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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/teach-impacts-technology-relationships
课程评论：没有评论
课程名称：科技教学的影响：人际关系 课程概述：本课程将重点探讨“智能”设备如何改变我们在个人层面上的互动，影响我们在日益移动的社会中保持联系。课程通过一系列配对教学模块，探讨您日常生活中的特定“计算影响”以及使其成为可能的“技术与计算概念”，所有内容均以K12适宜的水平进行讲授。该课程是一个更大专业化系列的一部分，您将学习到计算概念的影响，这些概念被组织成五个不同的数字“世界”，同时学习教学技术，评估课堂计划和资源，帮助您在课堂中有效使用。完成课程后，您将准备好教授预大学学习者，帮助他们成为数字世界中的聪明且有效的参与者。 在本数字世界（人际关系）中，您将探讨以下影响与技术的配对： 影响（在移动社会中保持联系）：个人关系、Facebook、朋友圈 技术与计算概念：算法、软件工程演变、启发式、计算机运行时间、大O表示法、P与NP问题 影响（建立基于地理的连接）：寻找朋友、地图、地理定位 技术与计算概念：数据与二进制、图像编码、像素、颜色选择器的工作原理、滤镜、模糊效果 在本课程的教学法部分，我们将探索计算概念的最佳教学实践，您将了解当前的CSTA K-12计算机科学标准，并练习如何利用这些标准来评估和应用课程计划，以及如何将ICAP框架应用于连接学生参与与主动学习成果，比如通过同伴教学。 在CSTA K-12计算机科学标准方面，我们主要覆盖“计算影响”概念下的学习目标，同时也包括一些“网络与互联网”概念以及“数据与分析”概念。我们涵盖的实践包括“促进包容的计算文化”、“识别与定义计算问题”和“沟通计算内容”。 课程大纲： 第1部分：在全球社会中保持联系 描述：社交媒体普及以来，您与朋友和家人的联系能力发生了怎样的变化？您与哪些不同的群体建立了联系？除了研究社交媒体对我们生活和社会的影响外，我们还将详细研究Facebook新闻推送算法的历史与发展，了解软件工程、用户体验和启发式。通过与Facebook可视化工具的互动，我们将探讨程序运行缓慢的原因以及计算机科学家如何对程序运行时间进行分类。 第2部分：建立基于地理的连接 描述：随着对我们物理位置知识的增加，我们可以利用新的方式寻找朋友并支持我们身边“亲近”关系。我们将查看利用这些信息的几款应用程序，并深入探讨支持Snapchat等应用程序滤镜所需的数字图像表示。 第3部分：计算的影响与支持互动学习 描述：这一周我们将介绍计算机科学K-12框架和计算机科学教师协会K-12计算机科学标准，这些标准开始为美国州级K-12计算机科学标准提供框架。我们将指导您围绕学习技术对文化影响的资源，寻找并开发一个特定年级段的课程计划。接下来，我们将学习如何通过ICAP（互动、建设性、主动、被动）学习框架进一步区分和定义“主动学习”，并看到同伴教学如何用于搭建互动学习的经历。 第4部分：更多关于互动的课程计划：影响与图像编码 描述：本周将专注于为您提供时间和机会，开发您可以使用（和/或与同事分享）的课程计划。我们将改善课程计划（包括上周创建的计划），以增加其中的“互动”学习部分。此外，我们将尝试将这些课程与CSTA标准对齐——注意到这些可能是在CSTA标准存在之前制定的。然而，看到这些课程如何适应（或不适应）标准的过程可能会为我们如何修改这些课程提供新的想法。
Part: 1
Title:Keeping Connected in a Global Society
Description:How has your ability to connect with friends and family changed since social media has become so ubiquitous? What different groups of people are you connected to? Besides looking at the impact of social media on our lives and society, we'll also take a detailed look at the history and development of the Facebook newsfeed algorithm -- learning a bit about software engineering , user experience, and heuristics. From interacting with a Facebook visualization tool we'll be curious to investigate what causes programs to take a long time to run and how computer scientists categorize how long it will take for programs to run.
Part: 2
Title:Making Geography-based Connections
Description:With so much more knowledge being collected about our physical location, we have new ways we can find friends and support relationships among those "close" to us. We'll look at several apps that leverage this and dive into digital image representations needed to support filters like those found in Snapchat.
Part: 3
Title:Impacts of Computing and Supporting Interactive Learning
Description:This week we'll introduce the Computer Science K-12 Framework and the Computer Science Teachers Association K-12 Computer Science Standards which are starting to frame state K-12 Computer Science standards in the US. We'll guide you in finding and developing a lesson plan for a particular grade band around a resource for learning about the impact of technology on culture. Next we'll learn a bit about further differentiating and defining "active learning" using the ICAP (interactive, constructive, active, passive) learning framework and see how Peer Instruction can be used to scaffold interactive learning experiences.
Part: 4
Title:More lesson plans for interactivity: Impacts and Encoding Images
Description:This week is all about giving you the time and excuse to develop lesson plans you can use (and/or share with colleagues!) We'll be improving lesson plans (including the one you created last week) to increase the amount of "interactive" learning in them. Additionally, we'll try to align these lessons with CSTA standards -- recognizing that these may have been produced before the CSTA standards existed. However, the process of seeing how they fit (or don't fit) with the standards may help give us ideas on how these lessons could be modified.
In this course you’ll focus on how “smart” devices have changed how we interact with others in personal ways, impacting how we stay connected in our increasingly mobile society. This will be done through a series of paired teaching sections, exploring a specific “Impact of Computing” in your typical day and the “Technologies and Computing Concepts” that enable that impact, all at a K12-appropriate level. This course is part of a larger Specialization through which you’ll learn impacts of computing concepts you need to know, organized into 5 distinct digital “worlds”, as well as learn pedagogical techniques and evaluate lesson plans and resources to utilize in your classroom. By the end, you’ll be prepared to teach pre-college learners to be both savvy and effective participants in their digital world. In this particular digital world (relationships), you’ll explore the following Impacts & Technology pairs -- Impacts (Keep me connected in a mobile society):, personal relationships, facebook, circle of friends Technology and Computing Concepts: algorithms, software engineering evolution, heuristics, computer runtime, big O notation, P vs NP Impacts (Making geography-based connections): findings friends, maps, geolocation Technology and Computing Concepts: data and binary, image encoding, pixels, how color pickers work, filters, blurs In the pedagogy section for this course, in which best practices for teaching computing concepts are explored, you’ll learn about the current CSTA K-12 CS Standards and practice using them to review and apply to lesson plans, as well as how to apply the ICAP framework to connect your students’ engagement to active learning outcomes, such as through peer instruction. In terms of CSTA K-12 computer science standards, we’ll primarily cover learning objectives within the “impacts of computing” concept, while also including some within the “networks and the Internet” concepts and the “data and analysis” concept. Practices we cover include “fostering and inclusive computing culture”, “recognizing and defining computational problems”, and “communicating about computing”.
