Course Description
Teach Computational Thinking, EDS 124BR
TITLE: Teaching Computational Thinking for Everyone
Examine issues in computing education (e.g., access and equity). Conceptual and skill development with core programming concepts (flow of control, abstraction, algorithms) using a novice programming framework. Computer science teaching and assessment methods for deep understanding.
Key Information
Credit: 4 quarter units /
2.67 semester units credit
UC San Diego, EDS
Course Credit:
Upon successful completion, all online courses offered through cross-enrollment provide UC unit credit. Some courses are approved for GE, major preparation and/or, major credit or can be used as a substitute for a course at your campus.If "unit credit" is listed by your campus, consult your department, academic adviser or Student Affairs division to inquire about the petition process for more than unit credit for the course.
UC Berkeley:
Unit Credit
UC Davis:
Unit Credit
UC Irvine:
Unit Credit
UC Los Angeles:
Unit Credit
UC Merced:
Upper Division Unit Credit (see your Academic Advisor)
UC Riverside:
General Education: Upper Division EDUC Elective units
UC San Diego:
General Education: Revelle - one course towards Social Science (no major overlap); Warren - May be counted depending on major/PofC/AS, Transfer students may use for UD noncontiguous GE depending on major; Sixth - Refer to GE list
Major Requirement: For Cognitive Science majors, EDS 124BR is an approved upper-division general elective or Design and Interaction specialization elective (letter grade of C- or better)
UC San Francisco:
Unit Credit
UC Santa Barbara:
General Education: This course will apply to Area D automatically upon completion
UC Santa Cruz:
Unit Credit
Prerequisites
No course prerequisites. Junior or Senior standing required.
Course Fees
None.
More About The Course
The course will cover the learning and teaching of core programming concepts including:
-sequences
-iteration and conditional iteration
-selection (ifs)
-variables
-events
-abstraction/methods/parameters
-lists
All topics will be taught using novel, and cognitively scaffolded methods (focussing on low cognitive load scaffolded knowledge construction -- you aren't just told "go write a program").
No textbook is required.
You will also learn about common difficulties students have and there will be a pedagogy and equity section every 2 weeks with topics including: pair/buddy programming, peer instruction, culturally relevant teaching, the state of K-12 CS education/standards, managing an equitable lab classroom, interdisciplinary standards alignments.
As an online course built to support constructive and interactive learning, it is VERY different from the "lecture/lab/homework" model. Each week is 8-10 hours of engagement. Every item is laid out in advance with a time estimate. You will be engaging each week with the following types of activities:
-Short video lectures (3-15 min)
-Interactive scaffolded programming
-"Code along" exercises
-Reflections on what is challenging in learning various concepts
-Creating a classroom resource
-Exploring and critiquing freely available curricular resources (e.g. http://code.org, http://pencilcode.net/).
Course Creators
Elizabeth Simon
Dr. Beth Simon is a Teaching Professor in the Department of Education Studies. Her research interests lie in the areas of computing education and online and technology-enhanced teaching.
Beth is involved in development of high school computing curriculum and the training and community needs of K-12 teachers wanting to bring computing education opportunities to their students. Recently, Beth co-chaired the California Department of Education's Computer Science Standards Advisory Committee defining the K-12 standards for CS learning in California. Previously, Beth designed an inaugural pilot of the new Advanced Placement Computer Science Principals course. She also studied the impacts of evidence-based active learning practices (e.g., Peer Instruction) on student outcomes in higher education, student conceptions of computing concepts, and novice computing students’ self-efficacy.
For 11 years, Beth served as a Teaching Professor in the Computer Science and Engineering Department. She has also been the Director of UCSD's Center for Teaching Development and is currently the UCSD Faculty Advisor for Digital Learning in the Teaching + Learning Commons.
Dr. Beth Simon is a Teaching Professor in the Department of Education Studies. Her research interests lie in the areas of computing education and online and technology-enhanced teaching. Beth is involved in development of high school computing curriculum and the training and community needs of K-12 teachers wanting to bring computing education opportunities to their students. Recently, ...Dr. Beth Simon is a Teaching Professor in the Department of Education Studies. Her research interests lie in the areas of computing education and online and technology-enhanced teaching.
Beth is involved in development of high school computing curriculum and the training and community needs of K-12 teachers wanting to bring computing education opportunities to their students. Recently, Beth co-chaired the California Department of Education's Computer Science Standards Advisory Committee defining the K-12 standards for CS learning in California. Previously, Beth designed an inaugural pilot of the new Advanced Placement Computer Science Principals course. She also studied the impacts of evidence-based active learning practices (e.g., Peer Instruction) on student outcomes in higher education, student conceptions of computing concepts, and novice computing students’ self-efficacy.
For 11 years, Beth served as a Teaching Professor in the Computer Science and Engineering Department. She has also been the Director of UCSD's Center for Teaching Development and is currently the UCSD Faculty Advisor for Digital Learning in the Teaching + Learning Commons.
Amy Eguchi
Dr. Amy Eguchi is an Assistant Teaching Professor in the Department of Education Studies at University of California San Diego..
Amy possesses a wealth of experience as a teacher and leader in technologically enhanced education to promote students’ STEM+C (computing) learning, with particular focus on educational robotics, computer science (CS) education and AI in K12. Her professional background and experience focuses on providing better STEM+C learning opportunities for all students including underprivileged and female students. Her research and projects focus on enhancing student learning with a transdisciplinary approach using various technologies including educational robotics and digital fabrication tools.
Amy takes part in the AI for K-12 initiative, jointly sponsored by AAAI and CSTA, as an advisory group member, working collaboratively with K-12 classroom teachers teaching CS who also took part in the development of the 2017 CSTA standards.
Dr. Amy Eguchi is an Assistant Teaching Professor in the Department of Education Studies at University of California San Diego.. Amy possesses a wealth of experience as a teacher and leader in technologically enhanced education to promote students’ STEM+C (computing) learning, with particular focus on educational robotics, computer science (CS) education and AI in K12. Her professional ...Dr. Amy Eguchi is an Assistant Teaching Professor in the Department of Education Studies at University of California San Diego..
Amy possesses a wealth of experience as a teacher and leader in technologically enhanced education to promote students’ STEM+C (computing) learning, with particular focus on educational robotics, computer science (CS) education and AI in K12. Her professional background and experience focuses on providing better STEM+C learning opportunities for all students including underprivileged and female students. Her research and projects focus on enhancing student learning with a transdisciplinary approach using various technologies including educational robotics and digital fabrication tools.
Amy takes part in the AI for K-12 initiative, jointly sponsored by AAAI and CSTA, as an advisory group member, working collaboratively with K-12 classroom teachers teaching CS who also took part in the development of the 2017 CSTA standards.
