Experience from implementing health care informatics in Denmark.
International experience in informatics curriculum development
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Transcript of International experience in informatics curriculum development
International experience in informatics curriculum developmentMart Laanpere, PhD, senior researcher in the Institute of Informatics, Tallinn University
Moldova CEED II project on Informatics curriculum development :: Chisinau, July 23-24 2014
Estonia: facts & figures
Population: 1,29 million
NATO (2003), EU (2004), Schengenzone (2007), EURO currency (2011)
520 K-12 schools, 14 000 teachers
Strong ICT sector: 13% of yearly national export 4% of employees Highest average salary across sectors Skype, Playtech, Nortal, Regio, TransferWise
IT in schools:Estonian Juku
computers
PCs for schools,Informatics = programming
1986
Tiger Leap Foundation, 1st strategy
1993
Internet arrives Estonia
1st national curriculum
19971989
Graduated teachers’ college, teacher of maths
School principal, informatics
curriculum team
MSc in Holland,teaching in university
Pers
onal
timel
ine
Nati
onal
stra
tegi
esBa
ck-
grou
nd
Teachers portal
2nd strategy: TigerLeap +
Intel TTF
1998
E-university, IT Foundation
2002
2nd national curriculum,
no informatics
Boom in Estonian IT
industry
20042001
Teaching IT in teacher ed, MA
Educ. multimedia
Chairman of informatics
curriculum team
Researcher, international
projects
ECDLarrives Estonia
3rd strategy: Learning Tiger
TLF strategy, SITES, PISA
2006
Strategy of lifelong
learning 2020
2010
EstWin project
3rd national curriculum
20132008
International research projects
Koolielu portal, MA EdTech, OER,
Dippler
PhD, informatics projects in Serbia
ITL, ICT cluster
Curriculum: key concepts
Bobbitt (1918): curriculum is the range of experiences (directed and undirected), concerned with unfolding of the abilities of learners
Curriculum: plans made for guiding the learning (in the form of documents), together with their actualisation in classrooms, as experienced by learners and seen by observers
Not everything that is written in curriculum document is supported by resources (time, teachers, textbooks), taught, assessed and, eventually, learned
The types of curriculum
Written curriculum
Supported curriculum
Taught curriculum
Tested curriculum
Intended curriculumRecommended
curriculum
Learned curriculum
Hidden curriculum
Curriculum rationales
Rational-linear rationale (Tyler, Taba 1949): experts are setting goals, selecting and sequencing learning experiences, planning assessment
Naturalistic-deliberative rationale (Schwab, Walker): dialogical and iterative process of moving towards consensus involving various stakeholders and alternative proposals
Artistic rationale (Eisner): curriculum is never finalised, the best curriculum is born after teaching, teacher is a creative professional
Artis
t P
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cian
Eng
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r
Discussion
Define curriculum in the context of current CEED II project
Should we try to achieve the perfect match between written and taught curriculum? Why?
What is the ultimate impact of the changes in the informatics curriculum in case of the most optimistic scenario?
Becoming a school subject
Goodson describes traditional view: dominant (economic or academic) groups exercise control over presumably subordinate groups in the definition of school knowledge
Examples from Estonia: mathematics exam, driving schools
Some school subjects reflect academic disciplines, some have preceded their parent disciplines (Layton: the case of science as a subject in UK, Goodson: the case of geography)
The most powerful academic and professional communities are medical and juridical: no such school subjects
Informatics is not a separate school subject in many countries
Informatics as a separate subject
ICT is integrated into other subjects
Both
Curriculum does not target any computing/ICT competencies
Data is missing
Source: Eurydice 2004
Informatics in K-9 school curricula Informatics in upper-secondary curricula
Discussion
What could be the reasoning behind excluding informatics subject form school curricula in so many countries?
How could it affect the economy and higher education in these countries?
Body of knowledge in school informatics
Three alternative sources/communities/vocabularies: Computer science: academic discipline in university
(programming, algorithms, data structures, networks, architectures, and computational thinking skills)
ICT skills/Digital Literacy: universal ICT application skills at the future workplace (ECDL: office software, internet)
E-learning: ICT as a pedagogical tool for teaching and learning different subjects (presentations, Web publishing, digital creativity, online collaboration)
Each of these have both advantages and disadvantages – could you name some?
Computing in UK schools
Until 2012: ICT as an optional subject and cross-curricular theme, programming only extra-curricular (600 Coding Clubs)
Computing at School initiative (2013) with central thesis: Computer science is a proper, rigorous school subject discipline, on a par with mathematics or chemistry, that every child should learn from primary school onwards.
GCSE in computing piloted 2010-2012, now available for all
2013: CS included in English Baccalaureate
2014: CS included in the new national curriculum, see http://www.computingatschool.org.uk
School informatics in France
Until 2001, most of the schools taught ICT skills as integrated into other subjects; the Ministry introduced B2i (Informatics & Internet Certificate) that states required competences for each grade level
2012: the new course for Grade 12, “Informatique et Sciences du Numerique” (ISN), which is one of the four choices in the Science strand (students in Technology strand can also take it)
ISN concept in 4 thematic areas: data representation, algorithms, languages and programming, and computer architecture
Programming: no specific language requirements (has to be free), most schools use Python or Java (through Java’s Cool)
Project-based learning, projects are assessed as a part of national exam
School informatics in Italy
Most of the schools teach only ICT application skills (ECDL), as there is shortage of qualified teachers and no interest among students & parents towards computer science
Informatics is a compulsory course only in the Scientific Lyceum, focused on Applied Sciences (32000 pupils learn it 2 hours per week for 5 years).
In addition, Mathematics course in all the Lyceum schools in the first two years should also include “Elements of informatics”: concept of algorithm and algorithmic strategies to solve simple problems, concepts of computable function, decidability.
Germany
Informatics is an optional subject in upper-secondary schools, which can be taken in addition (not as substitution) of other Science subject; 20% of students in Grade10 and 10% in Grades 11-12 take this course
Contents: Object Oriented Modelling (including programming), Entity-Relationship-Modelling, Automata, Algorithmic Modelling, Functional Modelling (optional), Rule-Based Modelling (optional), Formal Languages, Computer-Human-Interaction, Privacy, Security, Computer Architecture, Computability, (Practical) Efficiency, and Societal Issues.
Recent initiative: GI computer science standards for Grades 5-9
Computer Science in schools of USA
High level of heterogeneity, most schools teach digital literacy integrated to other subjects, instead of CS as a separate subject
CSTA K-12 Computer Science Standards (2011), based on ACM Model
AP course “Computer Science” focuses narrowly on Java programming (until 1999: Pascal, 1999-2003: C++), 31 000 students passed this course in 2013
New AP course “Computer Science: Principles” (launches in 2016) has a broader focus on computational thinking rather than merely on programming (see http://www.csprinciples.org); built on 6 Computational Thinking Practices: Analyzing the Effects of Computation, Creating Computational Artifacts, Using Abstractions & Models, Analyzing Problems & Artifacts, Communicating Processes and Results, Working Effectively In Teams
School informatics in Russia
Federal Education Standard: http://www.standart.edu.ru
Computing in Swedish schools
Grades 1 – 9 curriculum includes digital literacy topics such as “the flow of information”, how to use digital technology, and to develop critical thinking about the information available on the Internet
In upper secondary school computing courses (incl courses on programming) are elective for all students.
IT-related courses are mandatory in few of the 18 programmes offered by upper secondary schools: the Technology Programme has one orientation “Information and media
technology”, which offers courses in computer communication, programming, digital media, web development, and computers and ICT;
the Electricity and Energy Programme has one orientation “Computers and ICT”, with no requirements of programming
Conclusions
Computer science is confused with media literacy and ICT
Too much change: pendulum moved from computer science to ICT, now it is heading back – schools are resisting change
Insufficient quantity and quality of teachers
Many constraints from national curriculum framework, which makes good examples hard to transfer to other country
Students do not like traditional/theoretical approach
Next: how school informatics in three Baltic countries went completely different directions after 1991
Some Rights Reserved
This work is licensed under the Creative Commons Attribution Share Alike 3.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.
The photo on the title slide comes from Flickr.com user Michael Surran