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Computational thinking is a fundamental skill set that is learned
by studying Informatics and ICT. We argue that its core ideas can
be introduced in an inspiring and integrated way to both teachers and
students using fun and contextually rich cs4fn ‘Computer Science for
Fun’ stories combined with ‘unplugged’ activities including games and
magic tricks. We also argue that understanding people is an important
part of computational thinking. Computational thinking can be fun for
everyone when taught in kinaesthetic ways away from technology.
In Search of Belonging
(2021)
More than 200,000 Jews left the Habsburg province of Galicia between 1881 and 1910. No longer living in the places of their childhood, they settled in urban centers, such as in New York’s Lower East Side. In this neighborhood, Galician Jews began to search for new relationships that linked the places they left and the ones where they arrived and settled. By looking at Galicia through the lens of autobiographical writings by former Jewish immigrants who became established residents of New York, this article emphasizes the role of regionalism in the context of transnational conceptions of a new American Jewish self-understanding. It argues that the key to analyzing the evolution of “eastern Europe” as a common place of origin for American Jewry is the constant dialogue between the places of origin and arrival. Specifically, philanthropic efforts during and after the First World War and the proliferation of tourism both enabled these settled immigrants to gradually replace regional notions, such as the idea of Galicia, with a mythical image of eastern Europe to create a sense of community as American Jews.
A comparison of current trends within computer science teaching in school in Germany and the UK
(2013)
In the last two years, CS as a school subject has gained a lot of attention worldwide, although different countries have differing approaches to and experiences of introducing CS in schools. This paper reports on a study comparing current trends in CS at school, with a major focus on two countries, Germany and UK. A survey was carried out of a number of teaching professionals and experts from the UK and Germany with regard to the content and delivery of CS in school. An analysis of the quantitative data reveals a difference in foci in the two countries; putting this into the context of curricular developments we are able to offer interpretations of these trends and suggest ways in which curricula in CS at school should be moving forward.
The paper discusses the issue of supporting informatics
(computer science) education through competitions for lower and
upper secondary school students (8–19 years old). Competitions play
an important role for learners as a source of inspiration, innovation,
and attraction. Running contests in informatics for school students
for many years, we have noticed that the students consider the contest
experience very engaging and exciting as well as a learning experience.
A contest is an excellent instrument to involve students in problem
solving activities. An overview of infrastructure and development
of an informatics contest from international level to the national one
(the Bebras contest on informatics and computer fluency, originated
in Lithuania) is presented. The performance of Bebras contests in 23
countries during the last 10 years showed an unexpected and unusually
high acceptance by school students and teachers. Many thousands of
students participated and got a valuable input in addition to their regular
informatics lectures at school. In the paper, the main attention is paid
to the developed tasks and analysis of students’ task solving results in
Lithuania.
Messianic Jews are Jewish individuals who syncretically accept both the messianic character of Jesus and the ritual cultic practices provided by traditional Judaism. The present article examines the emergence of this marginal syncretic movement in contemporary Israel, and maintains that it represents a radical development in the bimillenary history of Jewish-Christian relations. This article offers a general introduction to the notion of Jewish-Christian identity, a brief history of the first group of Messianic Jews in the Land of Israel, the cultural influence and religious syncretism of the Messianic Jews in modern Israel, and, finally, the implication that Messianic Judaism is supposed to become the new paradigm within the various branches of Judaism.
A lot has been published about the competencies needed by
students in the 21st century (Ravenscroft et al., 2012). However, equally
important are the competencies needed by educators in the new era
of digital education. We review the key competencies for educators in
light of the new methods of teaching and learning proposed by Massive
Open Online Courses (MOOCs) and their on-campus counterparts,
Small Private Online Courses (SPOCs).
1. Developing lesson plans and choosing strategies 2. The aims of the lesson plans in general 3. Strategies as a means to achieve theaims of the lesson plans 4. Evaluating the quality of lesson plans 5. Difficulties during lessons and adaptations afterwards 6. Student teachers’ overall feeling about their work 7. Using the strategies in future classes 8. Conclusion
Universitat Politècnica de València’s Experience with EDX MOOC Initiatives During the Covid Lockdown
(2021)
In March 2020, when massive lockdowns started to be enforced around the world to contain the spread of the COVID-19 pandemic, edX launched two initiatives to help students around the world providing free certificates for its courses, RAP, for member institutions and OCE, for any accredited academic institution. In this paper we analyze how Universitat Poltècnica de València contributed with its courses to both initiatives, providing almost 14,000 free certificate codes in total, and how UPV used the RAP initiative as a customer, describing the mechanism used to distribute more than 22,000 codes for free certificates to more than 7,000 UPV community members, what led to the achievement of more than 5,000 free certificates. We also comment the results of a post initiative survey answered by 1,612 UPV members about 3,241 edX courses, in which they communicated a satisfaction of 4,69 over 5 with the initiative.