The 'Maze' concept introduces the progress outcomes of the draft New Zealand Digital Technologies Curriculum (2017). It was conceived, at the CS4PD conference, by Aleta Chowfin, Computer Science and Digital Media teacher at Greymouth High School. She is also the NZACDITT Hub Coordinator for the West Coast of the South Island. Using some of the material from the CS Unplugged resources, some of her Year 11 students helped designed the stickers used by students visiting the Maze. The idea of 'The Maze' is two-fold, shaping a physical 'pop-up' space with fun interactive digital activities for students and teachers to navigate and explore, and an opportunity to navigate how computational thinking, and designing and developing digital outcomes, looks and works in schools. On this page, you'll find links to further resources, and an outline of the Maze activities, as well as photos and videos captured during the event.
Bringing 'The Maze' vision to life
The GHS Technology department, TechSpace, Fusion Networks, and Vanessa Pringle HOD Computing from John Paul II High School in Greymouth, mobilised with Aleta to help realise the vision of a practical, hands-on, interactive way to explore the two new technological areas - computational thinking and designing and developing digital outcomes, of the draft revised Technology Curriculum. Folding panels with screen printed logos were constructed to help shape the physical 'pop-up' space of the Maze, which was located in the school library.
Welcoming students to The Maze, and seeking student feedback and ideas
Aleta welcomes students to The Maze
Completion the certificate for activity stickers
Aleta invites feedback and suggestions
Product Code Check Digits Activity
Click here to access the lesson and resources on CS Unplugged.
Computational Thinking: Algorithmic thinking, abstraction, decomposition, generalising and patterns, evaluation, logic
Mathematics: Numeracy
Activity 1 - Bar Codes.m4vAleta explains the activity
Computational thinking sticker fun
Learning about bar code check numbers
Manipulating Python Programme - Interactive Activity
Learn about Python Programming on Code Academy
Computational Thinking: Algorithmic thinking, abstraction, decomposition, generalising and patterns, evaluation, logic
Draft Computational Thinking Progress Outcome 3: Students understand what algorithms are, the difference between algorithms and programs, and that there can be more than one algorithm for the same problem. They are able to decompose problems into step-by-step instructions to create an algorithm for a computer program, and use logical thinking to predict the behaviour of these programs. They are able to develop and debug simple programs that use inputs, outputs, sequence and loops. Students understand that computers store data using just two states, represented by binary digits (bits).
Activity 2 - Python Programming.m4vAleta explains Python programming basics
Manipulating the programme
3D printer display
Digital Game Design
Find out more about the Unity Game Engine here
Designing and Developing Digital Outcomes
Computational Thinking: Algorithmic thinking, abstraction, decomposition, generalising and patterns, evaluation, logic
Draft Computational Thinking Progress Outcome 5: Students can independently decompose problems into an algorithm that is articulated in such a way that a computing device can understand. They can implement the algorithm by creating a program which uses inputs, outputs, sequencing, loops, variables of different data types, and selection using comparative operators and logical operators. Students can determine when to use different types of control structures. Students can explain/document their programs and use an organised approach for testing and debugging. Students understand how computers store more complex types of data using binary digits.
Activity 3 - Unity 3D Modelling Programming.m4vAleta explains the Y10 student's work
Interacting with the Desert Island game
Interacting with the Desert Island game
Parity - Error Detection and Correction
Click here for the Parity lesson and resources
Computational Thinking: Decomposition, Generalising and Patterns
Mathematics: Numeracy
Draft Computational Thinking Progress Outcome 1: Students break down a simple non-computerised task into a set of precise, unambiguous, step by step instructions (algorithmic thinking). They are able to give these instructions, and identify if they have gone wrong and correct them (simple debugging). By doing this they show that they can use their decomposition skills to take a task and break it down into its smallest steps.
Exploring Parity
Exploring Parity
Year 8 students exploring activities in The Maze
Leap Motion - Virtual Reality Interactive Activity
Interacting with 'Leap Motion'
Fun!
Interacting with 'Leap Motion'
Interacting with 'Leap Motion'
TechSpace Technology
Designing and developing digital outcomes
Computational thinking: Algorithmic thinking, abstraction, decomposition, generalising and patterns, evaluation, logic
Activity 4 - Sonic Pi Programme.m4vAleta explains motion and sound on the RPi
Exploring Sonic Pi motion detection
Exploring Sonic Pi motion detection
Senior Secondary Digital Outcomes
Designing and developing digital outcomes
Computational thinking: Algorithmic thinking, abstraction, decomposition, generalising and patterns, evaluation, logicD
Draft Computational Thinking Progress Outcome 8: Students can analyse a selection of areas of computer science (e.g. formal languages, network communication protocols, complexity and tractability, artificial intelligence, graphics and visual computing, big data) in relation to how the area is underpinned by the key ideas of algorithms, data representation and programming. They can evaluate how the synthesis of these key ideas is applied effectively when developing real world applications. Students can use an accepted software engineering methodology to design, develop, document and test a complex computer program.
Activity 5 - Senior Programming.m4v
Senior Secondary Digital Outcomes - Robotics
Designing and developing digital outcomes
Computational thinking: Algorithmic thinking, abstraction, decomposition, generalising and patterns, evaluation, logic
Draft Computational Thinking Progress Outcome 8: Students can analyse a selection of areas of computer science (e.g. formal languages, network communication protocols, complexity and tractability, artificial intelligence, graphics and visual computing, big data) in relation to how the area is underpinned by the key ideas of algorithms, data representation and programming. They can evaluate how the synthesis of these key ideas is applied effectively when developing real world applications. Students can use an accepted software engineering methodology to design, develop, document and test a complex computer program.
Activity 6 - Robotics.m4vAleta explains robotics outcomes
Exploring the battle robot
Year 8's exploring The Maze
Next Steps
The Maze pilot has proven very successful, student visitors from Year 8 to Year 10 were very engaged with the interactive activities, and excited about the possibilities of learning through the Digital Technologies Curriculum. There was a high level of fascination with virtual reality and robotics. Student appeared very comfortable, keen, and ready to engage with computational thinking. Teachers were intrigued and interested. The budget to establish The Maze for this pilot work was minimal.
As much as a one-off introduction, The Maze also has great potential as a local travelling 'roadshow' on the West Coast. It could also be replicated in other locations. Interactive activities could change over time. Not only could The Maze introduce students of all ages and from all walks of life to the fun and possibilities of computational thinking and designing and developing digital outcomes, it could also be a tool to improve the digital literacy of teachers and the wider school community.
Funding is essential to next steps for The Maze.
Please contact Aleta Chowfin for further information - chowfina@greyhigh.school.nz