Сайт smwiki.mgpu.ru - Энциклопедия вычислительного мышления - развивает инициативу по развитию навыков 21го века в России.
Основой сайта являются материалы книги "Обучение детей программированию:залог развития человеческого капитала в XXI веке. Руководство для российских политиков и практиков в области образования" - (Children Learning to Code Book).
Использование энциклопедии
При подготовке печатной версии книги мы поняли, что её материалы нуждаются в постоянном обновлении. Это касается и образовательных политик в области информационных технологий, учебных сред и образовательных практик формирования навыков вычислительного мышления. В связи с этим мы приняли решения о создании живой версии книги, которая будет обновляться и использоваться в первую очередь учащимися и преподавателями МГПУ, а также учителями Москвы и других город.
Программа «Основы алгоритмизации и программирования»
Программа «Основы алгоритмизации и программирования»
Возможности энциклопедии
В работе вики-площадки используются возможности Semantic MediaWiki и мы можем собирать содержание страниц, формируя запросы к системе. Например, какие среды обучения подходят для возраста 8 лет? #Ask -
- AlgoBlock, Beetle Blocks, Codemoji, Josef, Karel, Kodu, LogoWriter, Pencil Code, Pocket Code, Robo Pro Light, Scratch, Stencyl, Tangible Programming Bricks, Tynker, Лого
Кроме того, здесь действует Scratch разметка и можно собирать визуальные блоки программ:
создать клон [себя самого v]
всегда
если <касается цвета [#999999]?>, то
ЕдимДобычу ::custom
иначе
Поиск ::custom
конец
Среды обучения программированию
Образовательные стандарты
Empowered Learner:: #0000FF C
Empowered Learner
| | Ages |
|---|
| Acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails | |
| Actively seek performance feedback from people | |
| Analyze age-appropriate data | |
| Appropriation (the ability to meaningfully sample and remix media content) | |
| Arranging personnel information into an organizational chart | |
| Articulate personal learning goals, select and manage appropriate technologies to achieve them | |
| Ask questions, suggest solutions, test ideas to solve problems | |
| Become familiar with age-appropriate criteria for evaluating digital content | |
| Begin to transfer their learning to different tools or learning environments | |
| Break a problem into parts and identify ways to solve the problem | |
| Break down problems into smaller parts, identify key information and propose solutions | |
| Break problems into component parts, identify key pieces and use that information to problem solve | |
| Build a network of experts and peers within school policy | |
| Build on the shared vision by collaboratively creating a strategic plan | |
| Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice | |
| Collaborate with a teacher to employ appropriate research techniques to locate digital resources | |
| Communicate complex ideas clearly using various digital tools | |
| Communicate effectively with stakeholders to gather input on the plan | |
| Create digital artifacts to communicate ideas visuall | |
| Create original works and learn strategies for remixing | |
| Create original works or responsibly repurpose other digital resources into new creative works | |
| Cultivate responsible online behavior | |
| Define different types of authority | |
| Demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems | |
| Demonstrate an understanding of how automation works | |
| Demonstrate an understanding of the role an online identity plays in the digital world | |
| Demonstrate an understanding of what personal data is | |
| Demonstrate an understanding of what personal data is and how to keep it private and secure | |
| Demonstrate an understanding that technology is all around them and the importance of keeping their information private | |
| Demonstrate and advocate for an understanding of intellectual property with both print and digital media | |
| Demonstrate and advocate for positive, safe, legal and ethical habits | |
| Demonstrate and encourage respect for intellectual property | |
| Demonstrate perseverance when working to complete a challenging task | |
| Demonstrate perseverance when working with open-ended problems | |
| Determine their role on a team to meet goals, based on their knowledge of technology and content | |
| Develop learning assessments that provide a personalized, actionable view of student progress in real time | |
| Develop learning goals in collaboration with an educator, select the technology tools to achieve them | |
| Develop the skills needed to lead and navigate change | |
| Empower educators to exercise professional agency | |
| Engage education stakeholders in developing and adopting a shared vision for using technology | |
| Engage in a cyclical design process to develop prototypes | |
| Engage in a design process and employ it to generate ideas | |
| Engage in a design process to develop, test and revise prototypes | |
| Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities | |
| Ensure all students have skilled teachers who actively use technology to meet student learning needs | |
| Ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand | |
| Establish partnerships that support the strategic vision, achieve learning priorities and improve operations | |
| Evaluate progress on the strategic plan | |
| Evaluating whether a database contains appropriately current and pertinent information | |
| Explore a variety of teacher-selected tools to organize information | |
Информацию по работе с этой вики можно найти в справочном руководстве.
