Merge branch 'release/0.4.5'

.travis.yml

@@ -14,6 +14,7 @@ jobs:
     - stage: test
       script: coverage run --rcfile=.coveragerc manage.py test tests --settings=config.settings.testing -v=3
     - script: python manage.py loadpikau
+    - script: python manage.py loadlicences
     - script: flake8
     - script: pydocstyle --count --explain
 after_success:

CHANGELOG.md

@@ -1,5 +1,16 @@
 # Changelog
 
+## 0.5.0 (Pre-release)
+
+- Show pīkau titles on pathway diagram when required. (fixes #49)
+- Add 'What is computational thinking?' and 'Computational thinking - The international perspective' pīkau. (fixes #50)
+- Update pikau content pages to be closer to iQualify style.
+- Fix release script calling invalid command. (fixes #48)
+- Update licence. (fixes #52)
+- Pīkau documentation updates:
+  - Update documentation regarding usage of images and videos. (fixes #53)
+  - State box formatting cannot be used within overview. (fixes #43)
+
 ## 0.4.4 (Pre-release)
 
 - Update glossary definitions from CS Field Guide material.

README.md

@@ -18,6 +18,8 @@ This license applies to the following contents of this project:
 - Text within HTML templates.
 - Markdown and YAML files within the `pikau/content`.
 
+Files in the `static/images/core-education` directory is licenced [Copyright (c) 2018 CORE Education](https://core-ed.org/).
+
 The rest of the project, which is the underlying source code used to manage
 and display this content, is licensed under the
 [MIT license](https://opensource.org/licenses/MIT) (`LICENSE` file).

config/__init__.py

@@ -1,3 +1,3 @@
 """Module for Django system configuration."""
 
-__version__ = "0.4.4"
+__version__ = "0.5.0"

pikau/content/pikau-courses.yaml

@@ -1,2 +1,4 @@
 courses:
   - getting-the-most-out-of-pikau
+  - what-is-computational-thinking
+  - computational-thinking-the-international-perspective

pikau/content/pikau-courses/computational-thinking-the-international-perspective/assessment-items.md

@@ -0,0 +1,17 @@
+# Assessment 1: Open Response
+
+### Title
+
+How do you learn?
+
+### Instructions
+
+You know how you learn best. Are you like Māui, just want a brief overview and then time to play? You may like to go through this pikau in a different order to how we deliver it. But we do recommend looking at everything as we have made it all as succinct as possible.
+
+Or are you more like Mahuika, you need to know exactly what is expected of you and how to achieve it. You will probably get the most out of this pīkau by working systematically through it in order.
+
+**How do you learn best? Are you more like Mahuika or Māui?**
+
+### Response to user feedback
+
+Call to action to join ngā kiriahi and participate in the discussion.

pikau/content/pikau-courses/computational-thinking-the-international-perspective/defining-ct/existing-experience.md

@@ -0,0 +1,11 @@
+# What it means to teachers who have experience teaching it already
+
+{comment Mahuika: What’s the deeper meaning, and how does it affect us as teachers?}
+
+Using devices to help with your teaching can be useful, but the new technology area of computational thinking is what makes things different from only using devices as a tool.
+Some teachers have already had a go at teaching concepts from computational thinking in their classes.
+Let’s find out a bit about their experiences.
+
+*Sound bites to be added*
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}

pikau/content/pikau-courses/computational-thinking-the-international-perspective/defining-ct/international-perspective.md

@@ -0,0 +1,44 @@
+# An international perspective
+
+{comment Mahuika: What’s the wisdom of our international whānau?}
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+Here’s a computational thinking activity that is popular with students, and only needs chalk (or masking tape), some paper, and some space in the playground or classroom to try out.
+We’ll use it later to illustrate some ideas.
+Here are three different videos showing it in action:
+- [A demonstration indoors](https://www.youtube.com/watch?v=30WcPnvfiKE&feature=youtu.be&t=43s)
+- [In a show with the network on a mat](https://www.youtube.com/embed/LOxfdsBBjKI?start=139)
+- [Outdoors with the network drawn in chalk](https://www.youtube.com/watch?v=M-z5pDjqtZk)
+
+{boxed-text type="example"}
+
+If you’d like to try a sorting network with your students, [here’s a lesson plan](https://csunplugged.org/en/topics/sorting-networks/unit-plan/).
+If your students are engaged with this activity, they are exercising many elements of computational thinking - we’ll show how this relates below; there are also explanations at the end of the lesson plan on the CS Unplugged website showing the mapping to computational thinking.
+
+{boxed-text end}
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+The definitions in the previous video are available online:
+- [CSTA operational definition](http://www.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf)
+- [Diagram from Barefoot computing](https://barefootcas.org.uk/barefoot-primary-computing-resources/concepts/computational-thinking/) is available from the [Barefoot website](https://barefootcas.org.uk), which is free for any teacher internationally to register to use.
+- [Australian web site](http://www.digitaltechnologieshub.edu.au/teachers/topics/computational-thinking)
+
+{comment Barefoot image is available under an Open Government Licence https://www.nationalarchives.gov.uk/doc/open-government-licence/version/2/}
+
+{boxed-text type="case-study"}
+
+The first use of the term “Computational Thinking” Activity is generally attributed to [Seymour Papert](https://en.wikipedia.org/wiki/Seymour_Papert) who used in in 1980 and 1986 publications.
+Papert is known for developing the [programming language Logo](https://en.wikipedia.org/wiki/Logo_(programming_language)).
+He was a student of Piaget, who is well known for contribution to theories about education.
+
+{boxed-text end}
+
+{boxed-text type="reading"}
+
+The general idea of computational thinking is discussed by [Jeanette Wing in this video](https://youtu.be/YVEUOHw3Qb8?t=12m1s)).
+
+{boxed-text end}

pikau/content/pikau-courses/computational-thinking-the-international-perspective/defining-ct/other-ways-of-looking-at-ct.md

@@ -0,0 +1,20 @@
+# Other ways of looking at computational thinking
+
+{comment Māu: not everyone accepts the status quo!}
+
+Jeanette Wing said that computational thinking is “Thinking like a Computer Scientist”.
+But what areas does computer science cover?
+The following video illustrates the breadth of computer science by looking at the world’s most popular website, which earns billions of dollars, yet its main interface is just one textbox and a button.
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+From the above we can see that there are many views on what computational thinking is, although they all are essentially the same idea.
+One question that comes up is whether you need have a focus on computer programming to be doing computational thinking.
+The following video explores this question.
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+The program developed in the above video can be [accessed directly online](https://scratch.mit.edu/projects/225807735/).
+Feel free to "remix" it and play around - you can't break anything!
+
+*Timeline of CT to be added*

pikau/content/pikau-courses/computational-thinking-the-international-perspective/metadata.yaml

@@ -0,0 +1,26 @@
+name: "Computational thinking - The international perspective"
+status: 2
+language: en
+topic: ct
+level: all
+tags:
+  - introductory
+cover-photo: images/pikau/ct-around-the-world.png
+trailer-video: https://www.youtube.com/embed/zSfzB-Z-mKM
+
+overview: overview.md
+content:
+  - slug: international-perspective
+    file: defining-ct/international-perspective.md
+    module: Defining computational thinking
+  - slug: existing-experience
+    file: defining-ct/existing-experience.md
+    module: Defining computational thinking
+  - slug: other-ways-of-looking-at-ct
+    file: defining-ct/other-ways-of-looking-at-ct.md
+    module: Defining computational thinking
+  - slug: wrapping-up
+    file: wrapping-up.md
+  - slug: references
+    file: references.md
+assessment-items: assessment-items.md

pikau/content/pikau-courses/computational-thinking-the-international-perspective/overview.md

@@ -0,0 +1,3 @@
+By the end of this pīkau you should be able to:
+
+- Compare how computational thinking is seen internationally to make use of global resources online.

pikau/content/pikau-courses/computational-thinking-the-international-perspective/references.md

@@ -0,0 +1,11 @@
+# References
+
+- [Jeannette Wing’s original paper](http://doi.org/http://doi.acm.org/10.1145/1118178.1118215): Wing, J. M. (2006). Computational thinking. Commun. ACM, 49(3), 33–35. [She has made it available publicly on her web site](http://www.cs.cmu.edu/afs/cs/usr/wing/www/publications/Wing06.pdf)
+
+- Grover, S., & Pea, R. (2013). Computational Thinking in K--12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. Available as [PDF](http://journals.sagepub.com/doi/pdf/10.3102/0013189X12463051) and as [HTML](http://journals.sagepub.com/doi/full/10.3102/0013189X12463051)
+
+- Falkner, K., Vivian, R., & Falkner, N. (2014). The Australian Digital Technologies Curriculum: Challenge and Opportunity. In Proc. Sixteenth Australasian Computing Education Conference (ACE2014) (pp. 3–12). Auckland, NZ. Available as [PDF](http://crpit.com/confpapers/CRPITV148Falkner.pdf) via [crpit.com](http://crpit.com/Vol148.html)
+
+- [Barefoot computing (England) information on CT](https://barefootcas.org.uk/barefoot-primary-computing-resources/concepts/computational-thinking/) (teachers can get free access to read other material on their site)
+
+- [Google’s free course on computational thinking](https://computationalthinkingcourse.withgoogle.com/course)

pikau/content/pikau-courses/computational-thinking-the-international-perspective/wrapping-up.md

@@ -0,0 +1,7 @@
+# Wrapping up
+
+This Pīkau/toolkit is an overview of the topic of computational thinking.
+Hopefully you now have some ideas, and know how it’s viewed around the world.
+A lot of this will become clearer as you engage with further Pīkau/toolkits --- you’ll be able to explore what programming is (which is a key ingredient in computational thinking).
+There are eight Progress Outcomes in the curriculum for computational thinking, and so we’ll be offering the opportunity to explore each of these in a lot more detail in the future.
+The Progress Outcomes range from PO 1, where students learn to give and follow very simple instructions, through the later progress outcomes where senior students develop complete programs that take account of the most important part of any design - the person who has to use the system.

pikau/content/pikau-courses/getting-the-most-out-of-pikau/assessment-items.md

@@ -1,10 +1,6 @@
 # Assessment 1: Open Response
 
-### Title
-
-How do you learn?
-
-### Instructions
+### How do you learn?
 
 You know how you learn best. Are you like Māui, just want a brief overview and then time to play? You may like to go through this pikau in a different order to how we deliver it. But we do recommend looking at everything as we have made it all as succinct as possible.
 

pikau/content/pikau-courses/getting-the-most-out-of-pikau/introduction-to-pikau.md

@@ -8,7 +8,7 @@ You will also know how much time you should put aside to complete the pīkau.
 Pīkau means ‘backpack’.
 By the end of this readiness program (kiatakatū-ā-matihiko) you’ll have a pīkau/backpack of resources to use for the new content in the Digital Technologies learning area.
 
-{image file-path="images/pikau/maui-face.png" alignment="center" caption="true"}
+{image file-path="images/core-education/maui-face.png" alignment="center" caption="true"}
 
 Māui
 
@@ -19,7 +19,7 @@ You might be like Māui: curious, a bit of a risk taker, adaptable, playful… Y
 Watch all the videos, then do the readings.
 You might even want to start with the assessment activities, although we wouldn’t recommend that!
 
-{image file-path="images/pikau/mahuika-face.png" alignment="center" caption="true"}
+{image file-path="images/core-education/mahuika-face.png" alignment="center" caption="true"}
 
 Mahuika
 

pikau/content/pikau-courses/getting-the-most-out-of-pikau/metadata.yaml

@@ -1,12 +1,12 @@
-name: "Intro 1: Getting the most out of pīkau"
+name: "Getting the most out of pīkau"
 status: 6
 overview: overview.md
 language: en
 topic: housekeeping
 level: all
 tags:
   - introductory
-cover-photo: images/pikau/banner-mahuika-maui.png
+cover-photo: images/core-education/banner-mahuika-maui.png
 content:
   - slug: introduction-to-pikau
     file: introduction-to-pikau.md

pikau/content/pikau-courses/what-is-computational-thinking/assessment-items.md

@@ -0,0 +1,14 @@
+# Assessment 1: Multiple Choice
+
+### What is the key reason to teach Computational Thinking?
+
+a) So students think like a computer.
+b) So students learn how to think in ways that are useful for understanding and programming digital devices. [correct]
+c) So students learn that computational thinking is what all devices do.
+d) So students have a framework that applies to all of STEM.
+
+# Assessment 2: Open Response
+
+### What aspects of computational thinking do I recognise in what I am already teaching? Give one example.
+
+This could link to Ngā Kiriahi, the communities of practice.

pikau/content/pikau-courses/what-is-computational-thinking/defining-ct/ct-in-nzc.md

@@ -0,0 +1,25 @@
+# The way computational thinking is framed in the NZ curriculum
+
+{comment Māui: what’s going on here?}
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+{boxed-text type="example"}
+
+[Watch this example](https://youtu.be/FOwCCvHEfY0?t=31s) of two different algorithms being used to find a book in a library.
+
+{boxed-text end}
+
+Do both strategies for finding a book work?
+How much better is the Slowcoach Slade’s approach compared with Speedy Spencer?
+Will Bozo the clown ever find the book?
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+{boxed-text type="pull-out"}
+
+Assuming that you can get hold of a phone book, how long does it take to find a number in your local phone book if you’re given the name of the person?
+How long does it take your students?
+You could have races to see what the shortest time is for finding a randomly chosen name.
+
+{boxed-text end}

pikau/content/pikau-courses/what-is-computational-thinking/metadata.yaml

@@ -0,0 +1,26 @@
+name: "What is computational thinking?"
+status: 5
+language: en
+topic: ct
+level: all
+tags:
+  - introductory
+cover-photo: images/pikau/what-is-ct.png
+trailer-video: https://www.youtube.com/embed/zSfzB-Z-mKM
+
+overview: overview.md
+content:
+  - slug: introduction
+    file: why-this-matters/introduction.md
+    module: Why this matters...
+  - slug: already-know-this
+    file: why-this-matters/already-know-this.md
+    module: Why this matters...
+  - slug: ct-in-nzc
+    file: defining-ct/ct-in-nzc.md
+    module: Defining computational thinking
+  - slug: wrapping-up
+    file: wrapping-up.md
+  - slug: references
+    file: references.md
+assessment-items: assessment-items.md

pikau/content/pikau-courses/what-is-computational-thinking/overview.md

@@ -0,0 +1,4 @@
+By the end of this pīkau you should be able to:
+
+- Explain how computational thinking is defined in the Technology learning area.
+- Explain computational thinking concepts have longevity as an educational tool.

pikau/content/pikau-courses/what-is-computational-thinking/references.md

@@ -0,0 +1,3 @@
+# References
+
+- [Interview with Tim Bell in 2016 about the idea of computational thinking](http://www.nzcer.org.nz/system/files/2016_1_003_0.pdf) (this was before computational thinking was named as part of the curriculum).

pikau/content/pikau-courses/what-is-computational-thinking/why-this-matters/already-know-this.md

@@ -0,0 +1,8 @@
+# You may already know some of this
+
+{comment Māui: looking for innovation even in the most routine tasks}
+
+Chances are that you’ve already encountered examples of computational thinking in your everyday life.
+Here are some situations that might be familiar!
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}

pikau/content/pikau-courses/what-is-computational-thinking/why-this-matters/introduction.md

@@ -0,0 +1,35 @@
+# Introduction
+
+{comment Māui: surely there’s a better way to do this?}
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+{boxed-text type="example"}
+
+If you had to find an envelope in an unsorted list of 100, how many envelopes would you expect to have to look at?
+On average?
+In the worst case?
+In the best case?
+
+{boxed-text end}
+
+What you’re doing here is evaluating an algorithm.
+We’ll define algorithms more carefully later on, but an algorithm is essentially the process that you choose to use.
+With an unsorted pile of envelopes, any process will involve going through all of the envelopes!
+
+{video url="https://www.youtube.com/embed/zSfzB-Z-mKM"}
+
+This is just one idea for an algorithm that speeds up the time it takes to get people onto a plane.
+You might like to explore other ideas that people have tried, such as loading “window-middle-aisle”, or by groups.
+
+{boxed-text type="pull-out"}
+
+Try this with your students: give each group of three students one pile of about 50 numbers or words, and ask them to sort the pile into order.
+See what strategies they develop to do it as quickly as possible, sharing the work around the group.
+Teams of students could race each other.
+They also need to figure out how they can check that the result is correct (you can get one team to check another team’s results - all they need to do is find two adjacent cards that are out of order).
+There isn’t a “right” way of doing this, but some methods will be faster than others, and it’s the reflection on how they did it where computational thinking is happening.
+
+{boxed-text end}

pikau/content/pikau-courses/what-is-computational-thinking/wrapping-up.md

@@ -0,0 +1,5 @@
+# Wrapping up
+
+This Pīkau/toolkit has given a short introduction to the idea of computational thinking.
+We’ll go into more detail in a second Pīkau/toolkit that explores a more international view of the concept.
+A lot of this will become clearer as you engage with further Pīkau/toolkits about teaching computational thinking.

pikau/management/commands/_PikauCourseLoader.py

@@ -14,6 +14,7 @@
 )
 
 CONFIG_FILE = "pikau-courses.yaml"
+COVER_PHOTO_DEFAULT = "images/core-education/pikau-course-cover.png"
 
 
 class PikauCourseLoader(BaseLoader):
@@ -68,7 +69,7 @@ def load(self):
                 "topic": Topic.objects.get(slug=pikau_course_metadata["topic"]),
                 "level": Level.objects.get(slug=pikau_course_metadata["level"]),
                 "trailer_video": pikau_course_metadata.get("trailer-video", ""),
-                "cover_photo": pikau_course_metadata.get("cover-photo", "images/pikau-course-cover.png"),
+                "cover_photo": pikau_course_metadata.get("cover-photo", COVER_PHOTO_DEFAULT),
                 "overview": pikau_course_overview,
                 "readiness_level": pikau_course_metadata.get("readiness-level"),
                 "study_plan": pikau_course_study_plan,

pikau/migrations/0029_auto_20180529_0726.py

@@ -0,0 +1,18 @@
+# Generated by Django 2.0.5 on 2018-05-28 19:26
+
+from django.db import migrations, models
+
+
+class Migration(migrations.Migration):
+
+    dependencies = [
+        ('pikau', '0028_auto_20180524_1528'),
+    ]
+
+    operations = [
+        migrations.AlterField(
+            model_name='pikaucourse',
+            name='cover_photo',
+            field=models.CharField(default='images/core-education/pikau-course-cover.png', max_length=100),
+        ),
+    ]