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Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
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A


Workshop Agenda

PEDAGOGICAL DIMENSIONS OF COMPUTATIONAL THINKING KECK CENTER, NATIONAL ACADEMIES, WASHINGTON, D.C.

February 4, 2010

8:30 AM-8:45 AM

Welcome

Marcia Linn, University of California, Berkeley, Committee Chair

Jeannette M. Wing, National Science Foundation

8:45 AM-10:15 AM

Panel 1—Computational Thinking and Scientific Visualization

•  What are the relevant lessons learned and best practices for improving computational thinking in K-12 education?

•  What are examples of computational thinking and how, if at all, does computational thinking vary by discipline at the K-12 level?

•  What exposures and experiences contribute to developing computational thinking in the disciplines?

•  How do computers and programming fit into computational thinking?

Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×

• What are plausible paths and activities for teaching the most important computational thinking concepts?

Presenters:

Robert Tinker, The Concord Consortium

Mitch Resnick, Massachusetts Institute of Technology

John Jungck, Beloit College, BioQUEST

Idit Caperton, World Wide Workshop

Committee respondent: Uri Wilensky

10:15 AM-10:45 AM

Break

10:45 AM-12:00 PM

Panel 2—Computational Thinking and Technology

•  What are the relevant lessons learned and best practices for improving computational thinking in K-12 education?

•  What are examples of computational thinking and how, if at all, does computational thinking vary by discipline at the K-12 level?

•  What exposures and experiences contribute to developing computational thinking in the disciplines?

•  How do computers and programming fit into computational thinking?

•  What are plausible paths and activities for teaching the most important computational thinking concepts?

Presenters:

Robert Panoff, Shodor Education Foundation

Stephen Uzzo, New York Hall of Science

Jill Denner, Education, Training, Research Associates

Committee respondent: Yasmin Kafai

Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×

12:00 PM-1:15 PM

Working Lunch—Lou Gross, University of Tennessee (via teleconference)

1:15 PM-2:45 PM

Panel 3—Computational Thinking in Engineering and Computer Science

•  What are the relevant lessons learned and best practices for improving computational thinking in K-12 education?

•  What are examples of computational thinking and how, if at all, does computational thinking vary by discipline at the K-12 level?

•  What exposures and experiences contribute to developing computational thinking in the disciplines?

•  How do computers and programming fit into computational thinking?

•  What are plausible paths and activities for teaching the most important computational thinking concepts?

Presenters:

Christine Cunningham, Museum of Science, Engineering is Elementary Project

Taylor Martin, University of Texas at Austin

Ursula Wolz, College of New Jersey

Peter Henderson, Butler University

Committee respondent: Marcia Linn

2:45 PM-3:00 PM

Break

3:00 PM-4:30 PM

Panel 4—Teaching and Learning Computational Thinking

•  What is the role of computational thinking in formal and informal educational contexts of K-12 education?

•  What are some innovative environments for teaching computational thinking?

•  Is there a progression of computational thinking concepts in K-12 education?

Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×

What are criteria by which to order such a progression? What is the appropriate progression?

•  What are plausible paths to teaching the most important computational thinking concepts?

•  How do cognitive learning theory and education theory guide the design of instruction intended to foster computational thinking?

Presenters:

Deanna Kuhn, Columbia University

Matthew Stone, Rutgers University

Jim Slotta, University of Toronto

Joyce Malyn-Smith, Education Development Center, Inc.

Committee respondent: Al Aho

4:30 PM-4:45 PM

Break

4:45 PM-5:00 PM

Open Discussion

Moderator: Herb Lin, CSTB Staff

5:00 PM-5:25 PM

Special Session—Update from Jan Cuny

Jan Cuny, National Science Foundation

5:25 PM-5:30 PM

Wrap-up

5:30

Adjourn Day One Public Sessions

February 5, 2010

8:30 AM-8:45AM

Welcome and Housekeeping

Marcia Linn, University of California, Berkeley, Committee Chair

8:45 AM-10:00 AM

Panel 5—Report-back on Homework Assignments

Committee respondent: Brian Blake
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×

10:00 AM-10:15 AM

Break

10:15 AM-11:45 AM

Panel 6—Educating the Educators

•  What are our goals for teachers and educators to bring computational thinking into classrooms effectively? What milestones do we hope to reach in computational thinking education?

•  How should training efforts, support, and engagement be adapted to the varying experience levels of teachers such as pre-service, inducted, and in-service levels?

•  What approaches for computational thinking education are most effective for educators teaching at the primary versus middle school versus secondary level? What methods might best serve the generalist teaching approach (multisubject/multidiscipline)? What methods might best serve subject specialists?

•  How does computational thinking education connect with other subjects? Should computational thinking be integrated into other subjects taught in the classroom?

•  What tools are available to support teachers as they teach computational thinking? What needs to be developed?

Participants:

Michelle Williams, Michigan State University

Walter Allan, Foundation for Blood Research, EcoScienceWorks Project

Jeri Erickson, Foundation for Blood Research, EcoScienceWorks Project

Danny Edelson, National Geographic Society

Committee respondent: Larry Snyder

11:45 AM-12:45 PM

Working Lunch

12:45 PM-2:15 PM

Panel 7—Measuring Outcomes (for

Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×

Evaluation) and Collecting Feedback (for Assessment)

•  How can learning of computational thinking be assessed?

•  What tools are needed to assess learning of computational thinking knowledge and capabilities? Which are available? What needs to be developed?

•  What roles should embedded assessments play? What other assessments are needed?

•  How can capabilities and skills of individuals be assessed when students are working collaboratively?

•  How should the education community measure the success of its efforts? How can we compare the strengths and weaknesses of different efforts?

•  What can be learned from efforts currently underway, and from efforts in our country and in other countries?

Participants:

Paulo Blikstein, Stanford University

Christina Schwarz, Michigan State University

Mike Clancy, University of California Berkeley

Derek Briggs, University of Colorado, Boulder

Cathy Lachapelle, Museum of Science, Engineering is Elementary Project

Committee respondent: Janet Kolodner

2:30 PM-4:00 PM

Discussion and Wrap-up

•  Committee members summarize their individual reactions

•  Floor thrown open to other workshop participants for discussion

4:00 PM

Adjourn

Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×
Page 137
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×
Page 138
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×
Page 139
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×
Page 140
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×
Page 141
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2011. Report of a Workshop on the Pedagogical Aspects of Computational Thinking. Washington, DC: The National Academies Press. doi: 10.17226/13170.
×
Page 142
Next: Appendix B: Short Biographies of Committee Members, Workshop Participants, and Staff »
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In 2008, the Computer and Information Science and Engineering Directorate of the National Science Foundation asked the National Research Council (NRC) to conduct two workshops to explore the nature of computational thinking and its cognitive and educational implications. The first workshop focused on the scope and nature of computational thinking and on articulating what "computational thinking for everyone" might mean. A report of that workshop was released in January 2010.

Drawing in part on the proceedings of that workshop, Report of a Workshop of Pedagogical Aspects of Computational Thinking, summarizes the second workshop, which was held February 4-5, 2010, in Washington, D.C., and focuses on pedagogical considerations for computational thinking. This workshop was structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices.

Individuals with a broad range of perspectives contributed to this report. Since the workshop was not intended to result in a consensus regarding the scope and nature of computational thinking, Report of a Workshop of Pedagogical Aspects of Computational Thinking does not contain findings or recommendations.

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