DT2 Activities






DT2 Activities




















To assist in understanding the concepts and research presented in this module, various activities of increasing demand and complexity are provided.

Level 1 (Quiz Activity)
Level 2  (Completion Activity)
Level 3  (Learning Activity)
Level 4 (Advanced Activity)
Level 5 (Research Activity)
Level 6 (RHD Activity)



Level 1 (Quiz Activity)



 Quiz


You should study in detail the Computational Thinking module before completing the quiz.


Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 5.00 - 4.25 4.24 -3.75 3.74 - 3.25 3.24 - 2.50  2.49 - 2.25 2.24 - 1.25         1.24 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%

85% of questions answered correctly.

75% of questions answered correctly.
 
65% of questions answered correctly.

50% of questions answered correctly.

45% of questions answered correctly. 

25% of questions answered correctly.

<25% of questions answered correctly. 

To complete your quiz go to the Learning@Griffith course website and the select DT2 Quiz.

You may only attempt a quiz once and the first six quizzes attempted will be used to determine their contribution to your Log of Learning Activities. 



Level 2 (Completion Activity)



Algorithmic Thinking


Develop an algorithm that describe how to do something that involves at least 10 steps, a choice, and a loop.  It should:
  1. includes a sequence of steps;
  2. has at least 10 steps;
  3. includes a choice (selection);
  4. includes a loop (iteration); and
  5. describes all major steps.


Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 5.00 - 4.25 4.24 -3.75 3.74 - 3.25 3.24 - 2.50  2.49 - 2.25 2.24 - 1.25         1.24 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%

All five elements evidenced.

Four elements evidenced.
 
Three elements evidenced.

Two elements evidenced. 

One element evidenced. 

A partial element evidenced.

No element evidenced. 


To submit your completion activity, choose one of the Level 2 Completion Activity tasks on Learning@Griffith, attach a document describing your algorithm when submitting your assignment. 



Level 3 (Learning Activity)



Computational Thinking Fairy Story

Create a set of four fairy stories to teach Computational Thinking concepts of Decomposition; Pattern Recognition; Pattern Generalisation and Abstraction; and Algorithm Design, to a primary school audience.

Each story should have at least one illustration that contributes to understanding of the concept and main characters should continue through the story series.

You will submit your stories through a shared Google Document (700 words);

Your interpretation of the Computational Thinking concepts; innovation in research and development of your stories; and articulation and presentation of your Fairy Stories, will be assessed against the following criteria: 


 Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 15 - 12.75 12.74 -11.25 11.24 - 9.75 9.74 - 7.50  7.49 - 6.75 6.74 - 3.75       3.74 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%
Interpretive ability in developing Fairy Stories at an exceptionally high standard.Interpretive  ability in developing Fairy Stories at a very high standard.Interpretive ability in developing Fairy Stories at a good standard.Interpretive ability in developing Fairy Stories at a satisfactory standard.Interpretive ability in developing Fairy Stories at unsatisfactory quality but close to a satisfactory standard.Interpretive ability in developing Fairy Stories at unsatisfactory standard.Interpretive ability in developing Fairy Stories at a significantly unsatisfactory standard.
Intellectual initiative in research and development of Fairy Stories at an exceptionally high standard.Intellectual initiative in research and development of Fairy Stories at a very high standard.Intellectual initiative in research and development of Fairy Stories at a good standard.Intellectual initiative in research and development of Fairy Stories at a satisfactory standard.Intellectual initiative in research and development of Fairy Stories of unsatisfactory quality but close to a satisfactory standard.Intellectual initiative in research and development of Fairy Stories at an unsatisfactory standard.Intellectual initiative in research and development of Fairy Stories of a significantly unsatisfactory standard.
Articulation and presentation of Fairy Stories at exceptionally high quality.Articulation and presentation Fairy Stories at  very high quality.Articulation and presentation of Fairy Stories of a good quality. Articulation and presentation of Fairy Stories of a standard quality.Articulation and presentation of Fairy Stories of unsatisfactory quality but close to a satisfactory standard.Articulation and presentation of Fairy Stories of unsatisfactory quality.Articulation and presentation of Fairy Stories of significantly unsatisfactory quality.

To submit your learning activity, choose one of the Level 3 Learning Activity tasks on Learning@Griffith, place a link to your shared Google Document  into the comment section when submitting your assignment. Remember to ensure that you have made your document.




Level 4 (Advanced Activity)



Computational Thinking Essay

Prepare an essay on the development of Computational Thinking and its introduction into school curriculum in Australia and internationally (1100 words).

The essay should describe how computational thinking was developed and introduced into school curricula, the leading personalities involved, how different countries are approaching the introduction of CT into their curriculum, and the approach being taken for Australian schools.

The article should include at least six references using the APA6 referencing style. 

Your article will be assessed against the following criteria: 


 Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 20.00 - 17.00 16.99 -15.00 14.99 - 13.00 12.99 - 10.00  9.99 - 9.00 8.99 - 5.00       4.99 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%
Analytical ability in analysing Computational Thinking development at an exceptionally high standard.Analytical ability in analysing Computational Thinking development at a very high standard.Analytical ability in analysing Computational Thinking development at a good standard. Analytical ability in Computational Thinking development at a satisfactory standard.  Analytical ability in Computational Thinking development at unsatisfactory quality but close to a satisfactory standard.Analytical ability in Computational Thinking development at an unsatisfactory standard.Analytical ability in Computational Thinking development at an significantly unsatisfactory standard.
Interpretive ability in explaining the introduction of CT into school curricula internationally at an exceptionally high standard.Interpretive  ability in explaining the introduction of CT into school curricula internationally at a very high standard.Interpretive ability in explaining the introduction of CT into school curricula at a good standard.Interpretive ability in explaining the introduction of CT into school curricula at a satisfactory standard.Interpretive ability in explaining the introduction of CT into school curricula at unsatisfactory quality but close to a satisfactory standard.Interpretive ability in explaining the introduction of CT into school curricula at unsatisfactory standard.Interpretive ability in explaining the introduction of CT into school curricula at a significantly unsatisfactory standard.
Intellectual initiative in research into the the introduction of CT internationally into school curricula at an exceptionally high standard.Intellectual initiative in research into the the introduction of CT internationally into school curricula at a very high standard.Intellectual initiative in research into the the introduction of CT into school curricula at a good standard.Intellectual initiative in research into the the introduction of CT into school curricula at a satisfactory standard.Intellectual initiative in research into the the introduction of CT into school curricula at unsatisfactory quality but close to a satisfactory standard.Intellectual initiative in research into the the introduction of CT into school curricula at unsatisfactory standard.Intellectual initiative in research into the the introduction of CT into school curricula at a significantly unsatisfactory standard.
Articulation and presentation of an essay at exceptionally high quality.Articulation and presentation of an essay at  very high quality.Articulation and presentation of an essay of a good quality. Articulation and presentation of an essay of a standard quality.Articulation and presentation of an essay of unsatisfactory quality but close to a satisfactory standard.Articulation and presentation of an essay of unsatisfactory quality.Articulation and presentation of an essay of significantly unsatisfactory quality.


To submit your Advanced Learning Activity, choose the Level 4 Learning Activity task on Learning@Griffith, then attach and submit your article as a PDF file.




Level 5 (Research Activity)







Level 6 (RHD Activity)



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