bridge21 and codeplus oxford june 2016

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TheBridge21&CodePlus Programmes:Challenges&Success’

Presentationtothego_girl symposium,KelloggCollege,Oxford

BrendanTangney

7/June/2016

http://www.slideshare.net/tangney

Trinity CollegeDublin,TheUniversityof Dublin

TheTeams– TAP,CRITE, Bridge21,SchoolofEducation,SchoolofCS&Stats

Cliona Hannon(TAP)

KevinSullivan,JakeByrne,GraceLawlor(Bridge21andCodePlus)

Aibhín Bray,Ciarán Baurer, Lorraine Fisher(Bridge21)

Katriona O'Sullivan,Rónán Smith, SamanthaWilliams,MeganKuster(TA21)

KeithJohnston, JosephRoche, MichaelShevlin,PaulaFlynn(SchoolofEducation)

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Bridge21Supporters– Since2007

Trinity CollegeDublin,TheUniversityof Dublin 4

Year1•Age~13–JuniorCylce

Year2•Age~14–JuniorCycle

Year3•Age~ 15–JuniorCycle•StateExamination – JuniorCertif icate

Year4•Age~16–TransitionYear– flexibiltyincurriculum

Year5•Age~17–SeniorCycle

Year6•Age~ 18–SeniorCylce•HIGH STAKES STATE EXAMINATION•Gradesaresolerequirementforentryto3rd level

IrishContexthttp://www.curriculumonline.ie/Junior-cycle/Short-Courses/Coding

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I- ProgressiontoHigherEducation

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II– Technology&Learning


III- 21stCentury:Skills,Teaching&Learning

DedeC. (2010).ComparingFrameworksfor21stCenturySkills.21stCenturySkills.J.Bellanca andR.Brandt.Bloomington,SolutionTreePress:50-75.

Voogt J.andRoblinN.P.(2012)."Acomparativeanalysisofinternationalframeworksfor21stcenturycompetences:implicationsfornationalcurriculumpolicies."JournalofCurriculumStudies 44(3):299-321.

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IV- TeachingCoding


TeachingCodingisHARD!!!!!

Complex DomainProblemsincludemishandlingcomplexityandmakinggeneralisations(DuBoulay,1986).

MasteringSkillsGroupworking(Othman, Pislaru,& Impes,2014)andpairprogramming(Coman, Robillard, Sillitti,& Succi,2014).

ProceduralKnowledgeProblemsolving(Wulf,2005)tostrengthenunderstanding(Cooper&Cunningham,2010).

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V- WomeninComputer Science

Stereotypes

Context

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Theseareallrelated

CS&STEM

TechnologyEnhancedLearning

21st CenturyLearning


TrinityAccess21Project

Operatingatmultiplelevels

SystemEvidencebase throughpublished researchReports forpolicymakersNetworkingwithpolicymakersandother influencers

Schools

TA21whole schoolchangeBridge21schools

TeachersIntroductiontoBridge21workshopsFreeCSworkshopsAccreditedCPDin21CT&LandCodingInschool“LessonStudy”CPDcycles

Students

Introductoryworkshops toBridge21Advancedactivities, e.g.LanguageLearning,PeerTeaching,CodePlus

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Bridge21Modelof21st CenturyLearning

Conneely C.,GirvanC.,Lawlor J.andTangneyB.(2015)

JohnstonK.,Conneely C.,Murchan D.andTangney B. (2015)

Lawlor J.,Conneely C.andTangney B. (2010)


TheBridge21Modelof21CTeaching&Learning

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Responsibilityforlearning

Teacher Influence

Student responsibility

SelfDirectedStudent

TeacherOrchestrated

Dependent Student

Teacher Lead

TeachingStyle/Student Growth

JohnstonK.,Conneely C.,Murchan D.andTangneyB.(2015)."Enactingkeyskills-basedcurriculainsecondaryeducation:lessonsfromatechnology-mediated,group-basedlearninginitiative."Technology,PedagogyandEducation24(4):423-442.

LawlorJ. ,MarshallK.,andTangneyB.,Bridge21– Exploringthepotentialtofosterintrinsicstudentmotivationthroughateam-based,technologymediatedlearningmodel.Technology,PedagogyandEducation,2015:p.1-20.


EXAMPLE- STEM

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• Brainstorm– everythingyoucandowiththisobject

• BrainstormalltheeventsyoucanfromWWIandplaceonatimeline

• Selectthenamesofthreesoldiersfrom alocalmonument

• Researchusingmultipleprimary&secondarysources

• Preparetotellonestorywithavideoandtwoonpaper– addalloftheinformationtothetimeline

SampleLesson– History- WorldWarI


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SelectedPublicationsI

TheModel1. SullivanS.,MarshallK.,TangneyB.,Teachingwithoutteachers;peerteachingwiththeBridge21model

forcollaborativetechnology-mediatedlearning,JournalofITEducation:InovationinPractice– 2015,(14),63-83.Retrievedfromhttp://www.jite.org/documents/Vol14/JITEv14IIPp063-083Sullivan0919.pdf

2. LawlorJ.,MarshallK.,TangneyB.,Bridge21– Exploringthepotentialtofosterintrinsicstudentmotivationthroughateam-based,technologymediatedlearningmodel,Technology,PedagogyandEducation,2015,p1-20.http://dx.doi.org/10.1080/1475939X.2015.1023828

3. LawlorJ.,ConneelyC.,TangneyB.,Towardsapragmaticmodelforgroup-based,technology-mediated,project-orientedlearning– anoverviewoftheB2Cmodel,Proceedingsofthe2010TechEducaConference,Athens,May,2010,pp602-609.

4. Tangney B.,BrayA.,OldhamE.,RealisticMathematicsEducation,MobileTechnology&TheBridge21ModelFor21stCenturyLearning– APerfectStorm,in MobileLearningandMathematics:Foundations,Design,andCaseStudies,CromptonH.,&TraxlerJ.,(Eds)Routledge,pp96-105.

ComputerProgramming1. Tangney,B.,Oldham,E.,Conneely,C.,Barrett,E.,Lawlor,J.,Pedagogyandprocessesforacomputer

engineeringoutreachworkshop– theB2Cmodel,IEEETransactionsinEducation,2010,vol53no1,pp53-60.

2. Sullivan,K.,Byrne,J.R.,Bresnihan,N.,O'Sullivan,K.&Tangney,T.CodePlus - DesigninganAfterSchoolComputingProgramme forGirls. 45thAnnualConferenceFrontiersinEducation(FIE),21-24October2015ElPaso,USA,pp5.


SelectedPublicationsII

TeacherCSCPD1. Fisher, L.,Byrne, J. R.&Tangney,B.(2015)ExploringTeacher Reactions Towardsa21StCenturyTeaching andLearning

Approach toContinuing ProfessionalDevelopmentProgrammeinComputerScience, 7th InternationalConferenceonComputerSupportedEducation(CSEDU),23 - 25May2015Lisbon,Portugal, pp22-31

2. Byrne, J. R.,Fisher, L. &Tangney,B.(2015)ComputerScience Teacher reactions towardsRaspberryPiContinuingProfessional Development(CPD)workshopsusing theBridge21Model ,10th InternationalConferenceonComputerScience&Education (ICCSE),22-24July2015Cambridge, UK,inpress

3. Byrne, J. R.,Fisher, L. &Tangney,B.(2015)EmpoweringTeachers toTeachComputerScience - Asocial constructivistapproachusing theBridge21Model forCSCPD. ,45thAnnual ConferenceFrontiers inEducation(FIE),21 - 24October2015ElPaso, USA,9pp.

Use inSchools1. Conneely,C.,Girvan,C., Lawlor, J. ,Tangney,B.,AnExploratoryCaseStudyintotheAdaptionof theBridge21Model for

21stCenturyLearningin IrishClassrooms, ineditor(s) Butler, D.,Marshall, K., Leahy,M.,ShapingourFuture:Howthelessons ofthepastcanshapeeducational transformation,Dublin, LiffeyPress.2015,pp348-381.

2. JohnstonK.,ConneelyC.,MurchanD.,TangneyB.,EnactingKeySkills-basedCurricula inSecondaryEducation:LessonsfromaTechnology-mediated,Group-basedLearningInitiative, Technology,PedagogyandEducation, 2014,pp1-20.

3. ConneelyC.,MurchanD.,TangneyB.,&Johnston K.(2013).21CenturyLearning–Teachers’andStudents’ ExperiencesandViewsof theBridge21Approachwithin MainstreamEducation.ProceedingsofSocietyforInformationTechnology &TeacherEducation InternationalConference (SITE),5125-5132.

4. LouiseMerrigan,CarinaGirvan,KevinMarshall andBrendanTangney(2013).TeacherAttitudesToAssessment, AfLand ICTforAssessment inBridge21Schools, CaseStudyReport fortheNCCA, (p51),Dublin:Centre forResearchin ITinEducation,TrinityCollegeDublin.

5. CarinaGirvan,CiaránBauerandBrendanTangney(2013) Integratingthe Bridge21Model for21stCenturyLearninginIrishSecondLevelClassrooms.CaseStudyReport fortheNCCA. (pp.49). Dublin:CentreforResearch in ITinEducation,TrinityCollegeDublin.

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CodePlus:GirlsProgrammingClub


DesignPrinciples

1. Teachingirlsonlysecondaryschools/girl onlycohorts

2. Emphasisethesocialcontext

3. Providerolemodels

4. UsetheBridge21pedagogicalapproach

5. Getateacherintheschooltoco-deliver andtakeownership goingforward

6. Bringbackenthusiastic studentsforanadvancedweek

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TechnicalContent


Delivery Formats

10 weeks at 2 hours per week (afterschool)

4 weeks at 5 hours per week (day long workshops)

1 week (4 day) intensive

Venue: school or TCD

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PreliminaryResearchFindingsYear1– semester1cohort


ResearchQuestions

1. PerceptionsofComputerScienceasacareer

2. PerceivedSelf-EfficacyinComputerScienceandmathematics

QuestionsandScope

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Research Instruments

Questionnaires and Interviews1. Demographic:includingage,schoolgradesandgeneralaccesstotechnology,etc.2. StudyingCS:confidenceandmotivationtostudyCSatthirdlevel.3. PerceptionsofCS&ITasaProfession4. Self-efficacywithCS:modifiedPapastergiou’s self-efficacyscale.5. Mathematics:currentorexpectedperformanceinmathematicsexams.6. Genderperceptions: suitabilityofCSandITprofessionformenandwomen.


InitialResults

An increase in their perception of the salary associated with Computer Science; t (34) = -2.65, p = .012,

Awareness that CS career involved learning programming language from; t (35) = -2.65, p = .012,

CS career involves team work; t (35) = -2.25, p = .030

They were less likely to agree that Computer Science was a degree for geeks; t (34) = 2.24, p = .032

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InitialResults


InitialResults

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CodePlusGraduationDemo–May2016

ScratchandMakey MakeyScratchandKinect

MakingaspeedradargunwithPythonandaPiMakeabear!


“Codeplus wasanamazingcoursethat letusdevelopourcomputerskills,receivemanyopportunities andletusthink aboutourfuture.ItissafetosaythatCodeplus wasoneofmyhighlights ofthis year.”

TYStudent atColáiste Bríde,PresentationSecondarySchool,Clondalkin