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Agenda
Introducing the Digital Technologies Curriculum
The three Ways Of Thinking
Computational Thinking
Design Thinking
Systems Thinking
Summary and questions
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N
What is Digital Technologies?
● Not just ICT.
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N
What is Digital Technologies?
● A learning area for F-10.
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N
Digital Technologies vs ICT
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N
bit.ly/VCAAposter
Posters from the
Victorian Curriculum and
Assessment Authority (VCAA)digitaltechnologieshub.edu.au/teachers/australian-curriculum
Posters and videos at
Digital Technologies Hub
Access from the VCAA website.
Digital Technologies vs ICT
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N
aca.edu.au/resources/dt-vs-ict-cards
Card activity from
Australian Computing Academy
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N
victoriancurriculum.vcaa.vic.edu.au
/technologies/digital-technologiesaustraliancurriculum.edu.au
/f-10-curriculum/technologies
/digital-technologies
POLL and DISCUSSION
Which Way of Thinking do you know the most about?
or Which is most used at your school?
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C
Computational Thinking
The steps for making an algorithmic solution to a
problem.
"Coming up with a solution that a computer could carry
out."
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C
Computational Thinking 1
● Decomposition
○ Breaking down a complex problem or system into smaller, more manageable parts
○ Related Vocabulary: deconstruct, reimagine, divide,
reorganise
■ Analogy of completing a puzzle
■ We create a list of smaller jobs to do as we are
working on a puzzle. We work in different sections,
then connecting the smaller areas.11
C
Computational Thinking 2
● Pattern Recognition
○ When you look for recurring themes, similarities which
lead to predictions or short cuts
○ Related Vocabulary: group, identify, name, sort
■ Look for pieces of the style that will fit that puzzle
piece
■ Look for similar colours
12
C
Computational Thinking 3
● Abstraction
○ Focusing on the important information only, ignoring irrelevant detail
○ Related Vocabulary: Represent, refocus, generalise
decomplexify
■ Completing the puzzle at the beginning we start on
the border. We only look for flat edge pieces.
13
C
Computational Thinking 4
● Algorithm Design
○ Developing a step-by-step solution to the problem, or the rules to follow to solve the problem
○ Related Vocabulary: sequence, code, flowchart
■ What is the process you take to complete a puzzle?
What actions/ steps are repeated?
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C
Primary Years exampleC
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Secondary Years exampleN
Number guessing game
● Make notes - break down the problem
● Do a flowchart or pseudocode - plan out the
algorithm, look for patterns and do abstraction
● Code - use a General Purpose Language
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● User thinks of a number between 1 and 100.
● Computer takes a guess.
● User types 'lower' or 'higher'.
● Computer keeps guessing until it gets the right number.
What does the computer need to keep in memory?
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Display “Think of a number...”● User thinks of a number
between 1 and 100.
● Computer takes a guess.
● User types 'lower' or 'higher'.
● Computer keeps guessing until it gets the right number.
What does the computer need to keep in memory?
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Display “Think of a number...”bottom ← 0top ← 100
● User thinks of a number between 1 and 100.
● Computer takes a guess.
● User types 'lower' or 'higher'.
● Computer keeps guessing until it gets the right number.
What does the computer need to keep in memory?
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Display “Think of a number...”bottom ← 0top ← 100REPEAT forever
guess ← average of bottom and topDisplay “Is it “, guess, “?”
END REPEAT
● User thinks of a number between 1 and 100.
● Computer takes a guess.
● User types 'lower' or 'higher'.
● Computer keeps guessing until it gets the right number.
What does the computer need to keep in memory?
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Display “Think of a number...”bottom ← 0top ← 100REPEAT forever
guess ← average of bottom and topDisplay “Is it “, guess, “?”response ← user inputIf response = 'lower'
top← guessELSE
bottom ← guessEND IF
END REPEAT
● User thinks of a number between 1 and 100.
● Computer takes a guess.
● User types 'lower' or 'higher'.
● Computer keeps guessing until it gets the right number.
What does the computer need to keep in memory?
The final program might look like:
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N
repl.it/@NathanAlison/NumberGuessingGame
It's also about data!
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N
pudding.cool/2017/08/screen-direction
More resourcesN
● Bebras Computational Thinking challenges
● Coding
○ Tangible: eg. Beebot, Osmo
○ Visual: eg. Scratch, code.org, Grok Learning
○ General Purpose: eg. Python, JavaScript
○ Electronics and robotics: eg. micro:bit, Lego, Vex
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bit.ly/3wayslinks
WORD CLOUD
What is your key takeaway for Computational Thinking?
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N
Design Thinking
Employing a creative process to
understand a problem or opportunity,
then imagine and design a solution.
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N
Stanford d.school Design Thinking Process
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C
CC-BY-NC-SA 4.0 Hasso Plattner Institute of Design at Stanford University
Stanford d.school Design Thinking Process
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C
CC-BY-NC-SA 4.0 Hasso Plattner Institute of Design at Stanford University
EMPAT
HIZE
Develop an
understanding
of the
challenge
Who is my target
audience?
Stanford d.school Design Thinking Process
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C
CC-BY-NC-SA 4.0 Hasso Plattner Institute of Design at Stanford University
EMPAT
HIZE
DEFINE
Develop an
understanding
of the
challenge
Clearly
articulate the
problem you
want to solve
Who is my target
audience?
What problem am
I solving?
Stanford d.school Design Thinking Process
31
C
CC-BY-NC-SA 4.0 Hasso Plattner Institute of Design at Stanford University
EMPAT
HIZE
DEFINE
IDEATE
Develop an
understanding
of the
challenge
Clearly
articulate the
problem you
want to solve
Who is my target
audience?
What problem am
I solving?
Brainstorm
potential
solutions;
select and
develop your
solution.
How many solutions
can I come up with?
Stanford d.school Design Thinking Process
32
C
CC-BY-NC-SA 4.0 Hasso Plattner Institute of Design at Stanford University
EMPAT
HIZE
DEFINE
IDEATE
PROTO
TYPEDevelop an
understanding
of the
challenge
Clearly
articulate the
problem you
want to solve
Who is my target
audience?
What problem am
I solving?
Brainstorm
potential
solutions;
select and
develop your
solution.
How many solutions
can I come up with?
Design a
prototype (or
series of
prototypes)
to test all or
part of your
solution
What materials can I
Use to create a
prototype?
Stanford d.school Design Thinking Process
33
C
CC-BY-NC-SA 4.0 Hasso Plattner Institute of Design at Stanford University
EMPAT
HIZE
DEFINE
IDEATE
PROTO
TYPE
TEST
Develop an
understanding
of the
challenge
Clearly
articulate the
problem you
want to solve
Brainstorm
potential
solutions;
select and
develop your
solution.
Engage in a
continuous
short-cycle
innovation
process to
continually
improive your
design
Design a
prototype (or
series of
prototypes)
to test all or
part of your
solution
Who is my target
audience?
What problem am
I solving?
How many solutions
can I come up with?
What materials can I
Use to create a
prototype?
What improvements
can be made?
Primary Years ExampleC
● Design an app to keep you healthy.
● Incorporated into a Health Unit.
● Year 5 and 6 Curriculum Focus.
● Students had already investigated
different ways to stay healthy.
● Students chose one of the ways then
designed to help their needs.
● Examples: mental health app, sprinting
app, buddy app etc.
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Problem Solving Methodology
● Analyse
● Design
● Develop
● Evaluate
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N
Problem Solving Methodology
● Analyse○ What is the problem or need? For whom? In what environment?
○ What are the goals and scope of the solution?
● Design
● Develop
● Evaluate
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N
Problem Solving Methodology
● Analyse○ What is the problem or need? For whom? In what environment?
○ What are the goals and scope of the solution?
● Design○ What is the solution? How will it work? How will it be used?
○ How will I know that the solution solved the problem or need?
● Develop
● Evaluate
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N
Problem Solving Methodology
● Analyse○ What is the problem or need? For whom? In what environment?
○ What are the goals and scope of the solution?
● Design○ What is the solution? How will it work? How will it be used?
○ How will I know that the solution solved the problem or need?
● Develop○ Making, coding, testing.
● Evaluate
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N
Problem Solving Methodology
● Analyse○ What is the problem or need? For whom? In what environment?
○ What are the goals and scope of the solution?
● Design○ What is the solution? How will it work? How will it be used?
○ How will I know that the solution solved the problem or need?
● Develop○ Making, coding, testing.
● Evaluate○ How well did the solution solve the problem or need?
○ What are the impacts?
Planning /
project
management
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Secondary Years exampleN
● Physical tech project with the BBC micro:bit.
Physical Tech from Go to WHOA! (Alison and Dedic, 2019)
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sites.google.com/dltv.vic.edu.au/physicaltech
OPEN QUESTION
● Come up with a How Might We? Question.
POINTS OF VIEW:
Jim is tired of tidying away Lego that his daughter
Patti constantly leaves on the floor.
Patti is frustrated that her dad keeps dumping all her
Lego bricks in one big box.
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CC
-BY
-NC
-SA
4.0
Ha
sso
Pla
ttn
er
Inst
itu
te o
f D
esi
gn
at
Sta
nfo
rd U
niv
ers
ity
More resourcesN
● Other design methodologies to consider:
○ British Design Council's "Double Diamond"
○ IDEO's Human Centred Design approach
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bit.ly/3wayslinks
List the functions of your
smartphone (ie. the things it
can do).
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Now list the hardware and
software components in the
smartphone.
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Systems Thinking
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"Big picture" thinking: connections and dependencies.
image CC-BY-SA Luca Fornasari (Wikimedia Commons)
NExamples of Systems Thinking problems
● Bringing in a new online system at a school:
○ How to get student accounts to integrate?
○ Will it work on the hardware?
○ What about security?
● Ecology and biology - food webs, the human body
○ What happens if an organism is removed from the system?
○ What happens if a foreign organism is added?
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● Climate change science
○ The atmosphere is part of a very complex system!
○ Positive / negative feedback loops
● COVID-19
○ Job losses can make for more job losses
○ Economy and epidemiology aren't so separate...
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NExamples of Systems Thinking problems
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"You think, because you understand 'one',
that you must therefore understand 'two'
because one and one make two.
But you forget that you must also understand 'and'."
- Sufi teaching
More resourcesN
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bit.ly/3wayslinks
from Systems Thinking Design Pack, CC-BY-NC-SA Institute of Play
Thank you!
Questions?
52
