A Framework for Computational Thinking across the Curriculum Amber Settle School of Computing, DePaul University Co-authors: Ljubomir Perkovi, Sungsoon Hwang, and Josh Jones The 15th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2010) June 29, 2010 Work supported by the National Science Foundation Overview
Three-year project (July 2008 June 2011) funded through the NSF CPATH program Highlights Integration of CT into existing, disciplinespecific courses Categorization of CT instances across disciplines Inclusion of a wide range of disciplines Traditional: Computer science, information technology Allied: Animation, statistics, the sciences Others: Art, digital cinema, history Broad and diverse faculty participation First year: College of Computing and Digital Media (CDM)
Second year: College of Liberal Arts and Sciences What is computational thinking? The application of computational processes/concepts/techniques to reason about problems in any field It is a way of thinking It provides an approach for: Framing questions Solving problems Gaining new insight It is something people in many fields are already doing Biology: Understanding DNA
Economics: Modeling financial systems Humanities: Mining crime databases What is NOT computational thinking? Computer literacy or fluency May be a necessary prerequisite to CT Simple application of computational tools to problems Using statistical software Publishing materials online Creating a database Computational thinking should use computational tools/concepts/ideas in a significant way to ask new questions or gain
new insight into problems Why enhance computational thinking? What is the benefit of making computational thinking explicit? Computer scientists have developed, over many years, an understanding of CT techniques and processes Example: Understanding when a problem can be solved exactly and when it needs to be approximated Applying insights from computer scientists can: Save professionals in other fields time and effort Provide new insights into established problems
Open up new areas of inquiry Great Principles of Computing Peter Dennings Great Principles of Computing Computation Communication Coordination Recollection Automation Evaluation Design Used to classify/understand computational thinking concepts DePaul Liberal Studies Program
First-year program Focal point seminar ISP 121: Mathematical and technological literacy Other requirements Core requirements Domain requirements Arts and Literature Philosophical Inquiry Religious Dimensions Scientific Inquiry Self, Society, and the Modern World Understanding the Past Honors Program Courses in the first year of the project
Scientific inquiry CSC 233: Codes and Ciphers (Marcus Schaefer) CSC 235: Problem Solving (Iyad Kanj) CSC 239: Personal Computing (Jacob Furst) HCI 201: Multimedia and the World Wide Web (Craig Miller) IT 130: The Internet and the Web (Craig Miller) ECT 250: Internet, Commerce, and Society (Xiaowen Fang) Arts and Literature ANI 201: Animation I (Scott Roberts) ANI 230: 3D Modeling (Josh Jones) DC 201: Introduction to Screenwriting (Matt Irvine) Courses in the second year of the project
Scientific Inquiry ENV 216: Earth System Science (Mark Potosnak) ENV 230: Global Climate Change (Mark Potosnak) ENV 340: Urban Ecology (Liam Heneghan) GEO 241: Geographic Information Systems I (Julie Hwang) Liberal Studies First Year Program LSP 112 : The Moon (Chris Goedde) Understanding the Past HST 250: Origins of the Second World War (Eugene Beiriger)
HST 221: Early Russia (Brian Boeck) Arts and Literature HAA 130:European art-Pre-history to 20th century (Elena Boeck) Honors Program HON 207: Introduction to Cognitive Science (Bob Rotenberg) Classification of project courses CT category: Design Case description: Compare two games (e.g. Tic-Tac-Toe and 3-to15) to discover that they share the same logical structure
CT Goal: Understand and derive the logical structure of a game, and use it to comment on strategies that may exist for a game. 2 9 4 7 5 3 6
1 8 Author: Josh Jones CT category: Design Case description: Use modularization and automation to create a single blade of grass which is then duplicated to produce a field. Randomization of placement, rotation, scale, and color is used to create an organic look. Students build the interior of a warehouse out of simple polygon primitives using the same techniques
CT Goal: Identify visual patterns in a complex environment or object in order to break it into groups of repetitive components, which are then realized using automation and Author: Julie Hwang CT category: Design Case description: Consider modeling two different landmarks: The Adirondack Mountains and Lake Ontario Represent each using both the vector model (using sets of points or vertices) and raster model (using regular grid cells) Compare and contrast the representations for each type of landmark
CT Goal: Understand the different ways in which spatial entities are abstracted into data and comprehend technical and conceptual challenges with and the utility of spatial data Q&A Contact information Amber Settle [email protected] (312) 362-5324 Ljubomir Perkovi [email protected] (312) 362-8337 Computational Thinking across the Curriculum: Web site: http://compthink.cs.depaul.edu/
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