Mind Lab - Week 5 - Digital - Computational Thinking

Here we are programming a person. We had to give directions for one member of the
team to walk around the table. We had to take into account starting point (GPS coordinates)
stride length (measured and so made standard) Direction (compass points) to ensure
that any person would get the same results.




Then we had to use a loop to create a dance. We created a dance of 2 claps, 2 stamps
2 jumps, 2 swirls, 2 seconds of spaghetti and 2 seconds of the wiggles. We put this
sequence into a repeat and when through the whole process twice.



The above two examples are of computational thinking that does not require a computer.


I did not exhibit a growth mindset during this process as I did not want to share my
programming. I wanted to create my own shapes by myself.

However for the second project 2 other people joined me. We still used my computer
and my programming. They were able to spot bugs and offer ideas and solutions,
although not always welcome ones .








We looked at the 8 Progress Outcomes in the new digital curriculum and thought about
the activities we had done so far this evening,


The Digital Passport I have already completed the first two sections. It is an excellent resource and I need to work on the other sections when time allows.

After class: Consider how the new digital curriculum might link to your Digital 1 innovation - 
might this affect how you lead the implementation of your innovation?

Looking at the progress outcomes, digital curriculum, curriculum level 3 - In authentic contexts and taking account of end-users, students decompose problems into step-by-step instructions to create algorithms for computer programs. They use logical thinking to predict the behaviour of the programs, and they understand that there can be more than one algorithm for the same problem. They develop and debug simple programs that use inputs, outputs, sequence and iteration (repeating part of the algorithm with a loop). They understand that digital devices store data using just two states represented by binary digits (bits).

The first part of this Progress Outcome is to create algorithms for computer programs. This could be create something in scratch. An important statement is 'authentic contexts', 'taking account of end-users', The logical thinking will come in as they make the algorithm. Understanding that there can be more than one algorithm - seeing that another person in class may tackle the problem in a different way but may get the same outcome.

An easy way in could be to create art in scratch. This could be something we then display at the Arts exhibition.

The other important part of the progress outcome is the introduction of binary digits. The exemplar suggests using binary digits as a code to create messages. I wonder if we could create some codes that visitors to our arts exhibition can try to decode.

Binary Code could be put along side sign language in the literacy program.
The algorithm activity could be integrated into the literacy program by using scratch to create a literacy/earthquake quiz that keeps track of the points scored. This would be in keeping with our Digital 1 innovation.

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