|
|
|
||
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
|
|
||
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (29.02.2024)
The course starts on Wednesday Feb 21 at 16:00 to 17:30: Lesson 1 21 Feb 2024 at 16:00 to 17:30 in R442 Lesson 2 6 March 2024 at 16:00 to 17:30 in R442 Lesson 3 20 March 2024 at 16:00 to 17:30 in R442 Lesson 4 3 April 2024 at 16:00 to 17:30 in R442 Lesson 5 17 April 2024 at 16:00 to 17:30 in R442 Lesson 6 2 May 2024 at 16:00 to 17:30 in R442 Defence of projects - on May 2024 The teaching will also be based on online support in Moodle https://moodle.it.pedf.cuni.cz/course/view.php?id=2112. The link and access to the moodle will be announced to the course participants during the first lesson of the course. |
|
||
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
ACM (2017) Informatics Education in Europe: Are We All In The Same Boat? http://dx.doi.org/10.1145/3106077 BAKER, T., SMITH, L., ANISSA, N. (2019) Educ-AI-tion Rebooted? Exploring the future of artificial intelligence in schools and colleges. NESTA. BECKER, B.A. (2017) Artificial Intelligence in Education: What is it, Where is it Now, Where is it Going? In: Ireland’s Yearbook of Education 2017-2018, pp. 42-46. (Themes), 2017. Education Matters. Full source available here: http://educationmatters.ie/download-irelands-yearbookeducation/ BENTLEY, P.J., BRUNDAGE, M., HÄGGSTRÖM, O., METZINGER, T. (2018) Should we fear the future of artificial intelligence? European Parliament Research Service. BERS, M.U. (2020) Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom, 2nd ed.; Routledge: London, UK, 2020. Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K. (2016). Developing computational thinking in compulsory education – Implications for policy and practice; EUR 28295 EN; doi:10.2791/792158 CARR, N. (2014) The Glass Cage. Automation and Us. WW Norton. CHEN, G., SHEN, J., BARTH-COHEN, L., JIANG, S. (2017) Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. In Computers & Education, 109, pp. 162-175. COM(2020) 66 final. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the regions. A European strategy for data. CONNOLLY, R. (2020) Why computing belongs within the social sciences. Communications of the ACM, 63(8), August 2020, pp 54–59. https://doi.org/10.1145/3383444 CURZON, P. et al. (2014) Developing computational thinking in the classroom: a framework. CAS, 2014. CURZON, P. (2015) Computing Without Computers. A Gentle Introduction to Computer Programming, Data Structures and Algorithms. Version 0.15. DEDE, G., HAMON, R., JUNKLEWITZ, H., NAYDENOV, R., MALATRAS, A. AND SANCHEZ, I. (2021) Cybersecurity challenges in the uptake of artificial intelligence in autonomous driving. Publications Office of the European Union, Luxembourg, 2021, ISBN 978-92-76-28646-2, doi:10.2760/551271, JRC122440. DENNING, P.J. (2017) Remaining Trouble Spots with Computational Thinking. In: COMMUNICATIONS OF THE ACM, JUNE 2017, 60(6), pp. 33-39. GOODE, J., MARGOLIS, J. (2011) Exploring Computer Science: A Case Study of School Reform. ACM Transactions on Computing Education, July 2011, 11(2), 2. HUMPHREYS, S. et al. (2015) Computational thinking. A guide for teachers. CAS, 2015. IOANNIDOU, A., BENNETT, V., REPENNING, A., KOH, K.H. (2011) Computational Thinking Patterns. Annual Meeting of the American Educational Research Association (AERA), Section 7: Technology Research symposium “Merging Human Creativity and the Power of Technology: Computational Thinking in the K-12 Classroom”, 2011. LUCKIN, R., HOLMES, W., GRIFFITHS, M. & FORCIER, L. B. (2016). Intelligence Unleashed. An argument for AI in Education. London: Pearson. KAFAI, Y.B., BURKE, Q. (2013) The social turn in K-12 programming. In Proceeding of the 44th ACM Technical Symposium on Computer Science Educatio-SIGCSE’13, Denver, CO, USA, 6–9 March 2013; pp. 603–608. KARPIŃSKI Z., Di PIETRO G., MUÑOZ J.C., BIAGI F. et al. () Digital Education Action Plan 2021-2027. Resetting education and training for the digital age. Summary of the Open Public Consultation. JRC EC. NEUFEIND, M., O´REILLY, J., RANFT, F. (Eds.) Work In The Digital Age. NOVAK, J.D., CAÑAS, A.J. (2008) The Theory Underlying Concept Maps and How to Construct and Use Them. In: Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida, Institute for Human and Machine Cognition, 2008. Available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf OECD (2016a) Skills for a Digital World: 2016 Ministerial Meeting on the Digital Economy, OECD Digital Economy Paper 250, Paris: OECD Publishing. OECD (2016b) Skills for a Digital World: Policy Brief on the Future of Work, Paris: OECD Publishing. PAPERT, S. (1993) Mindstorms. Children, Computers, And Powerful Ideas. Basic Books, 1980, 1993. PUGNALI, A., SULLIVAN, A., & BERS, M. U. (2017) The impact of user interface on young children’s computational thinking. Journal of Information Technology Education: Innovations in Practice, 16, 171-193. Retrieved from http://www.informingscience.org/Publications/3768 RESNICK, M. (2017) Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers and Play; The MIT Press: Cambridge, MA, USA, 2017. SULLIVAN, A., BERS, M.U. (2018) Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. Int J Technol Des Educ (2018) 28, pp.325–346. https://doi.org/10.1007/s10798-017-9397-0 TUOMI, I. (2018) The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future, Eds. Cabrera, M., Vuorikari, R & Punie, Y., EUR 29442 EN, Publications Office of the European Union, Luxembourg, 2018, ISBN 978-92-79-97257-7, doi:10.2760/12297, JRC113226. VEE, A. (2017) Coding Literacy: How Computer Programming Is Changing Writing; The MIT Press: Cambridge, MA, USA, 2017. WING, J.M. (2006) Computational thinking. Commun. ACM 2006, 49, 33–35.
publications written by I. Kalaš, V. Dagiéne, G. Futschek, R. Millwood, M. Resnick, U. Wilensky, E. Sendova, etc. YouTube with S. Papert, J. Piaget, M. Resnick etc.
WWW: SCUnplugged. https://csunplugged.org/en/ Teaching London Computing. https://teachinglondoncomputing.org/ Computer Science for Fun. cs4fn.org/teachers/ A Europe fit for the digital age. https://ec.europa.eu/info/strategy/priorities-2019-2024/europe-fit-digital-age_en Scratch. https://scratch.mit.edu/ Bebras. https://www.bebras.org/ Linda Liukas. lindaliukas.com |
|
||
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
1. Aktivní účast na lekcích. 2. Zpracování vlastního projektu s využitím robotické hračky nebo platformy pro edukační programování. 3. Prezentace a obhajoba vlastního projektu. |
|
||
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.01.2022)
Lekce 1: Myšlenky Seymoura Paperta Lekce 2: Logovská kultura Lekce 3: Strategie digitálního vzdělávání. AI a vzdělávání Lekce 4: Úlohy bez počítače (CSUnglugged, Bebras) Lekce 5: Tvůrčí aktivity s vybranými platformami pro edukační programování (Scratch aj.) Lekce 6: Tvůrčí aktivity s vybranými robotickými hračkami (ozobot, aj.) Lekce 7: Prezentace závěrečných projektů účastníků kurzu |
|
||
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
1. Aktivní účast na lekcích. 2. Zpracování vlastního projektu s využitím robotické hračky nebo platformy pro edukační programování. |
|
||
Poslední úprava: doc. RNDr. Miroslava Černochová, CSc. (14.07.2021)
Kurz bude probíhat čistě on-line formou. Lekce (semináře a interaktivní přednášky) budou organizovány prostřednictvím platformy ZOOM. Studijní materiály budou sdíleny a diskusní fóra a učební aktivity budou probíhat v moodle kurzu. Závěrečný projekt budou účastníci kurzu řešit individuálně nebo v týmové spolupráci. Prezentace projektů se uskuteční prostřednictvím ZOOM. |