakers, bus drivers, and so on?

  • What are the exposures and experiences needed to develop the level of computational thinking needed in various disciplines?

  • What are contemporary issues facing the nation that would benefit from greater development of computational thinking?

  • What is the value of computational thinking for nonscientists?

  • How, if at all, would widespread facility with computational thinking enhance the productivity of U.S. workers?

  • How do we best illustrate the power of computational thinking?

Presenters:

Kevin Ashley, University of Pittsburgh

Chris Hoffmann, Purdue University

Alan Kay, Viewpoints Research Institute, Inc.

Richard Lipton, Georgia Tech

Robert Sproull, Sun Microsystems, Inc.

Committee respondent: M. Brian Blake

12:15-1:15 PM

Working Lunch—Other Related Ongoing Efforts

Andrew Bernat: CRA Education Committee

Peter Denning: Great Principles of Computing (via video-conference)
Page 71 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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1:15-3:00 PM

Panel 3—Computational Thinking Everywhere (Part II)

Presenters:

Andrew McGettrick, University of Strathclyde (invited)

Edward Fox, Virginia Tech

Ian Foster, Argonne National Laboratory/University of Chicago (via conference call)

Paulo Blikstein, Northwestern University

Eric Roberts, Stanford University

Committee respondent: Robert Constable

3:00-3:10 PM

Break

3:10-4:40 PM

Panel 4—Technology and Computational Thinking (Show and Tell)

  • What affordances are provided by new technologies for computational thinking?

  • What is the role of information technology in imparting computational thinking skills?

  • What parts of computational thinking can be taught without the use of computers? Without the skills of computer programming?

Participants:

Mitchel Resnick, Massachusetts Institute of Technology

Ken Kahn, Oxford University

David Moursund, University of Oregon

Committee respondent: Janet Kolodner

4:45-5:15 PM

Break

4:40-4:45 PM

Other Related Ongoing Efforts

Tim Bell, New Zealand Computer Science Unplugged (via videoconference)

5:15-5:30 PM

Wrap-up

5:30

Adjourn Day-One Public Sessions
Page 72 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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5:30-6:15 PM

Reception

6:15-8:15 PM

Working Dinner in Small Groups

  • Homework assignment—What is the core of computational thinking? What are the fundamental principles of computational thinking? What concepts are derivative from the fundamentals?

  • Are there multiple decompositions of computational thinking into fundamental and derivative parts? What are some examples?

  • How, if at all, can computational thinking be decomposed into an intellectual hierarchy?

FEBRUARY 20, 2009

8:30-8:35 AM

Welcome and Housekeeping

Marcia Linn, University of Berkeley, Committee Chair

8:35-10:00 AM

Panel 5—Report-back on homework assignments:

Committee respondent: Alfred Aho

10:00-10:15 AM

Break

10:15-11:45 AM

Panel 6—Bridging into Education

  • Are the fundamental principles of computational thinking the easiest to grasp? If so, why? If not, why not?

  • Are the fundamental principles the logical starting point for the teaching of computational thinking? If so, why? If not, why not?

Participants:

Dor Abrahamson, University of California, Berkeley

Owen Astrachan, Duke University

Lenore Blum, Carnegie Mellon University

Andy diSessa, University of California, Berkeley

Committee respondent: Uri Wilensky
Page 73 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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11:45-12:45 PM

Working Lunch—Computer Science Advanced Placement Efforts

Jan Cuny, National Science Foundation

12:45-2:15 PM

Panel 7—Related Best Practices in Teaching/Pedagogy

  • How do we engage all learners in computational thinking?

  • What are the exposures and experiences needed to develop computational thinking?

  • What is the role of the computer in instruction? Where does programming fit into computational thinking?

Presenters:

Roy Pea, Stanford University

Allan Collins, Northwestern University

Ursula Wolz, The College of New Jersey

Joshua Danish, Indiana University

Committee respondent: Yasmin Kafai

2:15-2:30 PM

Break

2:30-4:30 PM

Discussion and Wrap-up

  • Committee members summarize their individual reactions

  • Floor opened to other workshop participants

4:30 PM

Adjourn
Page 69 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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Page 70 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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Page 71 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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Page 72 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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Page 73 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2010. Report of a Workshop on the Scope and Nature of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/12840.
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Report of a Workshop on the Scope and Nature of Computational Thinking presents a number of perspectives on the definition and applicability of computational thinking. For example, one idea expressed during the workshop is that computational thinking is a fundamental analytical skill that everyone can use to help solve problems, design systems, and understand human behavior, making it useful in a number of fields. Supporters of this viewpoint believe that computational thinking is comparable to the linguistic, mathematical and logical reasoning taught to all children.

Various efforts have been made to introduce K-12 students to the most basic and essential computational concepts and college curricula have tried to provide a basis for life-long learning of increasingly new and advanced computational concepts and technologies. At both ends of this spectrum, however, most efforts have not focused on fundamental concepts. The book discusses what some of those fundamental concepts might be.

Report of a Workshop on the Scope and Nature of Computational Thinking explores the idea that as the use of computational devices is becoming increasingly widespread, computational thinking skills should be promulgated more broadly. The book is an excellent resource for professionals in a wide range of fields including educators and scientists.

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