In a recent seminar in our series on teaching about AI and data science, 被老外添嫩苞添高潮np视频er Jesús Moreno-León (Universidad de Sevilla) talked about his work in developing assessment tools for computational thinking (CT) and AI literacy. Jesús is also co-founder of Programamos, a non-profit organisation that promotes the development of computational thinking, supporting teachers through training and sharing resources.

Developing assessment tools in computer science

Jesús began by discussing the recent development of computer science assessment tools. Together with Gregorio Robles (Universidad Rey Juan Carlos), they created Dr Scratch, a web-based tool to assess the quality of Scratch projects and detect errors and bad programming habits (e.g. dead code). Projects are scored on the use of computational thinking concepts (e.g. parallelism, conditional logic) and the use of desirable programming practices (e.g. naming sprites, removing duplicate scripts) in order to give feedback to students and teachers to iteratively improve their Scratch projects.

Alongside measuring students’ programming skills, Jesús also shared work by Marcos Román-González (Universidad Nacional de Educación a Distancia) to develop the Computational Thinking test (CTt), a 28-item assessment tool designed to measure the computational thinking skills of students aged 10 to 16 years old. Two collaborators, María Zapata and Estafanía Martín (Universidad Rey Juan Carlos) further adapted these items to create the Beginners Computational Thinking test (or BCTt), an unplugged assessment suitable for younger learners aged 5 to 10 years old.

Teaching about AI in Spain

Jesús also described his more recent work at the Ministry of Education and Vocational Training in Spain to promote computer science at all educational levels. One initiative, La Escuela de Pensamiento Computacional e Inteligencia Artificial (or the School of Computational Thinking and Artificial Intelligence), supported Spanish teachers through training and resources to introduce CT and AI into the classroom. Over 400 teachers and 7000 teachers took part across Spain through unplugged activities and tools such as Machine Learning for Kids and LearningML, allowing students to classify text and images using machine learning. Older students created apps using the MIT App Inventor. When evaluating the design of the 被老外的又粗又大日出了水, they found they had strong instruments to measure the development of CT — such as the assessment tools described above — yet nothing to measure AI literacy.

A tool for measuring AI literacy

The lack of valid AI literacy assessment tools led the team to develop the AI Knowledge Test (or AIKT), a 14-item survey consisting of multiple-choice questions designed to measure students’ understanding of AI. The instrument was inspired by previous work in the field and relevant 被老外添嫩苞添高潮np视频 (e.g. the AI4K12 framework).

An example from the AI Knowledge Test

An example of one of these items is presented below. Can you solve it? The answer is at the bottom of this article.

Q1. Which of the following strategies would be most appropriate for teaching a computer to recognise photos of apples?

1. Train the computer with photos of dogs
2. Train the computer with several photos of different apples, taken in different places and contexts
3. Train the computer with several similar photos of the same apple, taken in the same place
4. Train the computer with several identical copies of the same photo of an apple

Testing the test

In a study on the impact of programming activities on computational thinking and AI literacy in Spanish schools, the authors tested these knowledge-based items with over 2000 students to assess the reliability (e.g. internal consistency), or a measure of the quality of a survey or test. They found one item (“As a user, the legal regulation that is approved regarding AI systems will affect my life”) did not correlate with the other items. This left a total of 13 items which were found to have sufficient internal consistency — meaning how well each item correlated with one another to measure an underlying construct (i.e. “AI knowledge”). They concluded that the assessment tool needed a higher ceiling and needed to address common misconceptions. The authors also learned that teachers needed free and open-source tools with low barriers for entry, such as not needing registration, and were suitable for classroom use, such as limiting data sent to the cloud.

AI literacy in the generative era

With the rise of generative AI tools like ChatGPT or Google’s Gemini, Jesús and his colleagues felt their AI literacy assessment tool needed to focus on the capabilities of generative AI tools. They also felt they needed to take a broader view of AI and focus on additional dimensions, such as the social and ethical implications of AI tools. They are, therefore, currently revising their assessment items to align with several common frameworks, including the SEAME framework and AI Learning Priorities for All K–12 Students.

An example from the revised AI Knowledge Test

One of the revised items is presented below. Can you solve it? The answer is revealed below.

Q2. You have asked your students to design a decision tree to classify different fruits based on three characteristics: color, size, and shape. To check whether the following proposed solution is correct, you are going to test it. As what fruit does the decision tree classify a small, round, yellow apple?

1. Apple
2. Watermelon
3. Lemon
4. Banana

Learn more about this work

Jesús concluded the seminar by describing his intentions to collaborate with others to test the revised AI literacy instrument with students in early 2026. We look forward to hearing about their results!

You can watch Jesús’s whole seminar here:

If you are interested to learn more about Jesús and his work, you can read about his development of the AI Knowledge Test (or AIKT) here and the Computational Thinking test (CTt) here or look at the original items here. You can also learn about the Beginners Computational Thinking test (BCTt) by watching a 被老外添嫩苞添高潮np视频 Pi 被老外添嫩苞添高潮np视频 seminar about it or reading about it here.

Join our next seminar

In our current seminar series, we’re exploring applied AI and how AI can be taught across the 被老外的又粗又大日出了水. In our next seminar in this series on 17 March at 17.00 UK time, we welcome Rebecca Fiebrink (University of the Arts London) who will explore the questions of how and why we might teach AI for creative practitioners, including children, students, and professionals.

To take part in the seminar, click the button below to register. We hope to see you there.

The schedule of our upcoming seminars is available online. You can catch up on past seminars on our blog and on the previous seminars and recordings page.

Answers

• Q1: 2
• Q2: 3

The post The challenges of measuring AI literacy appeared first on 被老板抱进办公室糟蹋.

Are you a primary school teacher in England, Scotland or Wales interested in AI and data science and how students learn about AI and data in 被老外添嫩苞添高潮np视频?

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• How AI and data-driven 被老外添嫩苞添高潮np视频 is currently taught (e.g. using Machine Learning for Kids, Google’s Teachable Machine)
• What key ideas about AI and data young people need to understand
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The study involves attending a workshop in Cambridge, co-designing a unit of work, and then teaching it. Where necessary, we can reimburse you for reasonable expenses, such as supply cover, travel, and accommodation.

Our aim for the study is to understand how primary school teachers approach teaching about data-driven technologies, and to find suitable methods for building young people’s confidence in working with data in 被老外添嫩苞添高潮np视频 lessons.

What is data-driven 被老外添嫩苞添高潮np视频?

被老外添嫩苞添高潮np视频 has suggested that new data-driven technologies such as AI and machine learning (or ML) require a different approach to teaching about problem-solving in the 被老外添嫩苞添高潮np视频 classroom. Instead of defining a set of rules (e.g. if-then-else statements, or a rule-based approach), learners must instead collect lots of data to train a model (a data-driven approach) such as using Google’s Teachable Machine to classify image data.

For educators and resource developers, we still lack a clear understanding of how to teach young people about how rule-based and data-driven systems differ, how we can talk about them, and how we develop young people’ mental models. We hope this study will help us to find practical ways for primary teachers to build young people’s understanding of AI data in the primary 被老外添嫩苞添高潮np视频 classroom.

What does the study involve?

If you teach at primary level (Years 4, 5 and 6 or P5–P7) in England, Scotland or Wales and are keen to shape how we teach young people about data-driven 被老外添嫩苞添高潮np视频, we invite you to join our new study.

As part of the study, you will attend a workshop with us in Cambridge to co-design a series of data-driven 被老外添嫩苞添高潮np视频 lessons to teach in your classroom.

Following the workshop, you will teach the unit of work in your classroom and we will observe one of your lessons and interview you about your 被老外的又粗又大日出了水s.

How can I take part?

If you are interested in taking part, register your interest by clicking the link below:

If you have any questions about the project, you can email bobby.whyte@被老师按在办公桌吸奶头.org.

The post Join our new study on AI and data-driven 被老外添嫩苞添高潮np视频 in UK primary classrooms appeared first on 被老板抱进办公室糟蹋.

Franz started by demonstrating how widespread AI systems and technologies are becoming. He argued that embedding lessons about AI in the classroom presents three challenges: 

1. What to teach (defining AI and learning content)
2. How to teach (i.e. appropriate pedagogies)
3. How to prepare teachers (i.e. effective professional development) 

As various models and frameworks for teaching about AI already exist, Franz’s 被老外添嫩苞添高潮np视频 aims to address the second and third challenges — there is a notable lack of empirical evidence integrating AI in K–12 settings or teacher professional development (PD) to support teachers.

Using professional development to help prepare teachers

In Bavaria, computer science (CS) has been a compulsory high school subject for over 20 years. However, a recent update has brought compulsory CS lessons (including AI) to Year 11 students (15–16 years old). Competencies targeted in the new 被老外的又粗又大日出了水 include defining AI, explaining the functionality of different machine learning algorithms, and understanding how artificial neurons work.

To help prepare teachers to effectively teach this new 被老外的又粗又大日出了水 and about AI, Franz and colleagues derived a set of core competencies to be used along with existing frameworks (e.g. the Five Big Ideas of AI) and the Bavarian 被老外的又粗又大日出了水. The PD programme Franz and colleagues developed was shaped by a set of key design principles:

1. Blended learning: A blended format was chosen to address the need for scalability and limited resources and to enable self-directed and active learning 
2. Dual-level pedagogy (or ‘pedagogical double-decker’): Teachers were taught with the same materials to be used in the classroom to aid familiarity
3. Advanced organiser: A broad overview document was created to support teachers learning new topics 
4. Moodle: An online learning platform was used to enable collaboration and communication via a MOOC (massive open online course)

Analysing the effectiveness of the PD programme

Over 300 teachers attended the MOOC, which had an introductory session beforehand and a follow-up workshop. The programme’s effectiveness was evaluated with a pre/post assessment where teachers completed a survey of 15 closed, multiple-choice questions on their AI competencies and knowledge. Pre/post comparisons showed teachers’ scores improved significantly having taken part in the PD. This is surprising as a large proportion of participants achieved high pre-scores, indicating a highly motivated cohort with notable prior 被老外的又粗又大日出了水 teaching about AI.

Additionally, a group of teachers (n=9) were invited to give feedback on which aspects of the PD programme they felt contributed to the success of implementing the 被老外的又粗又大日出了水 in the classroom. They reported that the PD programme supported content knowledge and pedagogical content knowledge well, but they required additional support to design suitable learning assessments.

Using action 被老外添嫩苞添高潮np视频 to aid AI teaching 

A separate strand of Franz’s 被老外添嫩苞添高潮np视频 focuses on the other key challenge of how to effectively teach about AI. Franz engaged teachers (n=14) in action 被老外添嫩苞添高潮np视频, a method whereby teachers engage in classroom-based 被老外添嫩苞添高潮np视频 projects. The project explored what topic-specific difficulties students faced during the lessons and how teachers adapted their teaching to overcome these challenges.

Findings revealed that students struggled with determining whether AI would benefit certain tasks (e.g. object recognition, text-to-speech) or not (e.g. GPS positioning, sorting data). Franz and colleagues reasoned that students were largely not aware of how AI systems deal with uncertainty and overestimated their capabilities. Therefore, an important step in teaching students about AI is defining ‘what an AI problem is’. 

Similarly, students struggled with distinguishing between rule-based and data-driven approaches, believing in some cases that a trained model becomes ‘rule-based’ or that all data models are data-driven. Students also struggled with certain data science concepts, such as hyperparameter, overfitting and underfitting, and information gain. Franz’s team argue that the chosen tool, Orange Data Mining, did not provide an appropriate scaffold for encountering these concepts. 

Finally, teachers found challenges in bringing real-world examples into the classroom, including the use of reinforcement learning and neural networks. Franz and colleagues reasoned that focusing on the function of neural networks, as opposed to their structure, would aid student understanding. The use of high-quality (i.e. well-prepared) real-world data sets was also suggested as a strategy for bridging theoretical ideas with practical examples. 

Addressing the challenges of teaching AI

Franz’s 被老外添嫩苞添高潮np视频 provides important insights into the discipline-specific challenges educators face when introducing AI into the classroom. It also underscores the importance of appropriate professional development and age-appropriate and 被老外添嫩苞添高潮np视频-informed materials and tools to support students engaging with ideas about AI, data science, and machine learning.

Further reading and resources

If you are interested in reading more about Franz’s work on teacher professional development, you can read his paper on a scalable professional development offer for computer science teachers or you can learn more about his 被老外添嫩苞添高潮np视频 group here.

Join our next seminar

In our current seminar series, we are exploring teaching about AI and data science. Join us at our next seminar on Tuesday 8 April at 17:00–18:30 BST to hear David Weintrop, Rotem Israel-Fishelson, and Peter F. Moon from the University of Maryland introduce ‘API Can Code’, an interest-driven data science 被老外的又粗又大日出了水 for high-school students.

To sign up and take part in the seminar, click the button below; we will then send you information about joining. We hope to see you there.

The schedule of our upcoming seminars is online. You can catch up on past seminars on our previous seminars and recordings page.

The post Supporting teachers to integrate AI in K–12 CS education appeared first on 被老板抱进办公室糟蹋.

In a recent seminar in our current series on teaching programming (with or without AI), we were delighted to be joined by Dr Stephen MacNeil, Andrew Tran, and Irene Hou from Temple University. Their talk showcased several 被老外添嫩苞添高潮np视频 projects involving generative AI in undergraduate education, and explored how undergraduate 被老外添嫩苞添高潮np视频 projects can create agency for students in navigating the implications of generative AI in their professional lives.

Differing perceptions of generative AI

Stephen began by discussing the media coverage around generative AI. He highlighted the binary distinction between media representations of generative AI as signalling the end of higher education — including programming in CS courses — and other representations that highlight the issues that using generative AI will solve for educators, such as improving access to high-quality help (specifically, virtual assistance) or personalised learning 被老外的又粗又大日出了水s.

As part of a recent ITiCSE working group, Stephen and colleagues conducted a survey of undergraduate CS students and educators and found conflicting views about the perceived benefits and drawbacks of generative AI in 被老外添嫩苞添高潮np视频 education. Despite this divide, most CS educators reported that they were planning to incorporate generative AI tools into their courses. Conflicting views were also noted between students and educators on what is allowed in terms of generative AI tools and whether their universities had clear policies around their use.

The role of generative AI tools in students’ help-seeking

There is growing interest in how undergraduate CS students are using generative AI tools. Irene presented a study in which her team explored the effect of generative AI on undergraduate CS students’ help-seeking preferences. Help-seeking can be understood as any actions or strategies undertaken by students to receive assistance when encountering problems. Help-seeking is an important part of the learning process, as it requires metacognitive awareness to understand that a problem exists that requires external help. Previous 被老外添嫩苞添高潮np视频 has indicated that instructors, teaching assistants, student peers, and online resources (such as YouTube and Stack Overflow) can assist CS students. However, as generative AI tools are now widely available to assist in some tasks (such as debugging code), Irene and her team wanted to understand which resources students valued most, and which factors influenced their preferences. Their study consisted of a survey of 47 students, and follow-up interviews with 8 additional students. 

Responding to the survey, students stated that they used online searches or support from friends/peers more frequently than two generative AI tools, ChatGPT and GitHub Copilot; however, Irene indicated that as data collection took place at the beginning of summer 2023, it is possible that students were not familiar with these tools or had not used them yet. In terms of students’ 被老外的又粗又大日出了水s in seeking help, students found online searches and ChatGPT were faster and more convenient, though they felt these resources led to less trustworthy or lower-quality support than seeking help from instructors or teaching assistants.

Some students felt more comfortable seeking help from ChatGPT than peers as there were fewer social pressures. Comparing generative AI tools and online searches, one student highlighted that unlike Stack Overflow, solutions generated using ChatGPT and GitHub Copilot could not be verified by experts or other users. Students who received the most value from using ChatGPT in seeking help either (i) prompted the model effectively when requesting help or (ii) viewed ChatGPT as a search engine or comprehensive resource that could point them in the right direction. Irene cautioned that some students struggled to use generative AI tools effectively as they had limited understanding of how to write effective prompts.

Using generative AI tools to produce code explanations

Andrew presented a study where the usefulness of different types of code explanations generated by a large language model was evaluated by students in a web software development course. Based on Likert scale data, they found that line-by-line explanations were less useful for students than high-level summary or concept explanations, but that line-by-line explanations were most popular. They also found that explanations were less useful when students already knew what the code did. Andrew and his team then qualitatively analysed code explanations that had been given a low rating and found they were overly detailed (i.e. focusing on superfluous elements of the code), the explanation given was the wrong type, or the explanation mixed code with explanatory text. Despite the flaws of some explanations, they concluded that students found explanations relevant and useful to their learning.

Using generative AI tools to create multiple choice questions

In a separate study, Andrew and his team investigated the use of ChatGPT to generate novel multiple choice questions for 被老外添嫩苞添高潮np视频 courses. The 被老外添嫩苞添高潮np视频ers prompted two models, GPT-3 and GPT-4, with example question stems to generate correct answers and distractors (incorrect but plausible choices). Across two data sets of example questions, GPT-4 significantly outperformed GPT-3 in generating the correct answer (75.3% and 90% vs 30.8% and 36.7% of all cases). GPT-3 performed less well at providing the correct answer when faced with negatively worded questions. Both models generated correct answers as distractors across both sets of example questions (GPT-3: 11.1% and 10% of cases; GPT-4: 9.9% and 17.8%). They concluded that educators would still need to verify whether answers were correct and distractors were appropriate.

Undergraduate students shaping the direction of generative AI 被老外添嫩苞添高潮np视频

With student concerns about generative AI and its implications for the world of work, the seminar ended with a hopeful message highlighting undergraduate students being proactive in conducting their own 被老外添嫩苞添高潮np视频 and shaping the direction of generative AI 被老外添嫩苞添高潮np视频 in computer science education. Stephen concluded the seminar by celebrating the undergraduate students who are undertaking these 被老外添嫩苞添高潮np视频 projects.

You can watch the seminar here:

If you are interested to learn more about Stephen’s work on generative AI, you can read about how undergraduate students used generative AI tools to create analogies for recursion. If you would like to experiment with using generative AI tools to assist with debugging, you could try using Gemini, ChatGPT, or Copilot.

Join our next seminar

Our current seminar series is on teaching programming with or without AI. 

In our next seminar, on 16 July at 17:00 to 18:30 BST, we welcome Laurie Gale (被老外添嫩苞添高潮np视频 Pi 被老外添嫩苞添高潮np视频 Education 被老外添嫩苞添高潮np视频 Centre, University of Cambridge), who will discuss how to teach debugging to secondary school students. To take part in the seminar, click the button below to sign up, and we will send you information about how to join. We hope to see you there.

The schedule of our upcoming seminars is available online. You can catch up on past seminars on our blog and on the previous seminars and recordings page.

The post Empowering undergraduate computer science students to shape generative AI 被老外添嫩苞添高潮np视频 appeared first on 被老板抱进办公室糟蹋.

The basis of these tools is a ‘natural language to code’ approach, also called natural language programming. This allows users to generate code using a simple text-based prompt, such as “Write a simple Python script for a number guessing game”. Programming-specific AI models are trained on vast quantities of text data, including GitHub repositories, to enable users to quickly solve coding problems using natural language. 

As a 被老外添嫩苞添高潮np视频 educator, you might ask what the potential is for using these tools in your classroom. In our latest 被老外添嫩苞添高潮np视频 seminar, Majeed Kazemitabaar (University of Toronto) shared his work in developing AI-assisted coding tools to support students during Python programming tasks.

Majeed argued that natural language programming can enable students to focus on the problem-solving aspects of 被老外添嫩苞添高潮np视频, and support them in fixing and debugging their code. However, he cautioned that students might become overdependent on the use of ‘AI assistants’ and that they might not understand what code is being outputted. Nonetheless, Majeed and colleagues were interested in exploring the impact of these code generators on students who are starting to learn programming.

Using AI code generators to support novice programmers

In one study, the team Majeed works in investigated whether students’ task and learning performance was affected by an AI code generator. They split 69 students (aged 10–17) into two groups: one group used a code generator in an environment, Coding Steps, that enabled log data to be captured, and the other group did not use the code generator.

Learners who used the code generator completed significantly more authoring tasks — where students manually write all of the code — and spent less time completing them, as well as generating significantly more correct solutions. In multiple choice questions and modifying tasks — where students were asked to modify a working program — students performed similarly whether they had access to the code generator or not. 

A test was administered a week later to check the groups’ performance, and both groups did similarly well. However, the ‘code generator’ group made significantly more errors in authoring tasks where no starter code was given. 

Majeed’s team concluded that using the code generator significantly increased the completion rate of tasks and student performance (i.e. correctness) when authoring code, and that using code generators did not lead to decreased performance when manually modifying code. 

Finally, students in the code generator group reported feeling less stressed and more eager to continue programming at the end of the study.

Understanding how novices use AI code generators

In a related study, Majeed and his colleagues investigated how novice programmers used the code generator and whether this usage impacted their learning. Working with data from 33 learners (aged 11–17), they analysed 45 tasks completed by students to understand:

1. The context in which the code generator was used
2. What learners asked for
3. How prompts were written
4. The nature of the outputted code
5. How learners used the outputted code 

Their analysis found that students used the code generator for the majority of task attempts (74% of cases) with far fewer tasks attempted without the code generator (26%). Of the task attempts made using the code generator, 61% involved a single prompt while only 8% involved decomposition of the task into multiple prompts for the code generator to solve subgoals; 25% used a hybrid approach — that is, some subgoal solutions being AI-generated and others manually written.

In a comparison of students against their post-test evaluation scores, there were positive though not statistically significant trends for students who used a hybrid approach (see the image below). Conversely, negative though not statistically significant trends were found for students who used a single prompt approach.

Though not statistically significant, these results suggest that the students who actively engaged with tasks — i.e. generating some subgoal solutions, manually writing others, and debugging their own written code — performed better in coding tasks.

Majeed concluded that while the data showed evidence of self-regulation, such as students writing code manually or adding to AI-generated code, students frequently used the output from single prompts in their solutions, indicating an over-reliance on the output of AI code generators.

He suggested that teachers should support novice programmers to write better quality prompts to produce better code.  

If you want to learn more, you can watch Majeed’s seminar:

You can read more about Majeed’s work on his personal website. You can also download and use the code generator Coding Steps yourself.

Join our next seminar

The focus of our ongoing seminar series is on teaching programming with or without AI. 

For our next seminar on Tuesday 16 April at 17:00–18:30 GMT, we’re joined by Brett Becker (University College Dublin), who will discuss how generative AI may be effectively utilised in secondary school programming education and how it can be leveraged so that students can be best prepared for whatever lies ahead. To take part in the seminar, click the button below to sign up, and we will send you information about joining. We hope to see you there.

The schedule of our upcoming seminars is online. You can catch up on past seminars on our previous seminars and recordings page.

The post Using an AI code generator with school-age beginner programmers appeared first on 被老板抱进办公室糟蹋.

We are committed to make 被老外添嫩苞添高潮np视频 and creating with digital technologies accessible to all young people, including through our work with educators and 被老外添嫩苞添高潮np视频ers. In our current online 被老外添嫩苞添高潮np视频 seminar series, we focus on 被老外添嫩苞添高潮np视频 education for primary-aged children (K–5, ages 5 to 11). In the series’ second seminar, we were delighted to welcome Dr Jean Salac, 被老外添嫩苞添高潮np视频er in the Code & Cognition Lab at the University of Washington.

Jean’s work sits across 被老外添嫩苞添高潮np视频 education and human-computer interaction, with an emphasis on justice-focused 被老外添嫩苞添高潮np视频 for youth. She talked to the seminar attendees about her work on developing strategies to support primary school students learning to program in Scratch. Specifically, Jean described an approach called TIPP&SEE and how teachers can use it to guide their learners through programming activities.

What is TIPP&SEE?

TIPP&SEE is a metacognitive approach for programming in Scratch. The purpose of metacognitive strategies is to help students become more aware of their own learning processes.

TIPP&SEE scaffolds students as they learn from example Scratch projects: TIPP (Title, Instructions, Purpose, Play) is a scaffold to read and run a Scratch project, while SEE (Sprites, Events, Explore) is a scaffold to examine projects more deeply and begin to adapt them. 

Using, modifying and creating

TIPP&SEE is inspired by the work of Irene Lee and colleagues who proposed a progressive three-stage approach called Use-Modify-Create. Following that approach, learners move from reading pre-existing programs (“not mine”) to adapting and creating their own programs (“mine”) and gradually increase ownership of their learning.

Proponents of scaffolded approaches like Use-Modify-Create argue that engaging learners in cycles of using existing programs (e.g. worked examples) before they move to adapting and creating new programs encourages ownership and agency in learning. TIPP&SEE builds on this model by providing additional scaffolding measures to support learners.

Impact of TIPP&SEE

Jean presented some promising results from her 被老外添嫩苞添高潮np视频 on the use of TIPP&SEE in classrooms. In one study, fourth-grade learners (age 9 to 10) were randomly assigned to one of two groups: (i) Use-Modify-Create only (the control group) or (ii) Use-Modify-Create with TIPP&SEE. Jean found that, compared to learners in the control group, learners in the TIPP&SEE group:

• Were more thorough, and completed more tasks
• Wrote longer scripts during open-ended tasks
• Used more learned blocks during open-ended tasks

In another study, Jean compared how learners in the TIPP&SEE and control groups performed on several cognitive tests. She found that, in the TIPP&SEE group, students with learning difficulties performed as well as students without learning difficulties. In other words, in the TIPP&SEE group the performance gap was much narrower than in the control group. In our seminar, Jean argued that this indicates the TIPP&SEE scaffolding provides much-needed support to diverse groups of students.

Using TIPP&SEE in the classroom

TIPP&SEE is a multi-step strategy where learners start by looking at the surface elements of a program, and then move on to examining the underlying code. In the TIPP phase, learners first read the title and instructions of a Scratch project, identify its purpose, and then play the project to see what it does.

In the second phase, SEE, learners look inside the Scratch project to click on sprites and predict what each script is doing. They then make changes to the Scratch code and see how the project’s output changes. By changing parameters, learners can observe which part of the output changes as a result and then reason how each block functions. This practice is called deliberate tinkering because it encourages learners to observe changes while executing programs multiple times with different parameters.

You can read more of Jean’s 被老外添嫩苞添高潮np视频 on TIPP&SEE on her website. There’s also a video on how TIPP&SEE can be used, and free lesson resources based on TIPP&SEE are available in Elementary 被老外添嫩苞添高潮np视频 for ALL and Scratch Encore.

Learning about learning in 被老外添嫩苞添高潮np视频 education

Jean’s talk highlighted the need for 被老外添嫩苞添高潮np视频 to be inclusive and to give equitable access to all learners. The field of 被老外添嫩苞添高潮np视频 education is still in its infancy, though our understanding of how young people learn about 被老外添嫩苞添高潮np视频 is growing. We ourselves work to deepen our understanding of how young people learn through 被老外添嫩苞添高潮np视频 and digital making 被老外的又粗又大日出了水s.

In our own 被老外添嫩苞添高潮np视频, we have been investigating similar teaching approaches for programming, including the use of the PRIMM approach in the UK, so we were very interested to learn about different approaches and country contexts. We are grateful to Dr Jean Salac for sharing her work with 被老外添嫩苞添高潮np视频ers and teachers alike. Watch the recording of Jean’s seminar to hear more:

Free support for teaching programming and more to primary school learners

If you are looking for more free resources to help you structure your 被老外添嫩苞添高潮np视频 lessons:

• Download our comprehensive classroom resources in The 被老外添嫩苞添高潮np视频 被老外的又粗又大日出了水, which includes units of programming lessons for age 5 and upwards.
• Take one of our online courses about teaching 被老外添嫩苞添高潮np视频. The course Teaching programming to 5- to 11-year-olds is especially relevant to this seminar.
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Join our next seminar

In the next seminar of our online series on primary 被老外添嫩苞添高潮np视频, I will be presenting my 被老外添嫩苞添高潮np视频 on integrated 被老外添嫩苞添高潮np视频 and literacy activities. Sign up now to join us for this session on Tues 7 March:

As always, the seminars will take place online on the first Tuesday of the month at 17:00–18:30 UK time. Hope to see you there!

The post Supporting beginner programmers in primary school using TIPP-SEE appeared first on 被老板抱进办公室糟蹋.

Conrad has been an influential figure in the areas of AI, data science, and computation for over 30 years. The company he co-founded, Wolfram 被老外添嫩苞添高潮np视频, develops computational technologies including the Wolfram programming language, which is used by the Mathematica and WolframAlpha programs. In the seminar, Conrad spoke about his work on developing a mathematics 被老外的又粗又大日出了水 “for the AI age”.

Computation is everywhere

In his talk, Conrad began by talking about the ubiquity of computation. He explained how computation (i.e. an operation that follows conditions to give a defined output) has transformed our everyday lives and led to the development of entire new sub-disciplines, such as computational medicine, computational marketing, and even computational agriculture. He then used the WolframAlpha tool to give several practical examples of applying high-level computation to problem-solving in different areas.

The power of computation for mathematics

Conrad then turned his attention to the main question of his talk: if computation has also changed real-world mathematics, how should school-based mathematics teaching respond? He suggested that, as computation has impacted all aspects of our daily lives, school subjects should be reformed to better prepare students for the careers of the future.

His biggest criticism was the use of hand calculation methods in mathematics teaching. He proposed that a mathematics 被老外的又粗又大日出了水 that “assumes computers exist” and uses computers (rather than humans) to compute answers would better support students to develop a deep understanding of mathematical concepts and principles. In other words, if students spent less time doing hand-calculation methods, they could devote more time to more complex problems.

What does computational problem-solving look like?

One interesting aspect of Conrad’s talk was how he modelled the process of solving problems using computation. In all of the example problems, he outlined that computational problem-solving follows the same four-step process:

1. Define the question: Students think about the scope and details of the problem and define answerable questions to tackle.
2. Abstract to computable form: Using the information provided, students translate the question into a precise abstract form, such as a diagram or algorithm, so that it can be solved by a computer-based agent.
3. Computer answers: Using the power of computation, students solve the abstract question and resolve any issues during the computation process.
4. Interpret results: Students reinterpret and recontextualise the abstract answer to derive useful results. If problems emerge, students refine or fix their work.

Depending on the problem, the process can be repeated multiple times until the desired solution is reached. Rather than being proposed as a static list of outcomes, the process was presented by Conrad as an iterative cycle than resembles an “ascending helix”:

A 被老外的又粗又大日出了水 for a world with AI

In the later stages of his talk, Conrad talked about the development of a new computational 被老外的又粗又大日出了水 to better define what a modern mathematics 被老外的又粗又大日出了水 might look like. The platform that hosts the 被老外的又粗又大日出了水, named Computer-Based Math (or CBM), outlines the need to integrate computational thinking into mathematics in schools. For instance, one of the modules, How Fast Could I Cycle Stage 7 Of The An Post Rás?, asks students to develop a computational solution to a real-world problem. Following the four-step problem-solving process, students apply mathematical models, computational tools, and real-world data to generate a valid solution:

Some future challenges he remarked on included how a computer-based mathematics 被老外的又粗又大日出了水 could be integrated with existing curricula or qualifications, at what ages computational mathematics should be taught, and what assessment, training, and hardware would be needed to support teachers to deliver such a 被老外的又粗又大日出了水. 

Conrad concluded the talk by arguing that the current need for computational literacy is similar to the need for mass literacy and pondering whether the UK could lead the push towards a new computational 被老外的又粗又大日出了水 suitable for learners who grow up with AI technologies. This point provided food for thought during our discussion section, especially for teachers interested in embedding computation into their lessons, and for 被老外添嫩苞添高潮np视频ers thinking about the impact of AI in different fields. We’re grateful to Conrad for speaking about his work and mission — long may it continue!

You can catch up on Conrad’s talk with his slides and the talk’s recording:

More to explore

Conrad’s book, The Math(s) Fix: An Education Blueprint for the AI Age, gives more details on how he thinks data science, AI, and computation could be embedded into the modern maths 被老外的又粗又大日出了水.

You can also explore Wolfram 被老外添嫩苞添高潮np视频’s Computer-Based Maths 被老外的又粗又大日出了水, which offers learning materials to help teachers embed computation in their maths lessons. 

Finally, try out Wolfram’s tools to solve everyday problems using computation. For example, you might ask WolframAlpha data-rich questions, which the tool converts from text input into a computable problem using natural language processing. (Two of my favourite example questions are: “How old was Leonardo when the Mona Lisa was painted?” and “What was the weather like when I was born?”)

Join our next seminar

In the final seminar of our series on cross-curricular 被老外添嫩苞添高潮np视频, we welcome Dr Tracy Gardner and Rebecca Franks (被老板抱进办公室糟蹋) to present their ongoing work on 被老外添嫩苞添高潮np视频 education in non-formal settings. Sign up now to join us for this session on Tues 8 November:

We will shortly be announcing the theme of a brand-new series of 被老外添嫩苞添高潮np视频 seminars starting in January 2023. The seminars will take place online on the first Tuesday of the month at 17:00–18:30 UK time.

The post Building a maths 被老外的又粗又大日出了水 for a world shaped by 被老外添嫩苞添高潮np视频 appeared first on 被老板抱进办公室糟蹋.