iac

Vedere de Ansamblu asupra Cursului (Course Overview)

Repere (Landmarks)

IAC vs. CS(C)L vs. TET/TEL vs Digital Pedagogy*

TRAD. vs. TRAD. RO vs. MODERN vs. MODERN RO¹…

Quo vadis?

• redefinire de roluri, obiective, metode, tehnici, instrumente, etc.

1. exista arealuri unde ne putem decupla de restul lumii si sa fim originiali, si exista arealuri unde fie asta nu e posibil (si nici dezirabil) sau pe care nu le controlam in niciun fel

Paradigme Educationale

Overview. Intro & Guiding Questions

• Ce este o paradigma?
• Ce este o teorie?
• Ce sunt modelele?
• Ce este o ipoteza?

Overview. Intro & Guiding Questions (cont)

• De ce sunt necesare (in viata de zi-cu-zi si in stiinta)?
• Ce produc/ofera? // Care sunt caracteristicile

R:

• reduc incertitudine/nesiguranta + complexitate greu de gestionat
• ofera ghidaj, directie + standardizare de limbaj, metode, tehnici, instrumente, etc.

Overview. Intro & Guiding Questions (cont)

De ce sunt necesare in educatie (cu atat mai mult) “acum”?

R:

• A: (1) disolutie axiologica (criza valorilor) + (2) criza de sens (criza semnificatiei) vezi incl. post-truth, fake news, etc.
• B: (1) schimbari tehnologice rapide si fara precedent (ex. AI) + (2) schimbari sociale rapide (ex. pandemie, razboi, etc.)

Overview. Analiza si Reflectie

Sunt paradigmele actuale

A: suficiente pentru a oferi:

1. explicatii si

2. predictii

B: valide si eficiente?

Constructivism

Caracteristici

• cunoasterea este construita activ de cel care invata, nu receptionata pasiv din mediu ¹.
• cunoasterea este intotdeauna personala si subiectiva, nu obiectiva si universala (in sensul de “adevar absolut”)².

1. knowledge is actively constructed by the learner, not passively received from the environment

2. knowledge is always personal and subjective, not objective and universal

Conexionism

Caracteristici

• cunoasterea este interconectata si distribuita in comunitati de invatare, nu localizata (topografic) in mintea individului¹.
• invatarea este un proces de relationare/conectare si partajare de informatii, nu de achizitie pasiva si stocare².

1. knowledge is networked and distributed across a community of learners, not located in the mind of an individual

2. learning is a process of connecting and sharing information, not acquiring and storing it

Analiza si Reflectie

Reluati caracteristicile celor doua paradigme (constructivism si conexionism):

• cunoasterea este construita activ de cel care invata, nu receptionata pasiv din mediu.
• cunoasterea este intotdeauna personala si subiectiva, nu obiectiva si universala (in sensul de “adevar absolut”).
• cunoasterea este interconectata si distribuita in comunitati de invatare, nu localizata (topografic) in mintea individului.
• invatarea este un proces de relationare/conectare si partajare de informatii, nu de achizitie pasiva si stocare.

Analizati ce implicatii au aceste caracteristici pentru procesul de invatare si predare.

Computational Thinking / Gandirea Computationala

Overview

o noua si foarte activa orientare educationala

dar, nu toata lumea e de acord

• “thinking like a computer scientist” …

Cei trei A (3A)

• Abstraction / Abstractizarea
  • problem formulation / formularea problemei
• Automation / Automatizarea
  • solution expression / exprimarea solutiei
• Analysis / Analiza
  • solution execution and evaluation / implementarea (executarea solutiei) si evaluarea

Cei trei A (3A)

The three As

sursa: (“Computational Thinking” 2022)

Caracteristicile CT

• decompozitia (decomposition)
• identificarea regularitatilor (pattern recognition)
• reprezentarea datelor (data representation)
• generalizarea/abstractizarea (generalization/abstraction)
• algoritmii/gandirea procedurala (algorithms)
  • 4R (Reading, wRiting, aRithmetic)

Cei patru C (4C)

patru competente fundamentale in sec 21.

• Comunicare
• Gandire Critica
• Colaborare
• Creativitate

si … al 5-lea

• Computational Thinking
  • evaluarea/analiza logica, patternurile/regularitatile, automatizarea, generalizarea

Fundamente teoretice

• scaffolding (vygotsky)
  • computer affordances
  • simulation and experimentation

• connectivism (connectivism)
  • peer learning
  • interacive learning
  • communities of learning

Critici

• “Computational chauvinism”¹
• “reshuffling and rebranding” of old concepts²

1. live with/in your times

2. if it works, if it’s useful, and it’s slang

MOOCs

• de ce ?!

R:

• adaptat la nevoile si asteptarile studentilor (ex. flexibilitate, accesibilitate, etc.)
• adaptat la piata muncii

• cine o mai face ?!

R:

• toti cei care conteaza in domeniu (ex. Harvard, MIT, etc.)

UX & UI in Education

• go beyond usability
• understand (!!) affordances
• be authentic educational content creators

AI. Ethics & Governance

• so far, most attempts to regulate failed miserably.
• why?

R:

• no one really and fully understands all technological, moral/ethical, economical, etc. aspects

• no actual communities (no meeting of the minds)

• private interests (e.g., greed, power, control, etc.)

• business and economic pressure to move ahead as fast as possible (e.g., “move fast and break things”)

can we do without AI in education?

• everyone must take a stance on this issue and live with it.

• my take is: no, we can’t do without AI in education.

resurse selectate

• Tedre and Denning (2016)
• “The 5th ‘C’ of 21st Century Skills? Try Computational Thinking (Not Coding) - EdSurge News” (2018)
• Repenning, Basawapatna, and Escherle (2016)
• “What Is Computational Thinking? - Introduction to Computational Thinking - KS3 Computer Science Revision” (n.d.)
• Wing (2008)
• Denning and Tedre (2021)
• “Computational Thinking” (2022)

“Computational Thinking.” 2022. Wikipedia, October. https://en.wikipedia.org/w/index.php?title=Computational\_thinking\&oldid=1117687224.

Denning, Peter J., and Matti Tedre. 2021. “Computational Thinking: A Disciplinary Perspective.” Informatics in Education, July. https://doi.org/10.15388/infedu.2021.21.

Repenning, Alexander, Ashok Basawapatna, and Nora Escherle. 2016. Computational Thinking Tools. https://doi.org/10.1109/VLHCC.2016.7739688.

Tedre, Matti, and Peter J. Denning. 2016. “The Long Quest for Computational Thinking.” In Proceedings of the 16th Koli Calling International Conference on Computing Education Research, 120–29. Koli Finland: ACM. https://doi.org/10.1145/2999541.2999542.

“The 5th ‘C’ of 21st Century Skills? Try Computational Thinking (Not Coding) - EdSurge News.” 2018. EdSurge. https://www.edsurge.com/news/2018-02-25-the-5th-c-of-21st-century-skills-try-computational-thinking-not-coding.

“What Is Computational Thinking? - Introduction to Computational Thinking - KS3 Computer Science Revision.” n.d. BBC Bitesize. Accessed December 7, 2022. https://www.bbc.co.uk/bitesize/guides/zp92mp3/revision/1.

Wing, Jeannette M. 2008. “Computational Thinking and Thinking about Computing.” Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 366 (1881): 3717–25. https://doi.org/10.1098/rsta.2008.0118.