Programme
Programme Rundown & Presentation Schedule (Tentative as of 14 August 2020)
For comprehensive presentation schedule (tentative) with Paper ID, please download (as of 20200814).
International Forums
"International Forum on Professional Development of Teacher for Practicing Computational Thinking Education in K-12"
Panelists:
- Prof. LOOI, Chee-kit (Nanyang Technological University, Singapore)
- Prof. MILRAD, Marcelo (Linnaeus University, Sweden)
- Prof. SHIH, Ju-ling (National Central University, Taiwan)
Moderator:
- Prof. KONG, Siu-cheung (The Education University of Hong Kong, Hong Kong)
Forum Abstract
Teachers play a critical role in the success of every educational initiative, as they are the frontline practitioners who transform the educational beliefs into pedagogical practices for classroom realization. Computational thinking education (CTE) is a growing initiative in K-12 schools over the world, due to the increasing demand of next generation who skillfully apply computational thinking (CT) to solve daily problems in the digitalized society. For the successful implementation of CTE, teachers need to understand well the concepts, practices, and perspectives necessary for CT development; adopt suitable pedagogical frameworks and strategies for CT development in school curricula; and use suitable assessment methods and instruments to track students’ progress and outcome in CT development. These are important focuses in teacher professional development for CTE in K-12. This forum serves a platform for an insightful discussion about these important issues, for better preparing school teachers to effectively practice CTE in K-12.
Forum Language: English
"International Forum on Implementation of Computational Thinking Education in K-12"
Panelists:
- Prof. HUANG, Ronghuai (Beijing Normal University, China)
- Dr. SO, Hyo-Jeong (Ewha Womans University, South Korea)
- Prof. IYER, Sridhar (Indian Institute of Technology Bombay, India)
Moderator:
- Prof. KONG, Siu-cheung (The Education University of Hong Kong, Hong Kong)
Forum Abstract
Computational thinking education (CTE) is an important agenda in K-12 schools in the 21st century, for equipping young students with computational thinking (CT) to meet challenges in the digitalized society. The successful implementation of CTE in K-12 schools needs a holistic plan with coherent strategies in the aspects of curriculum development, teacher development, and parental education. This forum serves as a platform to provide an international perspective on these important aspects for CTE implementation in K-12. Speakers from different countries/regions will share insights of the major practices, existing challenges and future plans for CTE implementation in K-12 schools in their own countries/regions. Discussions will focus on the critical issues for accommodating needs of K-12 schools for suitable curriculum integration to deliver CTE elements across different grades; professional development for teachers to cultivate students’ CT development in school; and educational campaigns for parents to support students’ CT development outside school.
Forum Language: English
Workshop
“Workshop on Learning Analytics for Supporting and Developing Computational Thinking Education”
Instructed by:
- Prof. KONG, Siu-cheung (The Education University of Hong Kong, Hong Kong)
- Dr. LIU, Bowen (The Education University of Hong Kong, Hong Kong)
- Prof. MILRAD, Marcelo (Linnaeus University, Sweden)
- Prof. SPECHT, Marcus (Technical University of Delft, The Netherlands)
Summary
The value of interdisciplinarity is a recurrent issue in the educational settings, and often at the core of the rationale for designing and implementing innovation in education. In the 21st century, Computational Thinking (CT) can be seen as a fundamental competence for all citizens, involving concepts, practices and dispositions regarding user constructions with digital media (Grover & Pea, 2018). Programming is seen in this context as a central feature of CT involving specific concepts, such as conditionals, loops, recursion. Therefore, CT education is usually combined with programming activities. One of the main challenges in assessing knowledge and skills related to CT Education is the need to provide tools that support educators in the evaluation of students´ work, the ideas they create and the code they generate. Methods and tools that allow learners to support themselves are also at the core of these challenges. Educators and engineers have devoted much effort to develop such methods and tools.
Intelligent Tutoring Systems (ITS) in education, and especially programming, can be used to model learner behavior and problem solving in programming environments. In recent years, indicators from Cognitive Psychology, Learning Sciences and Computer Science have been used in interdisciplinary projects to understand the development of CT. In addition to ITS, different Learning Analytics (LA) techniques and tools can be used to check the learning progression of students using performance-based assessment on CT development, and to make sure they get immediately feedback for their CT development. With the development of these educational techniques, patterns and cues in the learning-related data can be extracted for the assessment of computational practices. These techniques enable performance-based assessment of CT development, and make it practical to provide real-time support to learners. In this workshop we will discuss and illustrate some of these ideas and techniques by first defining the core problems in this field, followed by different research efforts that are underway.
Remarks: Participants are recommended to prepare PC, mobile device or tablet for the Workshop.
