KEYCIT - Key Competencies in Informatics and ICT

July 1-4, 2014 Potsdam, Germany

All photos by Karla Fritze

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Invited lectures

Competence Modelling and Measurement in Computer Science Education Johannes Magenheim, Univ. of Paderborn, Germany Sigrid Schubert, Univ. of Siegen, Germany Abstract: As a result of the Bologna reform of educational systems in Europe the outcome orientation of learning processes, competence-oriented descriptions of the curricula and competence-oriented assessment procedures became standard also in Computer Science Education (CSE). The following keynote addresses important issues of shaping a CSE competence model especially in the area of object-oriented informatics system modeling and system comprehension. Objectives and research methodology of the MoKoM-project are explained. Firstly, the CSE competence model was derived based on theoretical concepts and then secondly the model was empirically examined and refined using expert interviews. Furthermore, the paper depicts the development and examination of a competence measurement instrument which was derived from the competence model. Therefore, the instrument was applied to a large sample of students at the gymnasium´s upper class level. Subsequently, efforts to develop a competence level model based on the retrieved empirical results and on expert ratings are presented. Finally, further demands on research on competence modelling will be outlined. Further information: here Johannes Magenheim is a professor for "Didactics of Informatics" at the department of computer science at the University of Paderborn (since 1998). His primary areas of research and teaching are Didactics of Informatics, E-Learning and Computer Supported Co-operative Learning. He is member of the steering committee of the Working Group "E-learning" of the German Society for Informatics (GI), German National Representative in the International Federation for Information Processing (IFIP) Technical Committee 3 "Education" and member of the IFIP Working Groups 3.1 "Informatics and digital technologies in School Education?" and 3.3 "Research on Education Applications of Information Technologies". Since 1979 Sigrid Schubert has taught informatics in secondary, vocational and higher education. She has been professor of "Didactics of Informatics and E-Learning" (Universities Siegen and Dortmund, Germany) since 1998. Her research interests are Informatics Teacher Education and E-Learning. She is Fellow of the German Society for Informatics (GI), member of the Technical Committee 3 "Education" of the International Federation for Information Processing (IFIP) and chair of the IFIP Working Group 3.1 "Informatics and digital technologies in School Education".

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Unplugged Computational Thinking for Fun Paul Curzon, Queen Mary University of London, United Kingdom Abstract: Computational thinking is a fundamental skill set that students supposedly learn by studying Informatics and ICT. We will explore how its core ideas can be introduced in an inspiring and integrated way to both school teachers and children using cs4fn ?Computer Science for Fun? stories combined with unplugged activities, games and magic tricks. We will also argue that understanding people is an important part of computational thinking. The talk will show that computational thinking can be fun for everyone when taught in kinaesthetic ways away from technology. Further information: Paul´s homepage cs4fn: www.cs4fn.org Teaching London Computing: www.teachinglondoncomputing.org CHI+MED: www.chi-med.ac.uk Paul Curzon is a Professor of Computer Science at Queen Mary University of London, interested in inspirational ways of teaching computing and computational thinking. He runs cs4fn (Computer Science for Fun), which enthuses students about interdisciplinary computer science worldwide through offbeat stories about research. His "Teaching London Computing" project develops fun resources for computing teachers. He was made a UK National Teaching Fellow in 2010 in recognition of his excellence in teaching and outreach. He also leads research in the area of human error and interaction design such as on safer medical devices through the "CHI+MED" project. It provides the basis for his focus on the human side of computational thinking.

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Programming at Pre-primary and Primary Levels: The Pipeline Can Start That Early Ivan Kalaš, Comenius Univ. Bratislava, Slovakia Abstract: In my keynote, I will summarize experiences accumulated in our group in developing software interfaces for young and very young children to sustain the development of their computational thinking and problem solving skills. Our deep engagement in this field results from two intertwined facts: first, we believe that computational thinking supported through educational programming is a valid contribution to the general primary and secondary education for all - not because we want to attract young people into university Computer Science programmes, but because it constitutes an important part of so-called skills for the 21st century learning. Second, in our department, we are for more than 20 years involved in designing national curricula for Informatics, and during all that time we are developing new pedagogies - and software interfaces, which would be developmentally appropriate and yet would mediate the potential of programming to education. In 2008, we managed to establish Informatics as a mandatory subject in Slovakia for every primary student (after establishing it in 2005 at the lower secondary level and in 1985 at the upper secondary level). Since the beginning of that process, we have considered programming to be the substance of the subject. Therefore, we have applied so-called design-based research to better understand what are the fundamental cognitive operations of such programming for young and very young children and what are appropriate cognitive requirements. I will present some of our findings and conclusions resulting from that research and development, which we are trying to exploit in developing our new pedagogy of early educational programming. Further information: here Ivan Kalaš is a professor of Informatics Education. For more than 20 years, he concentrates on developing Informatics (Computing) curricula for preschool, primary and secondary stages, developing textbooks and other teaching/learning materials for Informatics and ICT in education. Ivan is also interested in strategies for developing digital literacy of future and in-service teachers and enhancing learning processes through digital technologies. Ivan works at the Department of Informatics Education, Comenius University, Bratislava where he leads educational research and doctoral school in the field of Technology Enhanced Learning. Ivan is co-author of several educational software environments for children, which have dozens of localizations throughout the world and are being used in thousands of schools. Since 2008, Ivan is a member of the International Advisory Board of the Microsoft Partners in Learning programme. Since 2009, he is a member of the Governing Board of the UNESCO Institute for Information Technologies in Education. In 2010, Ivan conducted an analytical study for UNESCO titled Recognizing the potential of ICT in early childhood education. Since 2013, he is a visiting professor of the Institute of Education, London.