I’ve been mulling about what to do with my year 11 software (SDD) students for their 2nd project/assessment task. Apart from the syllabus outcomes, I wanted one of the outcomes to be an appreciation of how technology can be transformative and that they themselves can create such technology.
Enter CS + X, except I inverted it to X + CS. While this may be irrelevant from a maths perspective (commutative property of addition), it captures better my pitch of “what is a problem (X) that can be ameliorated with the addition of computer science (CS) ?” In other words:
X + CS = Δ X
Another outcome I wanted is to highlight the importance of understanding the problem as a premise for designing solutions….way before coding/programming comes into the picture. This gave birth to the focus question for the next project, i.e.
Is your software design worth developing?
When planning out the details of this project-based learning unit, I found the book “Setting the Standard for PBL” invaluable. In particular, Figure 5.3 (pp 118-119) Project Design: Student Learning Guide (Sample) was incredibly helpful. In a nutshell, here were my steps:
- List the outcomes for assessment (based on planned Assessment Grid)
- Outline the syllabus content (based on planned Scope & Sequence)
- Define the Final Products and marking/weighting
- Identify instructional strategies
Here’s what I’ve got (PDF)
Here’s a student-friendly version
I also created a Project Calendar which will be the basis of my students’ Gannt charts for their own projects.
From here, creating the Assessment notification was fairly straightforward with only the rubric for the Final Products left to define.
As luck would have it, I scored us free entry (thank you Google) into The Sunrise Alpha conference. It will feature successful Australian startup founders. I’m hoping this excursion on Monday will inspire my students to see that they too can be part of this.
I’m also negotiating to have mentors from UNSW School of IT. (I am very lucky!)
Finally, I got several staff members to be part of the panel to whom my students will pitch their ideas. The panel will judge whether or not the problem is worth solving and if the recommended solution is indeed viable and worth developing….fodder for next project 🙂
Of course, this is just the beginning of the story.
Tomorrow, we start in earnest. I’ve told my students about the project and we’ve already started brainstorming about ideas on problems to solve. This will have to be bedded down more when I they meet their teams…tomorrow.