Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking

Mapping Intimacies ◽

10.51388/20.500.12265/115 ◽

2021 ◽

Author(s):

Keyword(s):

Subject Matter ◽

Computational Thinking ◽

District Leadership ◽

Iterative Design ◽

Academic Subject ◽

Powerful Learning ◽

Teaching Design

The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design.

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Multidimensional Scaling of Perceived Interests of Three Student Stereotypes

Perceptual and Motor Skills ◽

10.2466/pms.1972.34.2.511 ◽

1972 ◽

Vol 34 (2) ◽

pp. 511-514

Author(s):

Richard W. J. Neufeld

Keyword(s):

Multidimensional Scaling ◽

Subject Matter ◽

Developmental Psychology ◽

Introductory Psychology ◽

Underlying Structure ◽

University Campus ◽

The Third ◽

Academic Subject ◽

Academic Interests

This study was designed to assess the underlying structure of the perception of three hypothetical university-campus stereotypes in terms of their interests in a sample of academic subject matter taken from a course in introductory psychology. Stimuli, 3 of which involved the interests of the hypothetical students and 7 involving the sample of academic interests, were rated in terms of similarity. 3 dimensions, accounting for the majority of variance, were extracted. The first 2 were tentatively designated as “applied-pure” and “theoretical-experimental.” The third seemed specific to interest areas of personality and developmental psychology.

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Introduction to Engineering Through Service-Learning

Volume 4: ASME/IEEE International Conference on Mechatronic and Embedded Systems and Applications and the 19th Reliability, Stress Analysis, and Failure Prevention Conference ◽

10.1115/detc2007-34491 ◽

2007 ◽

Author(s):

David Kazmer ◽

John Duffy ◽

Linda Barrington ◽

Beverly Perna

Keyword(s):

Service Learning ◽

Student Performance ◽

Subject Matter ◽

Learning Experience ◽

Traditional Teaching ◽

Engineering Curriculum ◽

Costs And Benefits ◽

Teaching Evaluations ◽

Academic Subject ◽

Course Offerings

Service-learning (S-L) is the integration of academic subject matter with service to the community in credit-bearing courses. In an engineering context, service-learning provides a project-based experience in which students are presented with real clients and their problems, often of immediate need. This paper reflects on three years of service-learning integrated into a first engineering course with approximately three hundred students per year. The costs and benefits of service-learning to students, faculty, and clients are analyzed through several means including traditional teaching evaluations, blind pre- and post-assessments by students and clients, multi-year institutional data regarding student performance, and others. The results indicate that a majority of students personally believe that the described service-learning project is a valuable experience and should be integrated throughout the engineering curriculum. However, the service-learning experience varied significantly across teams, students, and course offerings.

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Is Practical Theology Possible?

Scottish Journal of Theology ◽

10.1017/s0036930600027988 ◽

1972 ◽

Vol 25 (2) ◽

pp. 217-227 ◽

Cited By ~ 2

Author(s):

Alastair V. Campbell

Keyword(s):

Subject Matter ◽

Practical Theology ◽

Natural Philosophy ◽

Formal Definition ◽

Liberal Theology ◽

Academic Subject ◽

The Subject ◽

Definition Of

Some academic subject matters have a quaintly old-fashioned ring-‘moral sciences’ for example, or ‘natural philosophy’. ‘Practical theology’ has a similar odd sound today. To the theological outsider is must sound remarkably like a contradiction in terms, whilst to the professional theologian it may carry undertones of an unscholarly pragmatism or a tendency towards liberal theology. Yet perhaps the juxtaposition of these two terms is an important one. It may, by its oddity, encourage us to ask the question, ‘Is practical theology possible?’ This would be a question similar to the familiar one about the possibility of metaphysics. It is asking for a formal definition of the subject matter which will meet adequate criteria of meaning, consistency and relationship to other disciplines whose status is not in doubt. In this paper I shall attempt some answers to this question of possibility.

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The Design, Prototyping, and Formative Evaluation of an Assistive Robotic Table (ART) for Stroke Patients

HERD Health Environments Research & Design Journal ◽

10.1177/1937586716687802 ◽

2017 ◽

Vol 10 (3) ◽

pp. 152-169

Author(s):

Anthony L. Threatt ◽

Jessica Merino ◽

Johnell O. Brooks ◽

Stan Healy ◽

Constance Truesdail ◽

...

Keyword(s):

Subject Matter ◽

Formative Evaluation ◽

Evaluation Process ◽

Successful Implementation ◽

Subject Matter Experts ◽

Iterative Design ◽

Future Design ◽

Rehabilitation Hospital ◽

Healthcare It ◽

Assistive Robotic

Objective: This article presents the results of an exploratory study in which 14 healthcare subject matter experts (H-SMEs) in addition to four research and design subject matter experts (RD-SMEs) at a regional rehabilitation hospital engaged in a series of complementary, participatory activities in order to design an assistive robotic table (ART). Background: As designers, human factor experts, and healthcare professionals continue to work to integrate assistive human–robot technologies in healthcare, it is imperative to understand how the technology affects patient care from clinicians’ perspectives. Method: Fourteen clinical H-SMEs rated a subset of conceptual ART design ideas; participated in the iterative design process of ART; and evaluated a final cardboard prototype, the rehabilitation hospital’s current over-the-bed table (OBT), an ART built with true materials, and two therapy surface prototypes. Four RD-SMEs conducted a heuristic evaluation on the ART built with true materials. Data were analyzed by frequency and content analysis. Results: The results include a design and prototype for the next generation ART and a pneumatically controlled therapy surface, a broadened list of specifications for the future design and implementation of assistive robotic furniture, and final observations. Conclusion: When compared to the rehabilitation hospital’s current OBT, the developed ART in this study was successful. Designing novel features is dependent upon ensuring patient safety. The inclusion of clinicians in the participatory iterative design and evaluation process and the use of personas provided a broadened list of specifications for the successful implementation of assistive robotic furniture.

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Computational Thinking as Subject Matter

10.4324/9781003102991-5 ◽

2021 ◽

pp. 73-89

Author(s):

Morten Tannert ◽

Rasmus Fink Lorentzen ◽

Ulf Dalvad Berthelsen

Keyword(s):

Subject Matter ◽

Computational Thinking

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Computational Thinking in Music Courses: How to Get Artsy Types to Start Thinking like Geeks and Vice Versa

Computational Thinking in Sound ◽

10.1093/oso/9780199826179.003.0006 ◽

2014 ◽

Author(s):

Gena R. Greher ◽

Jesse M. Heines

Keyword(s):

Computer Science ◽

Human Behavior ◽

Subject Matter ◽

Computational Thinking ◽

Random Processes ◽

Alternative Possibilities ◽

Thought Processes ◽

Analytical Skills ◽

Computer Scientists ◽

Interdisciplinary Course

When we began to develop our interdisciplinary course in computing+ music, which we call Sound Thinking, we made the deliberate decision that computational thinking would be the foundation upon which all of our projects would be based. But what exactly do we mean when we refer to “computational thinking” (CT) and what might it look like in practice? Jeannette Wing coined this term in 2006 to characterize analytical thought processes that are subject-matter independent. She wrote: . . . Computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science. Computational thinking includes a range of mental tools that reflect the breadth of the field of computer science. While the “mental tools” of which Wing speaks may originate in—or at least be most visible in—computer science, she stresses that “computational thinking is a fundamental skill for everyone, not just for computer scientists.” We wholeheartedly agree. Too often we see students attack problems in a hodgepodge manner, devoid of planning, hoping that trial and error will eventually lead them to a solution. When they are lucky enough to arrive at a desired result through random processes, students too often fail to understand or appreciate why a particular approach worked. This makes it impossible for them to generalize the approach and apply it to related problems. Analytical skills are the essence of computational thinking. What’s more, we feel that these skills are just as important to music and other arts majors as they are to computer science majors. Both groups are hampered by habit, which limits their abilities to imagine alternative possibilities. By getting students from disparate disciplines to work together, or at least by getting students to look at things from the perspective of someone whose discipline is different from their own, we aim to break the bonds of those habits and help students learn to think analytically.

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Creative Learning in Education

The Palgrave Handbook of Positive Education ◽

10.1007/978-3-030-64537-3_19 ◽

2021 ◽

pp. 473-491

Author(s):

Ronald A. Beghetto

Keyword(s):

Subject Matter ◽

Learning Opportunities ◽

Specific Form ◽

Creative Expression ◽

Academic Learning ◽

Positive Education ◽

Future Directions ◽

Academic Subject ◽

Creative Learning ◽

Important Form

AbstractCreative learning in schools represents a specific form of learning that involves creative expression in the context of academic learning. Opportunities for students to engage in creative learning can range from smaller scale curricular experiences that benefit their own and others’ learning to larger scale initiatives that can make positive and lasting contributions to the learning and lives of people in and beyond the walls of classrooms and schools. In this way, efforts aimed at supporting creative learning represent an important form of positive education. The purpose of this chapter is to introduce and discuss the co-constitutive factors involved in creative learning. The chapter opens by clarifying the nature of creative learning and then discusses interrelated roles played by students, teachers, academic subject matter, uncertainty, and context in creative learning. The chapter closes by outlining future directions for research on creative learning and positive education.

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The characteristics of action research in music education

British Journal of Music Education ◽

10.1017/s0265051708008115 ◽

2008 ◽

Vol 25 (3) ◽

pp. 283-313 ◽

Cited By ~ 16

Author(s):

Tim Cain

Keyword(s):

Data Analysis ◽

Action Research ◽

Music Education ◽

Subject Matter ◽

Social Transformation ◽

Research Literature ◽

Review Article ◽

Research Projects ◽

High Quality ◽

Powerful Learning

This review article discusses the use of action research in music education and its potential for producing knowledge and improving practice. The discussion is situated in an analysis of action research studies in music education. The review demonstrates that action research in music education focuses on a wide variety of subject matter, integrates research and action, is collaborative, grounded in a body of existing knowledge, and leads to powerful learning for the participants. However, few action research projects are cyclical, deal with aspects of social transformation, or broad historical, political or ideological contexts, and there is little focus on reflexivity. The review suggests that, in order to undertake high-quality action research, researchers need a good understanding of action research, a focused use of research literature and a defensible position with regard to data analysis and the generation of trustworthy findings.

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ISLAM INKLUSIF DALAM KURIKULUM PENDIDIKAN AGAMA ISLAM SLTA

Jurnal Penelitian Agama ◽

10.24090/jpa.v16i2.2015.pp180-198 ◽

2015 ◽

Vol 16 (2) ◽

pp. 180-198

Author(s):

M Ajib Hermawan

Keyword(s):

High School ◽

Subject Matter ◽

School Curriculum ◽

Islamic Education ◽

High School Curriculum ◽

Academic Subject

Abstract: The results of this study indicate that the curriculum of Islamic education that is applied in the high school has actually accommodate and integrate an inclusive paradigm of Islam, though in some aspects there are still parts that show the truth of Islam dogmatism which tend to be proprietary. Moreover, the existence of inclusive Islamic discourse contained in PAl in high school curriculum can be seen through some of the themes material on subjects PAI discussion. By following the path-based studies it is seen that an academic subject matter aqidah as a basis for the development has space for integrating Islam inclusive leaming by relating PAI material of al-Qur'an. More concrete fom is the material in which the discussion about the morality of commendable and despicable behavior has the possibility to introduce inclusive Islamic discourse. Meanwhile, for the matter of jurisprudence and history is generaly limited by the discussion tend to be proprietary. Keywords: Inclusive Islam, PAI high school curriculum.

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