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Extending andEvaluating theUse-Mo dify-Create Progression for EngagingY outhinComputationalThinking

FredMartin(mo derator)

UMass Lowell

Lowell,MA,USA

fred_martin@uml.eduIreneLe e

MITSTEP Lab

Cambridge, MA,USA

ialee@mit.eduNicholas Lytle

NC StateUniv ersity

Raleigh, NC,USA

nalytle@ncsu.edu

Sue Sentance

RaspberryPiFoundation

Cambridge, UK

sue@raspberrypi.orgNatalie Lao

MITCSAIL

Cambridge, MA,USA

natalie@mit.edu ABSTRACTThe Use-Modify-Createprogression (UMC)wasconceptualizedin

2011 aftercomparing thepr oductiv eintegrationofcomputational

thinking acrossNationalScience Foundation-funded Innovativ e TechnologyExperiences forStudentsandT eachers(I TEST)pr o- grams. Sincethat time, UMChasbe enwidely promote dasameans to sca?oldstudent learningof computationalthinking (CT) while enabling personalizationandallo wingfor creativeadaptations of pre-existingcomputationalartifacts. Inaddition toUMC"s contin- uedapplication, ithas re centlyb eenutilizedtosca?old student learning intopics asdiv erseas machinelearning,e-textiles, and computer programming.UMChas alsob een applied toinstruc- tional goalsother than"supp ortingstudents inbecoming creators of computationalartifacts. "Thispanelwill re-e xaminethe UMC and whennot, andshar e?ndings onevaluationsand extensions to

UMC thatar eproductiv einnewanddi?erentconte xts.

CCS CONCEPTS

•Socialand professional topics→Computational thinking

K-12e ducation.

KEYWORDS

Use-Modify-Create,ComputationalThinking,Lesson Design

ACMRefer enceFormat:

Lao. 2020.Extending andEvaluating theUse-Mo dify-Create Progr ession for EngagingY outhinComputationalThinking. InThe 51stA CMTechnical Symposiumon ComputerScience Education(SIGCSE "20),Mar ch11-14, 2020, Portland, OR,USA. ACM,Ne wYork,N Y,USA,2 pages.https://doi.org/10.

1145/3328778.3366971

Permission tomake digitalor hard copiesof partorallof thisw orkfor personal or classroomuseis granted withoutfe eprovide dthat copiesarenot madeordistributed for pro?torcommer cialadvantage andthatcopiesb earthis noticeand thefull citation on the?rst page. Copyrightsforthir d-partycomponentsof thisw orkmustbe honored.

For allother uses,contact theo wner/author( s).

SIGCSE "20,Mar ch11-14,2020,Portland, OR,USA

©2020 Copyrightheldby theo wner/author(s).

ACMISBN 978-1-4503-6793-6/20/03.

https://doi.org/10.1145/3328778.33669711 SUMMARY The Use-Modify-Createprogression (UMC)hasbeen widelypro- motedas ameans tosca?old studentengagement incomputational thinking (CT).UMCis based onelements fromExperiential Learn- ing Theory[2], whereinknowle dgeiscreatedthr oughthe trans- formation ofe xperience,andSocialConstructivism[

11], which

positsthat through discussionandcollaboration, studentsconstruct their ownknowle dgefromexperiences thathavep ersonalmeaning to them.UMC hasb een usedtoengagelearnersin progressively deeperCTe xperiences withinrichcomputationalenvironments.In the "Use"stage, learnersareconsumers ofsome oneelse"scr eation. Overtime, inthe"Modify" phase, learnersalter thecomputational artifacts withincr easinglevels ofsophistication.Aslearnersgain skills andcon?dence ,theyar eencouragedto developideas fornew computational artifactsof theiro wndesign thataddressissues of their ownchoosing. Withinthis"Create "stage ,all threekeyasp ects of CT-abstraction,automationand analysis-comeinto play[5]. Initially,UMC wasse ento supportstudents" dev elopmentofCT within threecontexts:computer modelingandsimulation, rob otics, and datascience .Theprogr essionalso supportedstudents"agency and independenceaslearners. Recently ,UMC hasexpandedtone w contexts:computer programming, machinelearning,andcompu- tational sciences.Her e,UMChasbe ene xtended toaccommodate varieddisciplinar ypracticesandinstructional goals. This panelbrings togetherr esearchers whofocusonresear ch and developmentofapproaches toteaching computationalthink- ing tose condaryanduniversitystudents. Thepanelists willshare evidenceof UMC"sp edagogical e?ectivenessandpresent themost promisinge xtensionstoUMCthat have arisenas ar esultofadapt- ing thepr ogressiontonewdisciplinar yconte xts.Thepanelwill engage indiscussion ofthe a?ordances ofand barrierstousingthe pedagogy,andkey insightsto successfulstudentengagementand teacher preparationforimplementing theUMC progr ession.

2 PANELSTRUCTURE

The panelwill open withabriefo ver view bythe moderatordescrib- ing thesession (5minutes). PanelistsLe e, Lytle, Sentance,andLao will eachb egiven12 minutestopr esenttheir resp ectivee xtensions to ande valuationsoftheUMC progr ession.The moderator will facilitate audiencediscussion thatpr obes tensionsandchallenges

encounteredbyteachers andstudents whenapplying UMC.Panel:␣Extending␣and␣Evaluating␣the␣Use-Modify-Create␣Progression␣

3 FREDMARTIN I aman associate deanandprofessor ofcomputer scienceat Univer-

sity ofMassa chusettsLowell. Asaresearcher inK-12CS education, I wasone ofthe creators ofthe UMCprogression. As thepanel moderator,Iwill intro ducethe panelandtheUMCprogr ession recountingsomeof thediscussions thatle dto itsde velopment [5].

4 IRENELEE

Asa resear cheratMIT"sSchellerT eacherEducation Program,I of theUMC progr ession[

5]. Initially,thegoal ofUMC wasto trans-

form learnersfr omuserstocr eatorsof computationalartifacts. Morer ecently,ourgoalshiftedto ward sciencelearning through computer modelingexp eriences.Thisshiftcalledfor anincr eased emphasis onde codinginpairstounco ver theme chanismsemb ed- dedin computermo dels,and theevaluat ion ofthose mechanisms. Tothe UMCpr ogression, weaddanexplicit step,"Deco de" oranaly- for gainsin scienti?cunderstanding through modeling.

5 NICHOLASL YTLE

I ama PhD candidateatNCState University .I have adapted UMC to easeno viceK-12teachers andstudentsintoco dingwithin block- basedenvir onments.Inacomparison study[ 7], middle-gradesci- ence studentsparticipate dinamulti-day activitywher ethe ycr e- ateda Foo d-Websimulationwithmultipleactors(Plants,Bunnies, Foxes).One conditionpr ogrammed alltheactorcodeeach day, while theUMC group insteadusedpr e-builtP lantcode, modi?ed Bunny code,andcreate dFo xcode.Ther esultsshowe dUMCstu- dents reportednospikeindi?culty ov erthe thre edays compared to asigni?cant di?cultyspike inthe control group .T eacherspre- ferredworking intheseUMC-inspire dlessons citingit wasbetter sca?oldedfor studentsand pro vided engagingdi?erentiatedtasks. Wehav eextended ourapproachbyaddinga "Choose "portion[ 8], letting studentse xtendtheirsimulationby addingan actorof their choice.

6 SUESEN TANCE

I developedPRIMMwhileaseniorle cturer incomputer science educationat King"sCollege London.PRIMM (Pre dict,Run, Investi- gate,Mo difyandMake)is anappr oachto structuringpr ogramming lessons thatcounters thepr oblemof noviceswritingpr ograms be- forethe yareable toreadthem, andfo cuseson studentsbeingable to discussho wandwhypr ogramsw orkb eforethey editandwrite their ownprograms. InaPRIMMlesson, studentslo okat ashort programin pairsthen pre dictthe program"soutput.Theythen run the programanddiscuss how similartheir predictionsw ere tothe output. Nextthey investigatetheway theprogramw orksusing a an understandingof thepr ogram,students modifythepr ogramto increaseits functionality, graduallytakingownership .Finally ,the y make theiro wnnewpr ograms,developing designandplanning skills. Aswell asUMC[5], PRIMMdraws onr esearch aroundtrac- ing andr eadingcodebefor ewriting[6], theAbstraction Transition Taxonomy[

1] andthe Block Model[9]. Iwill share ?ndingsfroma

recentmixed-metho dsstudyofthee?ectiv enessof PRIMM[10].

7 NATALIELAO

I aman EECSdo ctoralstudent atMIT. Ile dthe designofandco- instructedMI T"s6.S198:Deep LearningPracticum, asemester-long undergraduate coursecr eatedatMITin Fall2018 thatappliesUMC to teachactionable machinelearning (ML)to novices incomputer gain theability toideate andimplement independent MLpr ojects. First, studentsuse dready-madeML modelswithinfast-r esponse and user-friendlyinterfaces tode velop high-levelintuitionsabout training, testing,and theimp ortanceof data.Then,studentsmanip- ulatedmo delsdirectly tounderstandhowdi?erent archite ctures, Finally,students scope daproblemsuitablefor MLand createdtheir owncapstone MLapplication. To theUMC progressionw eadde d a "Choose"thatengaged studentsin selectingsuitablemachine learning modelsandalgorithms fortheir application.W esaw that the progressionhelped studentsdeepentheirunderstanding ofML concepts andmaster practicalskills thatemp ow ere dthemtocreate meaningful capstonepr ojects[4].

REFERENCES

[1] Quintin Cutts,Sarah Esper ,MarlenaFecho,Stephen R.Foster ,andBethSimon.

2012. TheAbstra ctionTransitionT axonomy:DevelopingDesir edLearningOut-

comes throughtheLens ofSituate dCognition. InProceedingsoftheNinthA nnual International ConferenceonInternational ComputingEducation Research (ICER "12) . ACMPress, NewYork, NY,63-70. https://doi.org/10.1145/2361276.2361290 [2]David Kolb.1984.Experientiallearning: Experience asthesource oflearning and development . Prentice-Hall,Englew oodCli?s,NJ. [3] Natalie Lao,Irene Lee,and HalAbelson.2019.ADe epLearning Practicum: Concepts andPractices forT eachingA ctionableMachineLearningat theTertiary Education Level.InIATED2019Pr oceedings(12thInternationalConferenceof

Education, ResearchandInno vation)

. IATED. [4] Natalie Laoand MIT 6.S198students.2018.MI T6.S198 students"?nal presen- tations. RetrievedAugust27,2019 fromhttp://pe ople.csail.mit.e du/hal/deep- learning-practicum-fall-2018/ [5] IreneLe e,FredMartin, JillDenner,BobCoulter, Walter Allan,Jeri Erickson,Joyce Malyn-Smith, andLinda Werner .2011.ComputationalThinkingforY outhin

Practice.ACMInr oads2, 1(2011), 32-37.

[6] Raymond Lister,Elizabeth S.Adams, SueFitzgerald,WilliamFone ,JohnHamer, Morten Lindholm,and Robert McCartneyetal. 2004.A multi-nationalstudy of readingandtracing skillsin novice programmers . ACMSIGCSEBulletin 4.

119-150 pages.

[7] Nicholas Lytle,Ver onicaCatete,DanielleBoulden,Yihuan Dong,JenniferHouch- ins, AlexandraMilliken,Am yIsvik, DollyBounajim,EricWieb e, andTi?any Barnes. 2019.Use ,Modify, Create:ComparingComputationalThinkingLesson ProgressionsforSTEM Classes.In Proceedingsofthe2019A CMConfer enceon Innovationand Te chnologyinComputerScienceEducation (ITICSE "19) . ACMPress, NewY ork,NY, 395-401.https://doi.org/110.1145/3304221.3319786 [8] Nicholas Lytle,Ver onicaCatete,AmyIsvik,Danielle Boulden,YihuanDong, Eric Wiebe,andTi?anyBarnes. 2019.Fr om"Use "to "Choose ":Sca?olding CT Curriculaand ExploringStudent ChoicesWhile Programming (Practical Report).In Proceedingsofthe14thW orkshopin Primary andSe condaryCom- puting Education(WiPSCE"19) . ACM,New York,NY ,USA,Article18, 6pages. https://doi.org/10.1145/3361721.3362110 [9] Carsten Schulte.2008.Blo ckmo del:Aneducational modelofpr ogramc ompre- hension asa tool forascholarlyappr oachto teaching.In ProceedingsoftheFourth International WorkshoponComputing EducationResear ch(ICER "08) . ACMPress,

NewY ork,NY, 149-160.

[10] Sue Sentance,JaneW aite, andMariaKallia.2019.T eachingcomputer program- ming withPRIMM: aso ciocultural perspective. Computer ScienceEducation 29,

2-3 (2019),136-176.

[11] LevV ygotsky.1978.Mind inso ciety:Thedevelopment ofhigher psychological processes

. HarvardUniversityPr ess,Cambridge,MA. Panel:␣Extending␣and␣Evaluating␣the␣Use-Modify-Create␣Progression␣

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