Wednesday 17th April, 2013
2:10pm to 2:50pm
The creating-to-discover strategy is extended by the use of environments that assist us in externalizing our thinking. This externalizing our thinking is very much the role behind UX design
practices to enable the communication and sharing of ideas and requirements. Making explicit our thinking can potentially accelerate innovation by using external artifacts to represent our ideas. So as well as creating a new technology to support and exchange learning and social needs within an education setting the designer, creator, or innovator can potentially learn more deeply about process of problem solving and computational thinking.
Within the computational thinking paradigm collaborative exchanges and teamwork are also encouraged illustrating the benefits and power of problem solving in teams and the opportunity to communicate our ideas. Creating-to-discover collaboratively enables exploring problems creatively by benefiting from each other’s knowledge.
The creating-to-discover strategy is used to help students to develop their computational thinking skills through identifying the problem space and thinking about how to design solutions. The process involves storyboarding, role playing (filming – acting out) and creating different abstractions and understanding of the problem space. This process involves the designing of a “prototype” user experience using wireframe tools where the students are all able to share and collaborate ideas and designs.
Learning outcomes using UX thinking and design ideas:
- Computational thinking skills in action through UX design:
The whole process from problem solving to design to development to re-thinking
- Experience of using a snap shot of industry process “from problem solving to practice”
- Practice of taking ideas to visual prototype phase
- The comparative visual creation with behind the scenes of machine representation
Dr. Patricia Charlton is a researcher on artificial intelligence, cognitive science and technology enhanced learning. She is the author of several papers on artificial intelligence, education,
ubiquitous computing and intelligent context-aware designs. She has received a number of standards and invention awards for her contribution to the field of computer science research. She has taught both undergraduate and postgraduate computer science and artificial intelligence courses. Before coming to the London Knowledge Lab Patricia worked at Motorola leading the Semantic Personal Services Technology Group providing innovative user centered solutions. She has led many international computer science and technology research projects. More recently she
has designed and evaluated an intelligent framework to assist in supporting the teaching community in using theory and practice and the advances in technology in the creation, sharing and use
of Learning Designs. This was initially focused on the higher education community but it is now a tool used in many learning contexts to help professionals in designing and using both online
and face-to-face teaching activities. She is currently working with lecturers, teachers, students, researchers and industry to bring a broader understanding of the importance in how and why to teach and learn about computational thinking, computer science and technology enhanced learning.
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