From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

物件導向軟體之架構(Object-Oriented Software Construction)探討

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

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Computational Thinking 計算論的思考

Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not have proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly for primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach may be effective for the development of this ability.

Development of Computational Thinking Skills through Unplugged Activities in Primary School

Students on Computers and Learning

In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey literature, and also numerous public and private implementation initiatives. Despite this widespread interest, successful CT integration in compulsory education still faces unresolved issues and challenges. This report provides a comprehensive overview of CT skills for schoolchildren, encompassing recent research findings and initiatives at grassroots and policy levels. It also offers a better understanding of the core concepts and attributes of CT and its potential for compulsory education. The study adopts a mostly qualitative approach that comprises extensive desk research, a survey of Ministries of Education and semi-structured interviews, which provide insights from experts, practitioners and policy makers. The report discusses the most significant CT developments for compulsory education in Europe and provides a comprehensive synthesis of evidence, including implications for policy and practice.

Developing Computational Thinking in Compulsory Education - Implications for policy and practice

Developing Computational Thinking: Approaches and Orientations in K-12 Education

Computational Thinking, which entails using analytic and algorithmic approaches to formulate, analyse and solve problems, has increasingly gained attention in the educational field in the past decade, giving rise to a large amount of academic and grey literature, as well as to numerous public and private initiatives to implement it. Despite such widespread interest, its successful integration in school curricula is still facing several open issues and challenges. In order to contribute to the field development, we are carrying out a desk investigation to draw a comprehensive overview of recent findings produced by academic research, grassroots initiatives and policy actions addressing the development of computational thinking in primary and secondary school, as well as to highlight major implications for policy and practice. In this paper we describe the project methodology and a classification of the comprehensive corpus of documents collected. We also present a preliminary picture of the field as it is emerging from our analysis. URI: https://library.iated.org/view/BOCCONI2016EXP [1] Authors: BOCCONI Stefania CHIOCCARIELLO Augusto DETTORI Giuliana FERRARI Anusca ENGELHARDT Katja KAMPYLIS Panagiotis [2] PUNIE Yves [3] Publication Year: 2016 Science Areas: Information Society [4]

Exploring the Field of Computational Thinking as a 21st Century Skill

On the Concept of Reusability in Educational Design

This paper describes the theoretical framework of a research project aimed at exploring the new potentialities for instructional systems offered by videodisc technology and artificial intelligence methodologies and techniques. In the context of this project, ‘Earth’, a prototype of ITS, is being developed, which embodies the ideas presented. In an instructional system, interaction can be characterized by three properties: adaptivity, reactivity and flexibility. The existing interactive systems are adaptive and/or reactive. Flexibility is a new dimension of interaction allowed by videodiscs. In a flexible system the user explores a multi‐media database of educational material and learning is a consequence of this exploration. In the paper, we briefly describe some of the major development problems and discuss how AI techniques provide a means to prevent the user from getting lost in the learning material.

Augusto Chioccariello

Papers

Developing Computational Thinking in Compulsory Education - Implications for policy and practice

Developing Computational Thinking: Approaches and Orientations in K-12 Education

Exploring the Field of Computational Thinking as a 21st Century Skill

On the Concept of Reusability in Educational Design

Interactive Video and Artificial Intelligence: A Convenient Marriage.