PANELS

Panel 1:
Assessments for Computational Thinking in Primary and Secondary Schools
Chair: Siu Cheung KONG, The Education University of Hong Kong, Hong Kong
Co-Chair: Chee Kit LOOI, National Institute of Education, Nanyang Technological University, Singapore
Panelists:
Ting-Chia HSU, National Taiwan Normal University, Taiwan
Ju-Ling SHIH, National Central University, Taiwan


Abstract: Computational thinking (CT) is essential for the young generation in the 21st century to succeed in their learning and daily-life in the digitalized society. It is important for learners in primary and secondary schools to have opportunities to not only meaningfully develop the concepts and practices fundamental to CT competencies, but also for the progress and outcome of their CT development to be assessed in daily learning contexts. The existing literature lacks a universally agreed-upon method of assessment for CT development; and many existing methods for assessment of CT development focus on university learners. This panel aims to address the gap of research discussion about assessments for CT development among young learners in primary and secondary schools. This panel will consist of panel presentations and open-floor discussion about the related experiences, existing challenges, expected dimensions, and possible approaches of CT assessments in primary and secondary schools. This panel can inform the evidence-based evaluation of CT education in the 21st century.

Panel 2:
A Learning Theory Design for Asia in the 21st Century: Interest-Driven Creator Theory (IDC) Panel
Chair: Ben CHANG, National Central University, Taiwan
Panelists:
Tak-Wai CHAN, National Central University, Taiwan
Wenli CHEN, National Institute of Education, Nanyang Technological University, Singapore
Siu Cheung KONG, The Education University of Hong Kong, Hong Kong
Chee Kit LOOI, National Institute of Education, Nanyang Technological University, Singapore
Lung Hsiang WONG, National Institute of Education, Nanyang Technological University, Singapore


Abstract: If we researchers in Asia want to bring about any profound transformation in education, we have to face a great barrier to resistance: a significant part of formal education in Asia remains 'examination-led education', that is, educational practice is largely governed by a short-term goal: getting higher scores in public examinations. This leads to over-emphasizing cognitive outcomes, resulting some serious drawbacks: learning and teaching are distorted; many students do not enjoy learning; it is hard for students to develop 21st century competencies. The 21st century, however, marks an era of exponential change and emergence. Our world demands its citizens a lifetime of creative and critical thinking, endlessly delivering innovations, new values and productivity to thrust social and economic development. Have our societies, schools and families found the right ways to prepare the young generation for the 21st century? Will our children thrive in the 21st century? In contrast to the enormous educational movements described above, researchers have long been undertaking small-scale experiments, intending to improve students' learning experience, test their learning outcomes, and develop knowledge on learning and teaching as well as some micro-level theories. However, to transform Asian education with a sustainable impact on a large scale, we need a macro theory to guide the design and direct research towards the creation of a form of quality education for Asia. A group of Asian researchers has created a learning theory named IDC Theory (Interest-Driven Creator Theory), and they will elaborate on this theory in this panel.

Panel 3:
Questions, Design, Indicators for CSCL
Chair: Gaowei CHEN, Hong Kong University, Hong Kong
Panelists:
Chew Lee TEO, National Institute of Education, Nanyang Technological University, Singapore
Bodong CHEN, University of Minnesota - Twin Cities, USA
Lung Hsiang WONG, National Institute of Education, Nanyang Technological University, Singapore

Discussant: Elizabeth KOH, National Institute of Education, Nanyang Technological University, Singapore

Abstract: Computer-supported-collaborative-learning (CSCL) has been one of the major thrusts in educational initiatives across the globe. For example, "collaborative learning" has been the buzzword since the second ICT master-plan in Singapore. The language of CSCL has since taken root in many teachers' professional development effort and repertoire of practice. However, though the processes of research, development, and implementation of CSCL in schools in Singapore have increased extensively in recent years, the mode of assessment and the deepening in understanding of collaborative learning and its environment continued to lag behind the adoption rate. Many teachers still found difficulties to trust the process of collaborative learning and to confidently say that all their students have learned in a collaborative setting. Of course, mindset and belief of teachers are of enormous significance, but we would also like to ascribe this phenomenon among teachers to the complexity of latent attributes such as learners' cognitions and emotions in the learning process, which differ significantly from traditional practice. This sets the motion for a 'call for multimodality' in CSCL to define a more holistic way through comprehensive sets of data and analyses to understand the process and outcome of CSCL (Schneider & Blikstein, 2015). This 'multimodality' has tremendous potential but yet to reach an easy-to-implement status, as it is now still at the early research phase. Given the myriads of development happening around the world, this panel aims to bring together existing research on various dimension and collectively derive a framework from providing teachers a systemic understanding of CSCL indicators to inform the key challenges or the critical activities in their CSCL practice.