Although the concept of computational thinking has flourished, little research has explored how to integrate various elements of computational thinking into an undergraduate classroom setting. Clarifying core concepts of computational thinking and providing empirical cases that apply computational thinking practices into a real-world educational setting is crucial to the success of software engineering education. In this article, we describe the development of a curriculum for a social innovation capstone course, using core concepts and elements of computational thinking. The course was designed for undergraduate students of a liberal arts college at a university in Korea. Students were asked to define a social problem and introduced to the core concepts and processes of computational thinking aided by Arduino and Raspberry Pi programming environments. After building a business model, they implemented a working prototype for their proposed solution. We document class project outcomes and student feedback to demonstrate the effectiveness of the approach.
|Title of host publication||Proceedings of the 52nd Annual Hawaii International Conference on System Sciences, HICSS 2019|
|Editors||Tung X. Bui|
|Publisher||IEEE Computer Society|
|Number of pages||10|
|Publication status||Published - 2019|
|Event||52nd Annual Hawaii International Conference on System Sciences, HICSS 2019 - Maui, United States|
Duration: 2019 Jan 8 → 2019 Jan 11
|Name||Proceedings of the Annual Hawaii International Conference on System Sciences|
|Conference||52nd Annual Hawaii International Conference on System Sciences, HICSS 2019|
|Period||19/1/8 → 19/1/11|
Bibliographical noteFunding Information:
This research was supported by Korea Institute for Advancement of Technology(KIAT) grant funded by the Korea Government (MOTIE) (N0001436, The Competency Development Program for Industry Specialist).
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