Progetti coi Dati Aperti per differenti anni e differenti tipi di scuole

secondarie: PROPOSTA DI LAVORO- 2

G. Barbara DemoDip. di Informatica Università di Torino barbara@di.unito.it

Proposta per le superiori con “sistemi informativi” nel quinquennio con parti per il

quinquennio delle superiori senza informatica

Maria Grazia MaffucciFlaviano Monge

Abilitati TFA A042

2IOI 2012

• a lot  of talking of "open data“ on media• medicine and law are the most popular university

careers of general secondary schools students

Thus•open data are of interest for several persons active in different areas

also intersted teachers and students in general sec. schools

•We know different problems in medical environment because we often work with physicians (also works with layers): one of them are databases for their research data and enriching the set of queries against such dbs

What do we propose in general secondary schools?

our PROPOSAL

3IOI 2012

After years attempting to have contacts with teachers in the Lyceum type, i.e. general, of secondary schools we decided to face the Classical branch that is the farthest from sciences in general

some aspects of the humanities, fostered in the Classic Lyceum, help in activities related to cs:-comprehension of a formal language could be easier for students used to lost languages-text analysis-composing sets and/or using first order logic these students are introduced to in maths or in phylosophy

Motivations

• Comprehension of a formal language. Translating from a lost language may appear similar to translating from a formal language used to communicate with a computer.

IOI 2012 4

The proposal:

• Motivation and Introduction – step 1 (2 hours) • Reverse modelling – step 2 (2.5 hours)• From entities and relationships to tables – step 3

(2 hours.5) • Querying tables is composing sets – step 4 (5

hours) • User requirements analysis – step 5 (2.5 hours) • Abstraction levels in db design and in db

management systems – step 6 (4 hours)5ISSEP 2011 - Bratislava

Optional activitiy of hours for 16-17years old students

Esempi di schemi EntitàAssociazioni (EA) da leggere con gli studenti:

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B)

ANIMALS= {(c1, n1), (c2, n2), (c3, n2)}SECTOR= {s1, s2, s3, s4} SPECIES= {S1, S2, S3, S4, S5}IsOf = {(c1, S1), (c2, S1), (c3, S2)}Assigned = {(S1, s1), (S2, s1), (S3, s2),(S4, s3), (S5, s3)}

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Interpretazione dello schema A:

nelle associazioni i valori sono identificatori

NB - s4 non è Assigned, card. min= 0 le specie S3, S4, S5 non sono in IsOf

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B)

Interpretazione dello schema B

Non ci interessa conservare informazioni in rosso:SECTOR= {s1, s2, s3, s4} SPECIES= {S1, S2, S3, S4, S5}IsOf = {(c1, S1), (c2, S1), (c3, S2)}

Assigned = {(S1, s1), (S2, s1), (S3, s2),(S4, s3), (S5, s3) }

ANIMALS= { (c1,n1,S1,s1), (c2,n2,S1 ,s1), (c3,n2,S2,s1) }

IOI 2012 9

B)

Interpretazione dello schema B (continua)

Dobbiamo specificare regole della realtà esternamente al modello:

Assigned = {(S1, s1), (S2, s1), (S3, s2),(S4, s3), (S5, s3)}Cioè: due animali della stessa specie stannno nello stesso

settore[ Regole aziendali ]

ANIMALS= { (c1,n1,S1,s1), (c2,n2,S1 ,s1), (c3,n2,S2,s1) }

Reverse modeling: un altro caso su cui far lavorare gli studenti

IOI 201210

CONTESTS PHASESisIN(1,1) (0,N)

schema A)

phaseType={ ‘S’, ‘R’, ‘N’}*

year

day

CONTESTS year

day

phaseType= { ‘S’, ‘R’, ‘N’} *

whereresponsible

whereresponsible

schema B)

* ‘S’ sta per scolastica o di istituto, ‘R’ per regionale, ‘N’ per nazionale

Caso GARE e FASI

D1. Quale schema esprime la proprietà:• “Ogni anno c’è una unica data in cui si svolgono

tutte le gare di istituto ed una seconda in cui si svolgono le gare regionali “ ?

D2. In quale schema viene espresso il requisito secondo il quale le date vengono decise e registrate nella bd ad una data antecedente quella in cui sono registrate le gare

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Queste letture degli schemiAiutano a capire l’importanza di • Precisione

– ci da la possibilità di evidenziare come progetto (e poi interrogazione) di una bd possano trarre profitto dalle competenze che negli altri licei sono acquisite e sono tra i valori che si considerano caratterizzanti di questo tipo di formazione bisogna arrivare a farla apprezzare un po’ in tutti i tipi di scuole

• rispetto per l’utente e per il contratto che si stringe con lui– lo schema con le regole aziendali è una trascrizione dei requisiti

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Molto importante è il metodo

• Tenere a mente il Manifesto mixing Practice, Technique and Science when approaching CS in secondary schools

• not to be confused with the European Computer Driviling License ECDL where one learns Office-type of tools - In Italy quite popular

• Focusing on how db design and querying a db can profit of competences that in general schools are acquired and are among most valued by students as peculiar of their school-type

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• May 2010 the main national associations of academic computer scientists from Science and Engineering Faculties (CINI , GII, GRIN) published the

“Manifesto sull’Informatica nella riforma della scuola superiore”

• This Manifesto still is the reference for the present efforts to change the way informatics is (not) taught in most Italian schools

• It points out three different, though related, meanings that the word “Informatics” has for people:

1. Operational or pragmatic: the set of all software and hardware objects;

2. technological: the technology that allows to make such objects and make them work (by programming them);

3. cultural: the scientific discipline that is the foundation of such technology and thus makes it possible.

“Manifesto for Informatics in high school”

14IOI 2012

Manifesto for Informatics in schools Operational or Pragmatic : Hardware & software tools to solve

everyday problems

common perception, you must know how to use some/most popular hw devices and sw tools shared by people who say that Informatics is the set of tools to better understand disciplines in school and thus they (proudly) want computers inside classrooms

Technological: knowing systems and languages in order to implement tools technical schools perception

Scientific aspect: Informatics is also the (very old) science on which sw and hw tools (from the middle of the XXieth century) are funded

15ISSEP 2011 - Bratislava

• technical perspective is present in technical schools but mostly only during the three last years of the computer science vocational schools i.e. not for all technical school. Most students in technical secondary school finish knowing only how to use

• pragmatic or operational perspective in all schools optional (ECDL-European Computer driving License for example)

• scientific aspects are only considered by quite a few teachers

Perspectives:

Informatics in Italian Schools

16IOI 2012

good news: “Ministry Indications” for primary and secondary I level schools - appeared in November 2012 – consider the introduction to programming languages optional

• CS is classified as an “a-typical” discipline• Teachers are the main problem because appointed to

teach cs even if have few (or none) competences in cs• The situation is not going to change• In general schools best practices are

elearning with some interesting use of moodle Using sw to better learn traditional disciplines

• in all schools optional (ECDL-European Computer driving License for example)

Informatics in Italian Schools

17IOI 2012

• to change school curricula has always been hard, as already observed by Papert many years ago (Papert, 1997)

• still true nowadays, particularly in informatics, for several reasons:

• among informatics teachers, according to the rules of the reform, many are teachers of other disciplines, without specific competences in the subject

• also the computer science community can hardly compete with much older scientific communities, such as those of mathematics and physics, which have a long tradition in didactic research and a well established and organized presence and curricula in secondary education.

Hard to change school curricula

18IOI 2012

LITERARY-WORK(Title, YearFirstPubl, OriginalLanguage*, Classification)

WORK-AUTHOR(Title, Author)AUTHOR(FamName,Name, Nation)COPY(Title, Where, Language, Publisher*,YearPubl*,

YearBought*, Peculiarities)WHERE(House)ON_LOAN(Title, Where, Date, FamName, Name, Surname,

Tel)La relazione WHERE(House) lists the houses where the

library owner decides to keep each copy of a book

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Usare differenti linguaggi per specificare una stessa domanda

• {C(Title, Where) | L ε LITERARY_WORK } & C ε COPY & (L.OriginalLanguage= ‘Spanish’} &(C.Title=L.Title}&(C.Language= ‘Spanish’}

• ΠTitle,Where((σ(C.Language=’Spanish’)&(L.OriginalLanguage=’Spani

sh’) (COPY|><|(C.Title=L.Title)LITERARY_WORK))

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Use different languages to specify queries

• SELECT C.Title, C.WhereFROM COPY as C, LITERARY_WORK as LWHERE (C.Title=L.Title}&

(L.OriginalLanguage=’Spanish’}& (C.Language=’ Spanish’)

• The Office suite type user interface to a db LibreOfficeor Access

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Evidenziare i differenti livelli di astrazione nel progetto di una bd e nell’architettura dei sistemi di

gestione di bd

described db activities allow us to emphasize one of the important principles of Informatics as a science solving problems by abstraction levels

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Istituti TECNICI, TUTTI, settore economico e tecnologico:• durante il biennio. In molte scuole si propone un programma vicino ai

contenuti dell’ECDL troppo spesso ridotto al saper rispondere alle domande dei test di certificazione

proponiamo attività di sviluppo di un progetto che va a coprire molti degli aspetti necessari per la certificazione

Uso DATI APERTI nelle scuole secondarie di II grado suggerito in particolare in:

23T4T-2013

Istituti TECNICI dove prevista informatica nel triennio:• negli ultimi due anni svolgere il curriculum attuale adottando la tecnica

dello sviluppo di un progetto ma curando maggiormente aspetti di informatica come scienza

• risoluzione di problemi per livelli di astrazione,• proposta di vari formalismi per specificare una stessa soluzione,

domanda,…• esercitando la precisione per esempio nella interpretazione di

modellizzazioni,

ALTRI LICEI: corsi opzionaliproponiamo attività di sviluppo di un progetto che va a coprire molti degli

aspetti necessari per la certificazione

Uso DATI APERTI nelle scuole secondarie di II grado

24T4T-2013

LICEI SCIENTIFICI SCIENZE APPLICATE:• durante Il biennio• negli ultimi due anni beneficiano dello stesso approccio e in piú

attraverso

PROFESSIONALI:• durante il biennio beneficiano dello stesso approccio degli istituti tecnici• Altri anni?

G. Barbara Demo, “A proposal for general secondary schools: Reading data schemas and knowing a query interface”, World Conference on Computers in Education (WCCE) 2013, July 2013, Torun (Polonia)

barbara@di.unito.it

Grazie dell’attenzione ora

edelle osservazioni che vorrete mandarmi