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PPD Tumpat Professional Learning Community

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if the organization is to become more effective in helping all students learn, the adults in the organization must be continually learning

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09 April 2018
BTPN Kelantan
MBJY5LC18
wwta04@ambassadors.onmicrosoft.com
!love2learn

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"Minecraft" is this generation's Super Mario. It's an international phenomenon. Unless you've been living on the moon, you probably already know these things.

It's on computers, phones, tablets, and game consoles. It's at your local mall, occupying kiosks with plushies and T-shirts. There's a semiannual convention ("MineCon") and an education initiative that's got it in schools ( MinecraftEDU).

But why is it so popular? We're talking about a game that looks like this:

Keep in mind that there are games coming out on modern video game consoles that look like this:

And what do you actually do in "Minecraft?" Build stuff? Perhaps you've seen some of the incredible worlds people have created from within "Minecraft," like this one of King's Landing from "Game of Thrones":

Not bad! So how does a world go from a flat, grassy meadow to a pixelated re-creation of Westeros' capital city? The answer to that question is half of the reason people love "Minecraft": creation. The castles above were built block-by-block.

Think of "Minecraft" as virtual LEGO. LEGO does.

It's a system for fitting pieces together to create something - sometimes amazing somethings - from nothing. "Minecraft" provides endless building blocks and a blank canvas. It's up to you to create something incredible, or silly, or referential, or whatever, using the tools it provides. The tools are blessedly user-friendly, as are the systems for employing those tools.

The most basic unit of measurement is a single block. This is a dirt block:

This is the literal and figurative building block of the game. You start with nothing but fists and a massive, unexplored world, ripe for creation. You walk forward; you punch the ground below you and it begins to crack. Why is it cracking? And suddenly, POP! Where the ground once was is now an empty, square space. It looks like this:

The word "minecraft" is a portmanteau of two verbs: to mine and to craft. Punching a dirt block and retrieving a dirt block to build with is the first verb - the mining. When you start "Minecraft," it's the first thing you should do.

Once you've retrieved enough blocks, the second thing you'll need to do is craft: combine the resources you've mined to create more complex tools. "Mining" for wood (punching a tree) enables you to create basic tools. Those basic tools enable you to mine more complex resources, which enable you to create more complex items and tools.

It's this highly satisfying cycle of mining resources and creating from those resources that draws in millions of players around the world. And that's the most basic level of "Minecraft."

The other side of "Minecraft," sadly not encompassed in the game's title, is exploration. Every time you start a new world in "Minecraft," it's unique. That is, levels are randomly generated based on a set of parameters. There are some constants:

The levels always contain the same materials (dirt, trees, water, etc.)

There is a day/night cycle

At night, enemies appear and will attack you

You can only dig so deep below the world's surface before hitting bedrock

The world that spawns always has stuff to discover, whether it's crazy jungles or mountains or underground caves or whatever

Yes, there are enemies. You've almost certainly seen the iconic "Creeper" at your local Hot Topic. This guy (or lady?):

These green, exploding monsters are exclusive to the "Survival" mode of "Minecraft" - if you just want to create ad infinitum, there's a "Creation" mode that enables exactly that. No day/night cycle. No enemies. No mining if you don't want to mine. Just endless creation.

But be warned: If you don't choose "Survival" mode, you'll never experience the joy of discovering a labyrinthine cave network by accident, full of rare resources (diamonds!) and life-threatening lava. You'll never know the thrill of narrowly escaping a mob of spiders, zombies, and Creepers into the ramshackle hut you've composed just in time to hide for the night. You'll never know the heartbreak of a Creeper sneaking up and exploding the side of your carefully constructed homage to John Travolta's face. Up your nose with a rubber hose, Creeper.

So forget all the hype. Forget the billions Microsoft spent buying "Minecraft" from its creator, Markus "Notch" Persson and his team at Mojang.

"Minecraft" is so incredibly successful and popular because it's delightful. It's relaxing. It's joyful. It's goofy. It's an amazing interactive canvas to build anything you want.

Yeah, you're "just punching blocks and placing them in different combinations." And here's a re-creation of Frank Lloyd Wright's famous "Fallingwater" home:

You can play "Minecraft" online with friends, with strangers, or all by your lonesome. Some of the more complex worlds were created by whole teams of people working for months. Westeros wasn't built in a day, you know!

Personally, I prefer the relaxing experience of playing it alone while listening to podcasts. The game's music is a mix of soft, atmospheric melodies that can be easily kept at low volume, leaving me to concentrate on the project at hand.

Unlike so many other games, "Minecraft" enables an outlet for artistic expression - however shallow - that makes time spent in its worlds feel meaningful.

Get the latest Microsoft stock price here.

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Why 'Minecraft' is the most popular game in the world

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"Minecraft" is this generation's Super Mario. It's an international phenomenon. Unless you've been living on the moon, you probably already know these things. It's on computers, phones, tablets, and game consoles. It's at your local mall, occupying kiosks with plushies and T-shirts. There's a semiannual convention ("MineCon") and an education initiative that's got it in schools ( MinecraftEDU).

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Computational thinking

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In education, computational thinking (CT) is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute.[1]. It involves the mental skills and practices for 1) designing computations that get computers to do jobs for us, and 2) explaining and interpreting the world as a complex of information processes.[2] Those ideas range from basic CT for beginners to advanced CT for experts.[2]

The history of computational thinking dates back at least to the 1950s but most ideas are much older.[3][2] Computational thinking involves ideas like abstraction, data representation, and logically organizing data, which are also prevalent in other kinds of thinking, such as scientific thinking, engineering thinking, systems thinking, design thinking, model-based thinking, and the like[4]. Neither the idea nor the term are recent: Preceded by terms like algorithmizing, procedural thinking, algorithmic thinking, and computational literacy[2] by computing pioneers like Alan Perlis and Donald Knuth, the term computational thinking was first used by Seymour Papert in 1980[5] and again in 1996.[6] Computational thinking can be used to algorithmically solve complicated problems of scale, and is often used to realize large improvements in efficiency.[7]

The phrase computational thinking was brought to the forefront of the computer science education community in 2006 as a result of an ACM Communications essay on the subject by Jeannette Wing. The essay suggested that thinking computationally was a fundamental skill for everyone, not just computer scientists, and argued for the importance of integrating computational ideas into other subjects in school.[8] The continuum of computational thinking questions in education ranges from K-9 computing for children to professional and continuing education, where the challenge is how to communicate deep principles, maxims, and ways of thinking between experts.[2]

The characteristics that define computational thinking are decomposition, pattern recognition / data representation, generalization/ abstraction, and algorithms.[9][10] By decomposing a problem, identifying the variables involved using data representation, and creating algorithms, a generic solution results. The generic solution is a generalization or abstraction that can be used to solve a multitude of variations of the initial problem.

Another characterization of computational thinking is the "three As" iterative process based on three stages:

1. Abstraction: Problem formulation;

2. Automation: Solution expression;

3. Analyses: Solution execution and evaluation.[citation needed ]

Connection to the "four Cs" Edit

The four Cs of 21st century learning are communication, critical thinking, collaboration, and creativity. The fifth C could be computational thinking which entails the capability to resolve problems algorithmically and logically. It includes tools that produce models and visualise data.[11] Computational thinking is applicable across subjects beyond science, technology, engineering, and mathematics (STEM) which include the social sciences and language arts. Students can engage in activities where they identify patterns in grammar as well as sentence structure and use models for studying relationships.[12]

Since its inception, the 4 Cs have gradually gained acceptance as vital elements of many school syllabi. This development triggered a modification in platforms and directions such as inquiry, project-based, and more profound learning across all K-12 levels. Many countries have introduced computer thinking to all students. The United Kingdom has CT in its national curriculum since 2012. Singapore calls CT as "national capability". Other nations like Australia, China, Korea, and New Zealand embarked on massive efforts to introduce computational thinking in schools.[13] In the United States, President Barack Obama created this program, Computer Science for All to empower this generation of students in America with the proper computer science proficiency required to flourish in a digital economy.[14] Computational thinking means thinking or solving problems like computer scientists. CT refers to thought processes required in understanding problems and formulating solutions. CT involves logic, assessment, patterns, automation, and generalisation. Career readiness can be integrated into learning and teaching environments in multiple ways.[15]

Similar to Seymour Papert, Alan Perlis, and Marvin Minsky before, Jeannette Wing envisioned computational thinking becoming an essential part of every child's education.[8] However, integrating computational thinking into the K-12 curriculum and computer science education has faced several challenges including the agreement on the definition of computational thinking[16][17], how to assess children's development in it[4], and how to distinguish it from other similar "thinking" like systems thinking, design thinking, and engineering thinking[4]. Currently, computational thinking is broadly defined as a set of cognitive skills and problem solving processes that include (but are not limited to) the following characteristics[17][18] (but there are arguments that few, if any, of them belong to computing specifically, instead of being principles in many fields of science and engineering[2])

Using abstractions and pattern recognition to represent the problem in new and different ways

Logically organizing and analyzing data

Breaking the problem down into smaller parts

Approaching the problem using programmatic thinking techniques such as iteration, symbolic representation, and logical operations

Reformulating the problem into a series of ordered steps (algorithmic thinking)

Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources

Generalizing this problem-solving process to a wide variety of problems

Current integration computational thinking into the K-12 curriculum comes in two forms: in computer science classes directly or through the use and measure of computational thinking techniques in other subjects. Teachers in Science, Technology, Engineering, and Mathematics ( STEM) focused classrooms that include computational thinking, allow students to practice problem-solving skills such as trial and error.[19] Valerie Barr and Chris Stephenson describe computational thinking patterns across disciplines in a 2011 ACM Inroads article[16] However Conrad Wolfram has argued that computational thinking should be taught as a distinct subject.[20]

Carnegie Mellon University in Pittsburgh has a Center for Computational Thinking. The Center's major activity is conducting PROBEs or PROBlem-oriented Explorations. These PROBEs are experiments that apply novel computing concepts to problems to show the value of computational thinking. A PROBE experiment is generally a collaboration between a computer scientist and an expert in the field to be studied. The experiment typically runs for a year. In general, a PROBE will seek to find a solution for a broadly applicable problem and avoid narrowly focused issues. Some examples of PROBE experiments are optimal kidney transplant logistics and how to create drugs that do not breed drug-resistant viruses.[21]

There are a handful of on-line institutions which provide curriculum, and other related resources to build and strengthen pre-college students with computational thinking, analysis and problem-solving. One prominent one is the Carnegie Mellon Robotics Academy. It offers training sessions for both pre-college students, as well as teachers. CMU's programs exercise instructional scaffolding methods via engineering process. There is also another online site named legoengineering.com.[22] offering similar resources.

As far as a physical facility, in Central New Jersey, there is a small institution, named Storming Robots, offering technology programs to Grade 4 to 12 with an emphasis on algorithmic and computational thinking via robotics projects throughout the school year. Students may follow its road map[23] starting from Grade 4 until they graduate to college.

Designed to increase the use of computational thinking, computationalthinking.org[24] was launched to provide problem-solving resources to various sectors in an effort to increase the use of computational thinking. The resources include ready-made courses and materials for professionals, colleges, schools, and students. The services also include advising policymakers and governments on education reform and curriculum development.

A comprehensive college textbook From Computing To Computational Thinking by Dr. Paul S. Wang can help define and illustrate computational thinking and teach its application in other disciplines as well as in daily life. The book's associated website[25] offers teaching, learning and hands-on resources.

The concept of computational thinking has been criticized as too vague, as it's rarely made clear how it is different from other forms of thought.[3][26] That inclination among computer scientist has been called "computational chauvinism."[27] Some computer scientists worry about the promotion of computational thinking as a substitute for a broader computer science education, as computational thinking represents just one small part of the field.[28][4] Others worry that the emphasis on Computational Thinking encourages computer scientists to think too narrowly about the problems they can solve, thus avoiding the social, ethical and environmental implications of the technology they create.[29][3]

A recent paper argues that the term "Computational Thinking" (CT) should be used mainly as a shorthand to convey the educational value of Computer Science, hence the need of teaching it in school[30]. The strategic goal is to have Computer Science recognized in school as an autonomous scientific subject more than trying to identify "body of knowledge" or "assessment methods" for CT. Particularly important is to stress the fact that the scientific novelty associated to CT is the shift from the "problem solving" of Mathematics to the "having problem solved" of Computer Science. Without the "effective agent", who automatically executes the instructions received to solve the problem, there would be no Computer Science, but just Mathematics. Another criticism of the same paper is that focusing on "problem solving" is too narrow, since "solving a problem is just an instance of a situation where one wants to reach a specified goal". The paper therefore generalizes the original definitions by Cuny, Snyder, and Wing[31] and Aho[32] as it follows: "Computational thinking is the thought processes involved in modeling a situation and specifying the ways an information-processing agent can effectively operate within it to reach an externally specified (set of) goal(s)."

Denning, P.J. and Tedre, M. Computational Thinking. The MIT Press, 2019. ISBN 9780262536561

1. ^ Wing, Jeannette (2014). "Computational Thinking Benefits Society". 40th Anniversary Blog of Social Issues in Computing.

2. ^ Denning, P.J. and Tedre, M. Computational Thinking. The MIT Press, 2019.

3. ^ Tedre, Matti; Denning, Peter (2016). "The Long Quest for Computational Thinking" (PDF). Proceedings of the 16th Koli Calling Conference on Computing Education Research.

4. ^ Denning, Peter J., 1942- (2019). Computational thinking. Tedre, Matti. Cambridge. ISBN 9780262353410. OCLC 1082364202.

5. Papert, Seymour. ^ Mindstorms: Children, computers, and powerful ideas. Basic Books, Inc., 1980.

6. ^ Papert, Seymour (1996). "An exploration in the space of mathematics educations". International Journal of Computers for Mathematical Learning. 1. doi:10.1007/BF00191473.

7. Computational thinking: ^

Repenning, A.; Webb, D.; Ioannidou, A. (2010). "Scalable game design and the development of a checklist for getting computational thinking into public schools". Proceedings of the 41st ACM technical symposium on Computer science education - SIGCSE '10. p. 265. doi:10.1145/1734263.1734357. ISBN 9781450300063.

Guzdial, Mark (2008). "Education: Paving the way for computational thinking" (PDF). Communications of the ACM. 51 (8): 25. doi:10.1145/1378704.1378713.

Wing, J. M. (2008). "Computational thinking and thinking about computing". Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences. 366 (1881): 3717-3725. Bibcode:2008RSPTA.366.3717W. doi:10.1098/rsta.2008.0118. PMC 2696102. PMID 18672462.

Center for Computational thinking at Carnegie Mellon cmu.edu8

Exploring Computational Thinking, Google.com

How to Teach Computational Thinking by Stephen Wolfram, Stephen Wolfram Blog, September 7, 2016.

Conrad Wolfram: Teaching kids real math with computers on YouTube, TED talk 2010-11-15

What is Computational Thinking? CS4FN at CS4FN

The Sacramento Regional CPATH Team has created a Think CT website with information on CT developed by this NSF-funded project. Archived 31 August 2011 at the Wayback Machine

A short introduction to Computational Thinking by the Open University

8. ^ Wing, Jeanette M. (2006). "Computational thinking" (PDF). Communications of the ACM. 49 (3): 33. doi:10.1145/1118178.1118215.

9. ^ [dead link ]

10. ^

11. ^

12. ^ Stephenson, Chris; Valerie Barr (May 2011). "Defining Computational Thinking for K-12". CSTA Voice. 7 (2): 3-4. ISSN 1555-2128. CT is a problem solving process...

13. ^

14. ^ Computational thinking is the code to success Conrad Wolfram, The Times Educational Supplement

15. ^ PROBE Experiments

16. ^ Jones, Elizabeth. "The Trouble with Computational Thinking" (PDF). ACM.

17. ^

18. ^ Denning, Peter J. (1 June 2009). "Beyond computational thinking". Communications of the ACM. 52 (6): 28. doi:10.1145/1516046.1516054. hdl:10945/35494.

19. ^ Easterbrook, Steve (2014). "From Computational Thinking to Systems Thinking: A conceptual toolkit for sustainability computing". Proceedings of the 2nd International Conference ICT for Sustainability. doi:10.2991/ict4s-14.2014.28. ISBN 978-94-62520-22-6.

20. ^ Nardelli, Enrico (February 2019). "Do we really need Computational Thinking?". Communications of the ACM. 62 (2): 32-35. doi:10.1145/3231587.

21. ^

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In education, computational thinking (CT) is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute.[1] .

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https://todaysmeet.com

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Blog | About TodaysMeet | Need Help? | Privacy Policy | Terms of Service | © 2008-2018 TodaysMeet LLC

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solid waste management and public cleansing corporation

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Low awareness on recycling among Malaysians - Nation | The Star Online

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AWARENESS in reducing household waste through recycling is still low among Malaysians, says Solid Waste Management and Public Cleansing Corporation (SWCorp Malaysia).

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GRASPE
Goals
Roles of students
Audience
Sets of activities
Products
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Adenan Hashim Registered  Account ID: 3557373

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Adenan Hashim Registered  Account ID: 3557373

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for miee

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MDEC

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Educator Network is a platform where educator community work collaboratively to support each other, share experiences, best practices and trend in Computational Thinking (CT) and Computer Science (CS) Education

Objective of MYDM to make an impact on integration and practice of CS & CT in teaching & learning and administration through Community of Practice (CoP):

Events - workshops/seminars/webinars

Dialogue - Discussions around issues related to curriculum, instruction, assessment

Best practices - sharing by champion school principals/teachers/parents/industry

Come and join us!. Register yourself at Educator Network here. We have lists of short courses during weekends and school holidays through this network. We offer not only programming courses but embedded systems, digital making and basic CT & CS courses. This program is being offered by MYDM partners and our MYDM CPD Centres here.

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Educator Network is a platform where educator community work collaboratively to support each other, share experiences, best practices and trend in Computational Thinking (CT) and Computer Science (CS) Education Objective of MYDM to make an impact on integration and practice of CS & CT in teaching & learning and administration through Community of Practice (CoP):

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adenan5011@yes.my

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13 Feb 2019
Pentadbir pilih peningkatan akademik - roti canai
project based learning - curry puff
frog championship - frog play dapat points. cut off time. 0700-2200
11 feb - 15 march
cadangan nama sekolah
gg.gg/namasekolah

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1. Click Quick Launch, select Boost
2.

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Analisis Data VLE 2018

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Group Sentence Structure

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Verb - Past Tense

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Nouns

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Adjective