$6.9M Federal Funding for CSER Digital Technologies @cseradelaide @UniofAdelaide @birmo @cpyne @sallyannwPosted: January 21, 2016
Our research group, the Computer Science Education Research Group, has been working to support teachers involved in digital technologies for some time. The initial project was a collaboration between Google and the University of Adelaide, with amazing work from Sally-Ann Williams of Google to support us, to produce a support course that was free, open and recognised as professional development for teachers who were coming to terms with the new Digital Technologies (draft) curriculum. Today we are amazed and proud to announce $6.9 million dollars in Federal Funding over the next four years to take this project … well … just about everywhere.
You can read about what we’ve been doing here
I’ll now share Katrina’s message, slightly edited, to the rest of the school.
Today we hosted a visit from Ministers Birmingham and Pyne to announce a new funding agreement to support a national support program for Australian teachers within the Digital Technologies space.
Ministers Birmingham and Pyne confirmed that the Australian Government is providing $6.9 million over four years to the Computer Science Education Research Group at the University of Adelaide to support the roll out, on a national basis, of the teacher professional learning Massive Open Online Course (MOOC) supporting Australian primary and junior secondary teachers in developing skills in implementing the Australian Curriculum: Digital Technologies.
The CSER MOOC program provides free professional development for Australian teachers in the area of Computer Science, and supports research into the learning and teaching of Computer Science in the K-12 space. As part of this new program, we will be able to support teachers in disadvantaged schools and Indigenous schools across Australia in accessing the CSER MOOCs. We will also be able to establish a national lending library program to provide access to the most recent and best digital technologies education equipment to every school.
The Ministers, along with our Executive Dean and the Vice-Chancellor accompanied us to visit a coding outreach event for children run this morning as part of the University’s Bright Sparks STEM holiday program.
Here’s the ministerial announcement.
Katrina has a fantastic summary and f what’s been going on in our research group. This will be a nice relief from my stuff so enjoy!
2015 has been an amazing year for the CSER group at the University of Adelaide. We started the year with the Australian Curriculum Digital Technologies learning area stalled in parliament, with no idea of if or when it might be approved. This was a difficult time for educators across Australia, as individual teacher organisations and […]
I jumped streams (GASP) to attend Mark Gregory’s talk on “Building customer-centric IT services.” Mark is the CIO from my home institutions, the University of Adelaide, and I work closely with him on a couple of projects. There’s an old saying that if you really want to know what’s going on in your IT branch, go and watch the CIO give a presentation away from home, which may also explain why I’m here. (Yes, I’m a dreadful cynic.)
Seven years ago, we had the worst customer-centric IT ratings in Australia and New Zealand, now we have some of the highest. That’s pretty impressive and, for what it’s worth, it reflects my experiences inside the institution.
Mark showed a picture of the ENIAC team, noting that the picture had been mocked up a bit, as additional men had been staged in the picture, which was a bit strange even the ENIAC team were six women to one man. (Yes, this has been going on for a long time.) His point was that we’ve come a long way from he computer attended by acolytes as a central resource to computers everywhere that everyone can access and we have specifically chosen. Technology is now something that you choose rather than what you put up with.
For Adelaide, on a typical day we see about 56,000 devices on the campus networks, only a quarter of which are University-provided. Over time, the customer requirement for centralised skills is shrinking as their own skills and the availability of outside (often cloud-based) resources increase. In 2020-2025, fewer and fewer of people on campus will need centralised IT.
Is ERP important? Mark thinks ‘Meh’ because it’s being skinned with Apps and websites, the actual ERP running in the background. What about networks? Well, everyone’s got them. What about security? That’s more of an imposition and it’s used by design issues. Security requirements are not a crowd pleaser.
So how will our IT services change over time?
A lot of us are moving from SOE to BYOD but this means saying farewell to the Standard Operating Environment (SOE). It’s really not desirable to be in this role, but it also drives a new financial model. We see 56,000 devices for 25,000 people – the mobility ship has sailed. How will we deal with it?
We’re moving from a portal model to an app model. The one stop shop is going and the new model is the build-it-yourself app store model where every device is effectively customised. The new user will not hang out in the portal environment.
Mark thinks we really, really need to increase the level of Self Help. A year ago, he put up 16 pages of PDFs and discovered that, over the year, 35,000 people went through self help compared to 70,000 on traditional help-desk. (I question that the average person in the street knows that an IP address given most of what I see in movies. 😉 )
The newer operating systems require less help but student self-help use is outnumbered 5 times by staff usage. Students go somewhere else to get help. Interesting. Our approaches to VPN have to change – it’s not like your bank requires one. Our approaches to support have to change – students and staff work 24×7, so why were we only supporting them 8-6? Adelaide now has a contract service outside of those hours to take the 100 important calls that would have been terrible had they not been fixed.
Mark thinks that IDM and access need to be fixed, it makes up 24% of their reported problems: password broken, I can’t get on and so on.
Security used to be on the device that the Uni owned. This has changed. Now it has to be data security, as you can’t guarantee that you own the device. Virtual desktops and virtual apps can offer data containerisation among their other benefits.
Let’s change the thinking from setting a perimeter to the person themselves. The boundaries are shifting and, let’s be honest, the inside of any network with 30,000 people is going to be swampy anyway.
Project management thinking is shifting from traditional to agile, which gets closer to the customer on shorter and smaller projects. But you have to change how you think about projects.
A lot of tools used to get built that worked with data but now people want to make this part of their decision infrastructure. Data quality is now very important.
The massive shift is from “provide and control” to “advise and enable”. (Sorry, auditors.) Another massive shift is from automation of a process that existed to support a business to help in designing the processes that will support the business. This is a driver back into policy space. (Sorry, central admin branch.) At the same time, Mark believes that they’re transitioning from a functional approach to a customer-centric focus. A common services layer will serve the student, L&T, research and admin groups but those common services may not be developed or even hosted inside the institution.
It’s not a surprise to anyone who’s been following what Mark has been doing, but he believes that the role is shifting from IT operations to University strategy.
Some customers are going to struggle. Some people will always need help. But what about those highly capable individuals who could help you? This is where innovation and co-creation can take place, with specific people across the University.
Mark wants Uni IT organisations to disrupt themselves. (The Go8 are rather conservative and are not prone to discussing disruption, let alone disrupting.)
Basically, if customers can do it, make themselves happy and get what they want working, why are you in their way? If they can do it themselves, then get out of the way except for those things where you add value and make the experience better. We’re helping people who are desperate but we’re not putting as much effort into the innovators and more radical thinkers. Mark’s belief is that investing more effort into collaboration, co-creation and innovation is the way to go.
It looks risky but is it? What happens if you put technology out there? How do you get things happening?
Mark wants us to move beyond Service Level Agreements, which he describes as the bottom bar. No great athlete performs at the top level because of an SLA. This requires a move to meaningful metrics. (Very similar to student assessment, of course! Same problem!) Just because we measure something doesn’t make it meaningful!
We tended to hire skills to provide IT support. Mark believes that we should now be hiring attributes: leaders, drivers, innovators. The customer wants to get somewhere. How can we help them?
Lots to think about – thanks, Mark!
Things are really exciting here because, after the success of our F-6 on-line course to support teachers for digital technologies, the Computer Science Education Research group are launching their first massive open on-line course (MOOC) through AdelaideX, the partnership between the University of Adelaide and EdX. (We’re also about to launch our new 7-8 course for teachers – watch this space!)
Our EdX course is called “Think. Create. Code.” and it’s open right now for Week 0, although the first week of real content doesn’t go live until the 30th. If you’re not already connected with us, you can also follow us on Facebook (code101x) or Twitter (@code101x), or search for the hashtag #code101x. (Yes, we like to be consistent.)
I am slightly stunned to report that, less than 24 hours before the first content starts to roll out, that we have 17,531 students enrolled, across 172 countries. Not only that, but when we look at gender breakdown, we have somewhere between 34-42% women (not everyone chooses to declare a gender). For an area that struggles with female participation, this is great news.
I’ll save the visualisation data for another post, so let’s quickly talk about the MOOC itself. We’re taking a 6 week approach, where students focus on developing artwork and animation using the Processing language, but it requires no prior knowledge and runs inside a browser. The interface that has been developed by the local Adelaide team (thank you for all of your hard work!) is outstanding and it’s really easy to make things happen.
I love this! One of the biggest obstacles to coding is having to wait until you see what happens and this can lead to frustration and bad habits. In Processing you can have a circle on the screen in a matter of seconds and you can start playing with colour in the next second. There’s a lot going on behind the screen to make it this easy but the student doesn’t need to know it and can get down to learning. Excellent!
I went to a great talk at CSEDU last year, presented by Hugh Davis from Southampton, where Hugh raised some great issues about how MOOCs compared to traditional approaches. I’m pleased to say that our demography is far more widespread than what was reported there. Although the US dominates, we have large representations from India, Asia, Europe and South America, with a lot of interest from Africa. We do have a lot of students with prior degrees but we also have a lot of students who are at school or who aren’t at University yet. It looks like the demography of our programming course is much closer to the democratic promise of free on-line education but we’ll have to see how that all translates into participation and future study.
While this is an amazing start, the whole team is thinking of this as part of a project that will be going on for years, if not decades.
When it came to our teaching approach, we spent a lot of time talking (and learning from other people and our previous attempts) about the pedagogy of this course: what was our methodology going to be, how would we implement this and how would we make it the best fit for this approach? Hugh raised questions about the requirement for pedagogical innovation and we think we’ve addressed this here through careful customisation and construction (we are working within a well-defined platform so that has a great deal of influence and assistance).
We’ve already got support roles allocated to staff and students will see us on the course, in the forums, and helping out. One of the reasons that we tried to look into the future for student numbers was to work out how we would support students at this scale!
One of our most important things to remember is that completion may not mean anything in the on-line format. Someone comes on and gets an answer to the most pressing question that is holding them back from coding, but in the first week? That’s great. That’s success! How we measure that, and turn that into traditional numbers that match what we do in face-to-face, is going to be something we deal with as we get more information.
The whole team is raring to go and the launch point is so close. We’re looking forward to working with thousands of students, all over the world, for the next six weeks.
Sound interesting? Come and join us!
(The speakers are going really. really quickly so apologies for any errors or omissions that slip through.)
The chair had thanked the Spanish at the opening for the idea of long coffee breaks and long lunches – a sentiment I heartily share as it encourages discussions, which are the life blood of good conferences. The session opened with “SPOC – supported introduction to Programming” presented by Marco Piccioni. SPOCs are Small Private On-line Courses and are part of the rich tapestry of hand-crafted terminology that we are developing around digital delivery. The speaker is from ETH-Zurich and says that they took a cautious approach to go step-by-step in taking an existing and successful course and move it into the on-line environment. The classic picture from University of Bologna of the readers/scribes was shown. (I was always the guy sleeping in the third row.)
We want our teaching to be interesting and effective so there’s an obis out motivation to get away from this older approach. ETH has an interesting approach where the exam is 10 months after the lecture, which leads to interesting learning strategies for students who can’t solve the instrumentality problem of tying work now into success in the future. Also, ETH had to create an online platform to get around all of the “my machine doesn’t work” problems that would preclude the requirement to install an IDE. The final point of motivation was to improve their delivery.
The first residential version of the course ran in 2003, with lectures and exercise sessions. The lectures are in German and the exercise sessions are in English and German, because English is so dominant in CS. There are 10 extensive home assignments including programming and exercise sessions groups formed according to students’ perceived programming proficiency level. (Note on the last point: Hmmm, so people who can’t program are grouped together with other people who can’t program? I believe that the speaker clarifies this as “self-perceived” ability but I’m still not keen on this kind of streaming. If this worked effectively, then any master/apprentice model should automatically fail) Groups were able to switch after a week, for language or not working with the group.
The learning platform for the activity was Moodle and their experience with it was pretty good, although it didn’t do everything that they wanted. (They couldn’t put interactive sessions into a lecture, so they produced a lecture-quiz plug-in for Moodle. That’s very handy.) This is used in conjunction with a programming assessment environment, in the cloud, which ties together the student performance at programming with the LMS back-end.
The SPOC components are:
- lectures, with short intros and video segments up to 17 minutes. (Going to drop to 10 minutes based on student feedback),
- quizzes, during lectures, testing topic understanding immediately, and then testing topic retention after the lecture,
- programming exercises, with hands-on practice and automatic feedback
Feedback given to the students included the quizzes, with a badge for 100% score (over unlimited attempts so this isn’t as draconian as it sounds), and a variety of feedback on programming exercises, including automated feedback (compiler/test suite based on test cases and output matching) and a link to a suggested solution. The predefined test suite was gameable (you could customise your code for the test suite) and some students engineered their output to purely match the test inputs. This kind of cheating was deemed to be not a problem by ETH but it was noted that this wouldn’t scale into MOOCs. Note that if someone got everything right then they got to see the answer – so bad behaviour then got you the right answer. We’re all sadly aware that many students are convinced that having access to some official oracle is akin to having the knowledge themselves so I’m a little cautious about this as a widespread practice: cheat, get right answer, is a formula for delayed failure.
Reporting for each student included their best attempt and past attempts. For the TAs, they had a wider spread of metrics, mostly programmatic and mark-based.
On looking at the results, the attendance to on-line lectures was 71%, where the live course attendance remained stable. Neither on-line quizzes nor programming exercises counted towards the final grade. Quiz attempts were about 5x the attendance and 48% got 100% and got the badge, significantly more than the 5-10% than would usually do this.
Students worked on 50% of the programming exercises. 22% of students worked on 75-100% of the exercises. (There was a lot of emphasis on the badge – and I’m really not sure if there’s evidence to support this.)
The lessons learned summarised what I’ve put above: shortening video lengths, face-to-face is important, MCQs can be creative, ramification, and better feedback is required on top of the existing automatic feedback.
The group are scaling from SPOC to MOOC with a Computing: Art, Magic, Science course on EdX launching later on in 2014.
I asked a question about the badges because I was wondering if putting in the statement “100% in the quiz is so desirable that I’ll give you a badge” was what had led to the improved performance. I’m not sure I communicated that well but, as I suspected, the speaker wants to explore this more in later offerings and look at how this would scale.
The next session was “Teaching and learning with MOOCs: Computing academics’ perspectives and engagement”, presented by Anna Eckerdal. The work was put together by a group composed from Uppsala, Aalto, Maco and Monash – which illustrates why we all come to conferences as this workgroup was put together in a coffee-shop discussion in Uppsala! The discussion stemmed from the early “high hype” mode of MOOCs but they were highly polarising as colleagues either loved it or hated it. What was the evidence to support either argument? Academics’ experience and views on MOOCs were sought via a questionnaire sent out to the main e-mail lists, to CS and IT people.
The study ran over June-JUly 2013, with 236 responses, over > 90 universities, and closed- and open-ended questions. What were the research questions: What are the community views on MOOC from a teaching perspective (positive and negative) and how have people been incorporating them into their existing courses? (Editorial note: Clearly defined study with a precise pair of research questions – nice.)
Interestingly, more people have heard concern expressed about MOOCs, followed by people who were positive, then confused, the negative, then excited, then uninformed, then uninterested and finally, some 10% of people who have been living in a time-travelling barrel in Ancient Greece because in 2013 they have heard no MOOC discussion.
Several themes were identified as prominent themes in the positive/negative aspects but were associated with the core them of teaching and learning. (The speaker outlined the way that the classification had been carried out, which is always interesting for a coding problem.) Anna reiterated the issue of a MOOC as a personal power enhancer: a MOOC can make a teacher famous, which may also be attractive to the Uni. The sub themes were pedagogy and learning env, affordance of MOOCs, interaction and collaboration, assessment and certificates, accessibility.
Interestingly, some of the positive answers included references to debunked approaches (such as learning styles) and the potential for improvements. The negatives (and there were many of them) referred to stone age learning and ack of relations.
On affordances of MOOCs, there were mostly positive comments: helping students with professional skills, refresh existing and learn new skills, try before they buy and the ability to transcend the tyranny of geography. The negatives included the economic issues of only popular courses being available, the fact that not all disciplines can go on-line, that there is no scaffolding for identity development in the professional sense nor support development of critical thinking or teamwork. (Not sure if I agree with the last two as that seems to be based on the way that you put the MOOC together.)
I’m afraid I missed the slide on interaction and collaboration so you’ll (or I’ll) have to read the paper at some stage.
There was nothing positive about assessment and certificates: course completion rates are low, what can reasonably be assessed, plagiarism and how we certify this. How does a student from a MOOC compete with a student from a face-to-face University.
1/3 of the respondents answered about accessibility, with many positive comments on “Anytime. anywhere, at one’s own pace”. We can (somehow) reach non-traditional student groups. (Note: there is a large amount of contradictory evidence on this one, MOOCs are even worse than traditional courses. Check out Mark Guzdial’s CACM blog on this.) Another answer was “Access to world class teachers” and “opportunity to learn from experts in the field.” Interesting, given that the mechanism (from other answers) is so flawed that world-class teachers would barely survive MOOC ification!
On Academics’ engagement with MOOCs, the largest group (49%) believed that MOOCs had had no effect at all, about 15% said it had inspired changes, roughly 10% had incorporated some MOOCs. Very few had seen MOOCs as a threat requiring change: either personally or institutionally. Only one respondent said that their course was a now a MOOC, although 6% had developed them and 12% wanted to.
For the open-ended question on Academics’ engagement, most believed that no change was required because their teaching was superior. (Hmm.) A few reported changes to teaching that was similar to MOOCs (on line materials or automated assessment) but wasn’t influenced by them.
There’s still no clear vision of the role of MOOCs in the future: concerned is as prominent as positive. There is a lot of potential but many concerns.
The authors had several recommendations of concern: focusing on active learning, we need a lot more search in automatic assessment and feedback methods, and there is a need for lots of good policy from the Universities regarding certification and the role of on-site and MOOC curricula. Uppsala have started the process of thinking about policy.
The first question was “how much of what is seen here would apply to any new technology being introduced” with an example of the similar reactions seen earlier to “Second Life”. Anna, in response, wondered why MOOC has such a global identity as a game-changer, given its similarity to previous technologies. The global discussion leads to the MOOC topic having a greater influence, which is why answering these questions is more important in this context. Another issue raised in questions included the perceived value of MOOCs, which means that many people who have taken MOOCs may not be advertising it because of the inherent ranking of knowledge.
@patitsel raised the very important issue that under-represented groups are even more under-represented in MOOCs – you can read through Mark’s blog to find many good examples of this, from cultural issues to digital ghettoisation.
The session concluded with “Augmenting PBL with Large Public Presentations: A Case Study in Interactive Graphics Pedagogy”. The presenter was a freshly graduated student who had completed the courses three weeks ago so he was here to learn and get constructive criticism. (Ed’s note: he’s in the right place. We’re very inquisitive.)
Ooh, brave move. He’s starting with anecdotal evidence. This is not really the crowd for that – we’re happy with phenomenographic studies and case studies to look at the existence of phenomena as part of a study, but anecdotes, even with pictures, are not the best use of your short term in front of a group of people. And already a couple of people have left because that’s not a great way to start a talk in terms of framing.
I must be honest, I slightly lost track of the talk here. EBL was defined as project-based learning augmented with constructively aligned public expos, with gamers as the target audience. The speaker noted that “gamers don’t wait” as a reason to have strict deadlines. Hmm. Half Life 3 anyone? The goal was to study the pedagogical impact of this approach. The students in the study had to build something large, original and stable, to communicate the theory, work as a group, demonstrate in large venues and then collaborate with a school of communication. So, it’s a large-scale graphics-based project in teams with a public display.
Grading was composed of proposals, demos, presentation and open houses. Two projects (50% and 40%) and weekly assignments (10%) made up the whole grading scheme. The second project came out after the first big Game Expo demonstration. Project 1 had to be interactive groups, in groups of 3-4. The KTH visualisation studio was an important part of this and it is apparently full of technology, which is nice and we got to hear about a lot of it. Collaboration is a strong part of the visualisation studio, which was noted in response to the keynote. The speaker mentioned some of the projects and it’s obvious that they are producing some really good graphics projects.
I’ll look at the FaceUp application in detail as it was inspired by the idea to make people look up in the Metro rather than down at their devices. I’ll note that people look down for a personal experience in shared space. Projecting, even up, without capturing the personalisation aspect, is missing the point. I’ll have to go and look at this to work out if some of these issues were covered in the FaceUp application as getting people to look up, rather than down, needs to have a strong motivating factor if you’re trying to end digitally-inspired isolation.
The experiment was to measure the impact on EXPOs on ILOs, using participation, reflection, surveys and interviews. The speaker noted that doing coding on a domain of knowledge you feel strongly about (potentially to the point of ownership) can be very hard as biases creep in and I find it one of the real challenges in trying to do grounded theory work, personally. I’m not all that surprised that students felt that the EXPO had a greater impact than something smaller, especially where the experiment was effectively created with a larger weight first project and a high-impact first deliverable. In a biological human sense, project 2 is always going to be at risk of being in the refectory period, the period after stimulation during which a nerve or muscle is less able to be stimulated. You can get as excited about the development, because development is always going to be very similar, but it’s not surprising that a small-scale pop is not as exciting as a giant boom, especially when the boom comes first.
How do we grade things like this? It’s a very good question – of course the first question is why are we grading this? Do we need to be able to grade this sort of thing or just note that it’s met a professional standard? How can we scale this sort of thing up, especially when the main function of the coordinator is as a cheerleader and relationships are essential. Scaling up relationships is very, very hard. Talking to everyone in a group means that the number of conversations you have is going to grow at an incredibly fast rate. Plus, we know that we have an upper bound on the number of relationships we can actually have – remember Dunbar’s number of 120-150 or so? An interesting problem to finish on.
On Monday, the Computer Science Education Research Group and Google (oh, like you need a link) will release their open on-line course to support F-6 Primary school teachers in teaching the new Digital Technologies curriculum. We are still taking registrations so please go the course website if you want to sign up – or just have a look! (I’ve blogged about this recently as part of Science meets Parliament but you can catch it again here.) The course is open, on-line and free, released under Creative Commons so that the only thing people can’t do is to try and charge for it. We’re very excited and it’s so close to happening, I can taste it!
I’m posting today for a few reasons. If you are a primary school teacher who wants help teaching digital technologies, we’d love to see you sign up and join our community of hundreds of other people who are thinking the same thing. If you know a primary school teacher, or are a principal for a primary school, and think that this would interest people – please pass it on! We are most definitely not trying to teach teachers how to teach (apart from anything else, what presumption!) but we’re hoping that what we provide will make it easier for teachers to feel comfortable, confident and happy with the new DT curriculum requirements which will lead to better experiences all ’round.
My other reason is one that came to me as I was recording my introduction section for the on-line course. In that brief “Oh, what a surprise there’s a camera” segment, I note that I consider the role of my teachers to have been essential in getting me to where I am today. This is what I’d like to do today: explicitly name and thank a few of my teachers and hope that some of what we release on Monday goes towards paying back into the general educational community.
My first thanks go to Mrs Shand from my Infant School in England. I was an early reader and, in an open plan classroom, she managed to keep me up with the other material while dealing with the fact that I was a voracious reader who would disappear to read at the drop of a hat. She helped to amplify my passion for reading, instead of trying to control it. Thank you!
In Australia, I ran into three people who were crucial to my development. Adam West was interested in everything so Grade 5 was full of computers (my first computing experience) because he arranged to borrow one and put it into the classroom in 1978, German (I can still speak the German I learnt in that class) and he also allowed us to write with nib and ink pens if we wanted – which was the sneakiest way to get someone’s handwriting and tidiness to improve that I have ever seen. Thank you, Adam! Mrs Lothian, the school librarian, also supported my reading habit and, after a while, all of the interesting books in the library often came through me very early on because I always returned them quickly and in good condition but this is where I was exposed to a whole world of interesting works: Nicholas Fisk, Ursula Le Guin and Susan Cooper not being the least of these. Thank you! Gloria Patullo (I hope I’ve spelt that correctly) was my Grade 7 teacher and she quickly worked out that I was a sneaky bugger on occasion and, without ever getting angry or raising a hand, managed to get me to realise that being clever didn’t mean that you could get away with everything and that being considerate and honest were the most important elements to alloy with smart. Thank you! (I was a pain for many years, dear reader, so this was a long process with much intervention.)
Moving to secondary school, I had a series of good teachers, all of whom tried to take the raw stuff of me and turn it into something that was happier, more useful and able to take that undirected energy in a more positive direction. I have to mention Ken Watson, Glenn Mulvihill, Mrs Batten, Dr Murray Thompson, Peter Thomas, Dr Riceman, Dr Bob Holloway, Milton Haseloff (I still have fossa, -ae, [f], ditch, burned into my brain) and, of course, Geoffrey Bean, headmaster, strong advocate of the thinking approaches of Edward de Bono and firm believer in the importance of the strength one needs to defend those who are less strong. Thank you all for what you have done, because it’s far too much to list here without killing the reader: the support, the encouragement, the guidance, the freedom to try things while still keeping a close eye, the exposure to thinking and, on occasion, the simple act of sitting me down to get me to think about what the heck I was doing and where I was going. The fact that I now work with some of them, in their continuing work in secondary education, is a wonderful thing and a reminder that I cannot have been that terrible. (Let’s just assume that, shall we? Moving on – rapidly…)
Of course, it’s not just the primary and secondary school teachers who helped me but they are the ones I want to concentrate on today, because I believe that the freedom and opportunities we offer at University are wonderful but I realise that they are not yet available to everyone and it is only by valuing, supporting and developing primary and secondary school education and the teachers who work so hard to provide it that we can go further in the University sector. We are lucky enough to be a juncture where dedicated work towards the national curriculum (and ACARA must be mentioned for all the hard work that they have done) has married up with an Industry partner who wants us all to “get” computing (Thank you, Google, and thank you so much, Sally and Alan) at a time when our research group was able to be involved. I’m a small part of a very big group of people who care about what happens in our schools and, if you have children of that age, you’ve picked a great time to send them to school. 🙂
I am delighted to have even a small opportunity to offer something back into a community which has given me so much. I hope that what we have done is useful and I can’t wait for it to start.
We had a midday meeting scheduled with Mrs Karen Andrews MP, Member for McPherson in Queensland, Liberal Party. Mrs Andrews gave an excellent speech on her role as Chair as the Parliamentary Friends of Science, a bipartisan (and very large) group of parliamentarians who support science and scientific endeavours. Given the current absence of a dedicated Federal Minister for Science, a group of 76 cross-party and bicameral representatives is a great start.
The Parliamentary Friends of Science has three primary goals:
- To enable a meaningful dialogue between scientific leaders and parliamentarians about the science that underpins policy and to inform political debate.
- To provide a forum for eminent Australian and visiting scientists to engage with parliamentarians.
- To provide a mechanism for parliamentarians to seek expertise from scientists in relevant disciplines.
(All rather hard to argue with, really.)
The group going to Mrs Andrews included an Astrophysicist, a Radiation Specialist and your humble narrator, who is (if I may remind you) representing Computing Research and Education (CORE). The existence of the bipartisan committee focused on science, chaired by someone with a strong focus on education and early childhood education, was a fantastic start and our group happily complimented the member on her speech and the overall initiative. I then moved on to ask about the National Curriculum, currently under review, and whether the science, maths and digital technology aspects of that curriculum were on that group’s radar, as the near-future release and approval of the curriculum would be a great help to all of the bodies involved (ACARA, Schools, Teachers and resource providers like CSER Digital Technologies – of course). Mrs Andrews agreed that this was something that they should be worried about and, of course, there’re a lot of steps between that and the Federal Minister for Education releasing the curriculum but it’s a start. We don’t have enough STEM graduates because we don’t have enough people going to Uni because not enough people study the pre-requsities in Uni – a lot of which stems (ha ha) from a less than stellar experience early on and low overall support. Once again, this is never about the dedication or ability of teachers, it’s about having an appropriate skill set to be comfortable and confident with material. You can’t expect a junior primary teacher to suddenly become a computer skills teacher overnight and without help – more reinforcement that the National Curriculum is a great thing but support for it is essential.
Of course, my colleague the astrophysicist had a really big telescope to talk about and he leapt in with an invitation to visit. I always feel that computing is a little bit of a disadvantage here as the awesomeness of our endeavours can be seen on just about any screen, which can rob it a little of its majesty! My colleague in radiation (and there are lots of radiation people here, incidentally) talked about support for information resources and future developments.
I did have a chance to talk about the MOOC support in the CSER project and the whole group concurred on the importance of science education, from early stages all the way through to the end of university. Mrs Andrews was on a working group while in opposition that looked into on-line learning and MOOCs, before the explosion that we’re currently seeing, so was very well versed in it. This is both great and slightly a shame: great because it’s always good to have informed parliamentarians but a shame because I’m far less impressive when people know what I’m talking about. ( 🙂 ) Mrs Andrews welcomed the opportunity to get more information from our sector on those developments in computing education.
That was it, all done in 15 minutes as Parliamentarians are a very busy lot. Across the days I’ve been trying to represent both Computing Research and Education, but the fates decreed that my meeting would be far more involved with someone who is working across both through personal interest and chairing committees in the house. In terms of who I could have spoken to, it’s the best result I could have achieved in terms of possible impact and awareness.
This has been a great day so far, and we have question time yet to come! I cannot live blog that event as it is an electronics-free event, so my apologies. I may try to summarise it but, for once, I may yield to my humanity and just experience it.