Open peer commentary on the article “Creativity in Solving Short Tasks for Learning Computational Thinking” by Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė. Abstract: Computational thinking (CT) skills are nowadays strongly advocated for educational institutions at all levels. CT refers broadly to skills of thinking about the world from a computational perspective, however, not necessarily referring to programming skills in particular. There is still a lack of consensus about what CT means, and how CT should be taught. This open peer commentary briefly discusses some ongoing trends of CT in response to the target article, which reports development, field testing and piloting of an extensive set of new learning materials for teaching CT. Recent calls for interdisciplinary technology education, creativity and open-ended problem solving in CT are highlighted.

Abstract: The commentaries provide useful questions and responses that help us understand better how unplugged activities serve as scaffolding to engage students in computer science. They help us to consider how activities relate to computational thinking, particularly by connecting the scaffolding in the activities to the limits of computation. This in turn helps us to navigate the somewhat disputed boundary between activities that clearly use computation as it occurs on physical devices, and metaphors that could potentially be misleading.

Context: The meaning and implications of “computational thinking” (CT) are only now starting to be clarified, and the applications of the Computer Science (CS) Unplugged approach are becoming clearer as research is appearing. Now is a good time to consider how these relate, and what the opportunities and issues are for teachers using this approach. Problem: The goal here is to connect computational thinking explicitly to the CS Unplugged pedagogical approach, and to identify the context where Unplugged can be used effectively. Method: We take a theoretical approach, selecting a representative sample of CS Unplugged activities and mapping them to CT concepts. Results: The CS Unplugged activities map well onto commonly accepted CT concepts, although caution must be taken not to regard CS Unplugged as being a complete approach to CT education. Implications: There is evidence that CS Unplugged activities have a useful role to help students and teachers engage with CT, and to support hands-on activities with digital devices. Constructivist content: A constructivist approach to teaching computer science concepts can be particularly valuable at present because the public (and many teachers who are likely to have to become engaged with the subject) do not see CS as something they are likely to understand. Providing a clear way for anyone to construct this knowledge for themselves gives an opportunity to empower them when it might otherwise have been regarded as a domain that is open to only a select few.

Key words: Computational thinking, CS Unplugged, Papert, teacher professional learning and development, integrated learning, computation, algorithms, kinesthetic learning.

Open peer commentary on the article “Creativity in Solving Short Tasks for Learning Computational Thinking” by Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė. Abstract: Teaching computing concepts and computational thinking via short tasks could be considered as an implementation of a minimalism movement in education. Minimalism in this context does not mean less educational or less creative. This commentary will attempt to provide additional insights of minimalism in the form of cards with short tasks, supported by personal experience at university level.

Context: There seem to be relatively few sustained implementations of microworlds in mathematics instruction. Problem: We explore the roles of and demands on university instructors to create an environment that supports students’ constructionist learning experiences as they design, program, and use interactive environments (i.e., microworlds) for doing mathematics. Method: We draw on the experiences of instructors in programming-based courses implemented since 2001 at Brock University, Canada, as a case study, and use Ruthven’s model on the professional adaptation of classroom practice with technology to guide our analysis of these experiences. Results: We describe how, in adapting to a design of empowering students to engage in programming for authentic mathematical explorations, instructors adopt characteristics of constructionist teaching that, nevertheless, demand expertise, a shift in traditional roles, and time from instructors. Implications: The results contribute to our understanding of roles of and demands on “ordinary” instructors in classrooms, who aim to create rich environments for supporting students’ constructionist learning experiences of computational thinking for mathematics. Constructivist content: The teaching approach aligns with Papert’s constructionism: a constructivist learning theory, but also a pedagogical paradigm. However, the approach presented has two salient characteristics: it is a university-level constructionist implementation, and it is a sustained long-term authentic classroom implementation. The focus is on the roles of and demands on instructors in that kind of implementation. Through the analysis using Ruthven’s work, we enrich our understanding of constructionist teaching features.

Key words: Computational thinking, constructionism, mathematics, programming, microworlds, university, teachers.

Context: Computational thinking denotes the thinking processes needed to solve problems in the way computer scientists would. It is seen as an ability that is important for everybody in a society that is rapidly changing due to applications of computational technologies. More and more countries are integrating computational thinking into their school curricula. Problem: There is a need for more effective learning environments and learning methods to teach computational thinking principles to children of all ages. The constructionist approach seems to be promising since it focuses on developing thinking skills. Method: We extract and discuss insights from the target articles. Results: There are several learning initiatives and curricula that successfully apply constructionist learning to acquiring computational thinking skills. Implications: Computational thinking as a subject at school presents a chance to bring more constructionist learning to schools.

Key words: Computational thinking, concept building, constructionist learning, deconstructionism, learning environment, makerspace, microworlds, short tasks

Context: The increasing and evolving presence of technology in the lives of children is reflected in the recognition in many educational frameworks that students should possess and be able to demonstrate computational thinking skills as part of their problem-solving practice. Problem: We discuss the process of creating tasks for the so-called Bebras challenge, a contest on informatics (computing) and computational thinking addressing school students of all ages. These tasks have a short problem statement and should be solvable in a few minutes. The challenge explored is how to formulate and structure such tasks so that there is still enough space for creativity in the solution process and how to organize the learning settings so that constructionist learning is supported. Method: We give an experience report about the creation and use of short tasks for learning computational thinking. We argue that the constructionist perspective involving the use of the Bebras-like tasks on computational thinking offers an appropriate frame for enriching learning activities, fostering collaborative and individual creativity. A process-oriented approach was selected for the research done in a study where we observed children’s activities in solving the short tasks on computational thinking. Results: Our analysis of the creativity, as exemplified in several observations of pupils while solving short tasks that involve computing concepts (the Bebras cards), shows that this kind of microlearning serves well to motivate pupils to be more interested in particular computing topics. The concept of the short tasks meets the usual way of teaching in primary education. Pupils and teachers develop a positive attitude to computing related topics. The analysis shows that the short tasks encourage pupils’ creativity in both solving and modifying them. Implications: Our study provides some preliminary evidence that, from a constructionist perspective, collective as well as individual creativity can stand as an appropriate framework for designing learning activities addressing computing concepts and supporting computational thinking. Moreover, our study opens a new field of research in combining creativity and computational thinking from a constructionist perspective. Constructivist content: Our more general aim is to support computing education, especially constructivist learning environments (both technology-based environments and those without technologies) in primary education.

Key words: Constructionism, creativity, computing (informatics) education, computing-concepts-based task, microlearning, short task, Bebras-like tasks, primary education

Open peer commentary on the article “Creativity in Solving Short Tasks for Learning Computational Thinking” by Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė. Abstract: Openness is an aspect of short tasks that can be used as an indicator of whether creativity is a necessity for solving a task efficiently. When designing a task, it is also possible to change it to be more open and thus to require more creativity but then it is likely to require different computational thinking competences.

Open peer commentary on the article “Roles and Demands in Constructionist Teaching of Computational Thinking in University Mathematics” by Chantal Buteau, Ana Isabel Sacristán & Eric Muller. Abstract: This is a caution to producers and consumers of educational theory and research to recognize places where, in an honest effort to distinguish the core of an idea from the incidental trappings, we inadvertently say more than we would defend scientifically.

Open peer commentary on the article “Creativity in Solving Short Tasks for Learning Computational Thinking” by Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė. Abstract: The target article presents an interesting addition to microlearning tasks by introducing a physically manipulable representation of computing problems, allowing students to engage in constructionist learning. While I applaud the authors’ approach, and while I find their overall argument compelling, I still see some tensions in their design work, both as it relates to the connection to constructionism in general, and as a starting point for computing education in the long term. In this commentary I challenge the authors to elaborate on these critical aspects of their work, and on how it might affect their future design work.