Computing Education
A.Y. 2020/2021
Learning objectives
The course provides practical and useful tools for teaching informatics as a scientific discipline, as well as opportunities to review and analyze in depth its basic concepts.
Students will be involved in workshops designed in order to explore an informatics theme and will be able to first-hand experience the application of active and cooperatives teaching techniques.
The course is primarily addressed to students who already have an undergraduate degree in informatics, or with a good knowledge on the subject . The participation of teachers from schools of all levels is welcome, even in the absence of a specific training in informatics, as they will be able to actively contribute to the class due to their experience in the field.
Students will be involved in workshops designed in order to explore an informatics theme and will be able to first-hand experience the application of active and cooperatives teaching techniques.
The course is primarily addressed to students who already have an undergraduate degree in informatics, or with a good knowledge on the subject . The participation of teachers from schools of all levels is welcome, even in the absence of a specific training in informatics, as they will be able to actively contribute to the class due to their experience in the field.
Expected learning outcomes
Students will be able to reproduce all workshops proposed during the course, adapting their content with reference to the age of learners and evaluating the effectiveness of their work.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
The course will be given on-line.
Course syllabus
The course consist of three modules, as detailed below.
1 - Computer programming education
- syntactic, conceptual, and strategic knowledge
- students' misconceptions
- program comprehension
- goals and plans, iteration plans, variable roles
- plan composition for aggregate tasks
2. - Constructivist approach to computing education
- Learning: elements from the theoretical framework
- Methodologies, strategies, and tools for constructivist education (team work, learning styles and strategies, problem-based learning, active learning, metacognitive reflection, active listening, teacher as facilitator)
- Repository of unplugged and computer-based activities about fundamental topics in computing (information representation, concept of algorithm, algorithmic thinking, introductory programming, analysis of algorithms)
3. Competency oriented education in informatics
- EQF and competency oriented design
- Quality dimensions for a teaching unit: design, planning, assessment
- Algomotricity
- Learning goals (knowledge, skills, competencies) relative to computing topics
- Computational thinking
- Competencies' assessment, rubrics, authentic tasks
- Design and planning of teaching units
1 - Computer programming education
- syntactic, conceptual, and strategic knowledge
- students' misconceptions
- program comprehension
- goals and plans, iteration plans, variable roles
- plan composition for aggregate tasks
2. - Constructivist approach to computing education
- Learning: elements from the theoretical framework
- Methodologies, strategies, and tools for constructivist education (team work, learning styles and strategies, problem-based learning, active learning, metacognitive reflection, active listening, teacher as facilitator)
- Repository of unplugged and computer-based activities about fundamental topics in computing (information representation, concept of algorithm, algorithmic thinking, introductory programming, analysis of algorithms)
3. Competency oriented education in informatics
- EQF and competency oriented design
- Quality dimensions for a teaching unit: design, planning, assessment
- Algomotricity
- Learning goals (knowledge, skills, competencies) relative to computing topics
- Computational thinking
- Competencies' assessment, rubrics, authentic tasks
- Design and planning of teaching units
Prerequisites for admission
The course is targeted mainly to students with a bachelor in CS or a related discipline with a good knowledge of CS fundamentals.
Teachers are also welcome, even without a formal education in computing; they can contribute with their classroom experience.
Teachers are also welcome, even without a formal education in computing; they can contribute with their classroom experience.
Teaching methods
Active learning methods, small working groups. Attendance is strongly recommended.
Teaching Resources
Course webpage: https://mameli.docenti.di.unimi.it/didainfo
Textbook: Guide to Teaching Computer Science. An Activity-Based Approach. Autori: Orit Hazzan, Tami Lapidot, Noa Ragonis. Springer 2014.
Attending students will also receive slides and worksheet for the activities and related papers.
Recordings of frontal lessons and other video material will be made available.
Textbook: Guide to Teaching Computer Science. An Activity-Based Approach. Autori: Orit Hazzan, Tami Lapidot, Noa Ragonis. Springer 2014.
Attending students will also receive slides and worksheet for the activities and related papers.
Recordings of frontal lessons and other video material will be made available.
Assessment methods and Criteria
The exam consists of a written test, lasting two hours, followed by an oral test.
In the written test, students will be asked to answer open-ended questions that require to analyze some teaching activities and to discuss their characteristics. The evaluation, expressed as pass/fail, is based on the level of mastery of the topics, the clarity, and the language skills.
The oral test, which is accessed after passing the written test, is based on the discussion of the written test answers. Its evaluation, expressed on a scale between 0 and 30, takes into account the level of mastery of the topics, the clarity of exposition, and the correct use of language.
In the written test, students will be asked to answer open-ended questions that require to analyze some teaching activities and to discuss their characteristics. The evaluation, expressed as pass/fail, is based on the level of mastery of the topics, the clarity, and the language skills.
The oral test, which is accessed after passing the written test, is based on the discussion of the written test answers. Its evaluation, expressed on a scale between 0 and 30, takes into account the level of mastery of the topics, the clarity of exposition, and the correct use of language.
INF/01 - INFORMATICS - University credits: 6
Lessons: 48 hours
Professors:
Lonati Violetta, Morpurgo Anna Chiara Giovanna
Professor(s)