A deeper understanding of our research involved for Computer Masti

Brief:
Computer Masti addresses the need for an active computer learning based curriculum through a cutting edge IT curriculum titled. CM is designed as a content-service solution to teach computer science in schools. The content is presented in a story format through two children, Tejas and Jyoti having a conversation with Moz who is conversant with computers. CM adopts a constructivist pedagogical approach which encourages the characterstokeep asking questions, andtoexplore on their own.The content apart from teaching the computer literacy skills, also teaches others concepts like step wise thinking and logical reasoning. The purpose of the document is to highlight our research, involved for Computer Masti. The document contains the following: 1. 2. 3. 4. 5. 6. Approach to Problem: Our initial research Computer Science Curriculum Outline Pillars of CM Product Evolution from Worksheet to class room Continuous Evolution of Computer Masti Research Team & Authors

1. Approach to Problem: Our initial research

The process of writing instruction material for computer education started with a study of existing curriculum of various educational boards of India as well as other developing countries such as Pakistan and developed countries such as United States. We found that Indian Education boards dene standards to be met for grades 9-12, but standards/details of what should be taught in previous grades were missing. Hence, we started out identifying topics to be taught in various grades and rationale for the same. Computer Masti (CM) curriculum for each standard is broadly divided into three groups: basic concepts, usage skills and social aspects. The course aims to establish computer uency by addressing cognitive (clarity of thought include with topics such as step wise thinking, logical reasoning, systematic gathering information, brain storming and mind mapping, multiple representation), behavioral (e.g IT usage skills such as word processing, drawing graphs, data analysis, multimedia presentation) and affective components (e.g positive computer attitude). We adopt a reverse thematic integration approach; in that we reinforce topics taught in other subjects while teaching computer concepts and skills. The curriculum is spiral, as learning of new topics or advanced features is based on the previous understanding and explicit connections are made to topics already taught. A rst draft was made in 2007 and expert review was solicited. At the same time, teachers handbooks were written for grades 1 to 4 to implement the curriculum. This was eld tested by one author and students reactions were studied. On the basis of eld implementation and expert comments, the curriculum was revised. We also realized that instead of teachers handbook, a textbook is required for effective learning. Hence the textbook writing activity was underway. We followed constructivist methodology in our instruction material. Lessons were written in a narrative style with a teacher character Moz and two students Tejas and Jyoti. As books progresses, the role of teacher Moz changes from preacher to facilitator as dialogues alter to adopt a guided inquiry instruction style.
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Ini1al Research

2. Computer Science Curriculum Outline

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Outline of CM Curriculllum

3. Pillars of CM
Computer Masti is based on three pillars. These are:

1. Learning Pillar 2. Spiral Curriculum 3. Thematic Integration 1. Learning Pillar

A. Thinking Process Skills
Thinking process skills are basic procedures and methods used in making sense of complex situations, solving problems, conducting investigations and communicating ideas. These generalizable cognitive processes are used by computer scientists, engineers, scientists, economists, writers and most professionals in their practice. To a large extent, these skills are needed in the everyday life of an average person.
The thinking process skills that this curriculum focuses on are: algorithmic thinking, problem-solving skills, systematic information gathering, brain storming, analysis and synthesis of information, multiple representations and divergent thinking. Various combinations of the above skills have been referred to in literature as science process skills, the Big 6, scientic abilities, and critical thinking skills. Students do not automatically develop thinking process skills as they acquire domain knowledge. Hence the development of thinking process skills is explicitly and specically addressed in our curriculum. At the same time, thinking process skills are situated in a context that is relevant to the age of the student. To promote the generalizability of application of the thinking process skills, the curriculum gives students the opportunity to practice these thinking process skills in different settings and to content in other school subjects. This feature of the curriculum is discussed in greater detail in the Thematic Integration section below. The rationale for choosing the specic thinking process skills mentioned above is several-fold. One, algorithmic processes are the foundation of much of computer science curriculum, hence developing step-wise algorithmic thinking is important in understanding several aspects of computers itself. Algorithmic thinking and logical reasoning are applied to the procedure of solving problems in several domains. Next, learning how to systematically gather information, represent it in multiple ways, analyze it and synthesize different information form the basic steps of research in any area, and hence are widely applicable skills. In the specic sense of information literacy, the skill of gathering and organizing information is valuable. In our curriculum, students would have already practiced the process of gathering and organizing information when they start learning about the Internet. Finally, thinking process skills such as synthesizing information, brainstorming, multiple representation and decisionmaking equip students with powerful skills to handle real-life situations at various ages, from planning a vacation, to buying a computer for home use, to deciding future education and career paths.

B. Spiral curriculum
A spiral curriculum is one in which there is an iterative revisiting of topics across themes throughout the course. Each successive encounter of the topic builds on the previous one and aims to deepen the knowledge of that topic. There is continuity from one stage of the curriculum to the next and vertical integration between the different stages. New learning is explicitly connected to previous learning and
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Pillars of CM

 topics are revisited across grades. In the context of computer education curriculum, this involves, iterative revisiting of topics across grade levels.

C. Thematic integration
Thematic integration views learning and teaching in a holistic way and reects the interactive nature of the real world (Hanlon & Ayer, 2005). One of the multiple ways to apply thematic integration is through the development of an interdisciplinary thematic unit, supported in its development and execution through technology (Miller, 1997). This entails use of computer enabled learning as the tool. In the developed countries, most of the students have access to desktops/laptops/handhelds in the classroom. At school, learning of different subjects and assignments and drill is being implemented with the help of technology. Hence, in their context thematic integration of technology is more of application of technology into other subjects (Eteokleous, 2005). On the other hand, in the developing countries such as India, where resources are constrained, computers are mostly implemented as a separate school subject. To address their needs, we suggest a thematic integration for IT curriculum that involves reinforcing what is taught in other subjects while learning computer science. In other words, build on what students learn in subjects such as Science, Maths to acquire an understanding of conceptual and procedural understanding of computers.

2. Computer literacy pillar

This pillar stands for acquisition of skills to become efcient user of the technology. This includes become uent in computer operations, usage skills, skills to use applications, information literacy. Another aspect of this pillar is building competency to write computer programs so as to become efcient creators of the technology. This includes acquiring prociency in programming concepts - their functions and applications.

2. Scalability Pillar

Use of free applications ensures maximum reach, particularly to resourced constrained groups of developing countries. It has been recognized that unless an attitude and aptitude of knowledge creation is established in developing countries, they will continue to remain as mere consumers of technology. Use of FOSS facilitates a culture of freedom and builds condence in the user to be in command of technology. Besides, it brings down the implementation cost drastically. Given that most of technology initiatives in India are focused on acquiring technology, efforts are mainly driven towards purchase of hardware. There is a monopoly in terms of software exposure to the extent that students are not even aware than an alternative exist. For a novice adult learner, it is generally believed that the learning curve of free and open source software is steep. But if the schools equip the students with the necessary technical sophistication, it will bridge the gap. Students can function as technology leaders for their families, thus multiplying the user base of FOSS applications and operating system.

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Pillars of CM

4. Product Evolution from Worksheets to Classroom learning solutions

In the initial days we rst started by writing a teachers handbook. We wrote the teachers handbook that included a detailed lesson plan and worksheets. One of the CM authors eld tested it. This instruction material was also used by a teacher assistant for a few classes. Field notes were recorded along with focused group interviews with students. It was found that students required instruction material in order to refer to it for refreshing their memory on topics taught. It was found that when the teacher assistant took classes, the lesson plans were read. We realized that it is important that students can relate to the topic taught, hence a narrative style was chosen. All the concepts and skills to be taught are presented amidst dialogue between three characters. The narrative style allows students to process and grasp the content in more natural way, provides them role models with whom they can identify and relate. The transition from teachers handbook to a full edged learning solution also saw addition of more components to each lesson. Typically, we start with writing the basic outline of the lesson and identifying the learning objective of the lesson. In the next step, dialogues were added or revised and designs of worksheets and activities were undertaken. Since, we adopt a reverse thematic integration approach, we select context from other subjects for framing questions. For example, an activity on making presentation selects content from topics covered in science or geography.
We provide students an exposure to real life situations with activities such as survey of neighborhood, booking of travel tickets, planning a picnic , etc. Illustrations are child friendly and very powerful. A lot of emphasis is given on age appropriateness, sensitivity to gender, body image issues and secularism For example, an illustration showing a guy called Salman rolling chapaatis.

Repositioning of projects from separate activities to part of Lesson Plan

In the rst edition of books, we had a separate projects chapter at the end of the book. But during implementation, we found that teacher are not referring this, either due to paucity of time or oversight. Hence, we decided to include a brief project within the lesson. This is positioned after worksheets and activities. Unlike activities, which can be done in class, projects require at least a portion of work to be done as beyond class hours. Implementation in class room began in the year 2009. The objective for initial years of implementation was set to: 1. Test the Curriculum across all kinds of Schools irrespective of medium of education, Board and infrastructure 2. Study the feasibility for 2nd generation of Computer Masti i.e. CM 2.0, CM for E-readers and tablets and app stores (Apple, Android, etc)

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Product Evolu1on

Implementation Plan for every school

Signing a 3 year contract between InOpen and School Curricullum Mapping of School with detailed plan for 3 years Annual Teacher Training. CM Content for Every Student. Kick start CM in School Regular Handholding . Reports will be provided to school on regular basiss.

InOpen rmly believes that every school or academic organization is unique, hence the same curriculum wont suit all. The education team is involved right from the initial phase and analyze the behavior of the school. A customized curriculum is developed for every school after understanding the needs and the physche of its functioning

Key highlights after 15 months of implementation:

1. 2. 3. 4. Used by approximately 25000 students Acceptance across all kinds of schools and varied IT setups. Implemented across 35 schools in 1 year. Available in 8 Indian (Hindi, Urdu, Marathi, Gujarati, Tamil, Telugu, Kannada and Bengali) Languages and 2 Foreign Languages (Arabic and French). 5. Featured in leading national newspapers, Media blogs and Research papers / Journals We are expecting the numbers to increase 2-3 X times in 2011-12

Our Exposure to School Education : Esteemed Clients and Testimonials

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Worksheet to class room

5. Continuous Evolution of Computer Masti

In the next one year, we aim to explore the following research questions
1. To what extent students learning computers via CM demonstrate meaningful learning? For this multiple choice tests are designed, and would be given to grade 3 and 5 students. The test includes questions from topics included in books 1-3 and 1-5 respectively. 2. What is the impact of explicit teaching of thinking process skills. Does it have a positive inuence on academic achievement, particularly on Maths and Science achievement scores? 3. What is the effect of games and activities included in CM and its effect on development of critical thinking skills? 4. Is learning of computer skills facilitated in a collaborative learning environment?

Future Development (Line Extensions and Product Extensions):

1. CM 2.0 beta by Q4 2011. Create the same learning experience on web by bringing learning, practice and assessment on the same page. 2. InOpens CM Everywhere Initiative - Making CM available for Ipad, Kindle, Android Devices, etc by FY Q2-11-12. 3. CM in 8 Indian Languages and 2 Foreign Languages along-with CMLS (Computer Masti learning Solution) in 5 languages by Q4-FY-10-11

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Con1nuos Evolu1on

6. Research Team & Authors

Dr. Shridhar Iyer Dr. Sridhar Iyer is presently a Professor in the Dept. of Computer Science & Engg. at IIT Bombay. Prior to this, he has been a faculty member in the Dept of Computer Science & Engg at IIT Guwahati. His research interests include: eLearning technologies, networking protocols and multimedia tools for distance education, wireless networking and applications, and some areas in program/protocol verication. Sridhar Iyer received his B Tech, M Tech and PhD from the Dept. of Computer Science & Engg at IIT Bombay. Dr. Sridhar is also the founder of InOpen technology and currently serving as a Non-Executive Director for InOpen. Dr. Farida Khan Dr. Farida Khan is a research scientist at Department of Computer science and Engineering, IIT Bombay. She has a PhD in Psychology from IIT Bombay. She has published several papers in National and International journals in the eld of ICT and education. She is a co-author of Computer Masti series of book. A preliminary version of this book was eld tested by her in a school in 2007-2008. Dr. Farida is a consultant with Inopen Technologies for educational implementation related activities. Dr. Sahana Murthy Sahana Murthy is faculty at the Centre for Distance Engineering Education Program at IIT Bombay. Prior to this, she has worked at MIT and Rutgers University in the eld of physics education research. She received her PhD degree in physics from Rutgers University, M.Sc in physics from IIT Bombay and B.Sc in physics from University of Mumbai. As part of her research, she studies pedagogical aspects of ICT in education, teaching and learning of science/ engineering process skills, and evaluating effectiveness of educational programs. CM Team comprises of : Vijayalakshmi Chitta (Author) Usha Vishwanathan (Author) Malati Baru (Editor) Sameer Shashrabudhe (Designer) Kaumudhi Shashrabudhe (Illustrator) More can be seen about them at http://www.computermasti.com/about_us/team

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Research Team

Thank You