@@ -23,8 +23,8 @@ Frederikke Elenor Kjær Johansen(202004750) AKA The PR manager our front figure
...
@@ -23,8 +23,8 @@ Frederikke Elenor Kjær Johansen(202004750) AKA The PR manager our front figure
The semester consists of two main parts. The first eight weeks contain three parallel courses: IT Product Design Project (ITPDP), Web of Thing (WOT) and Database Systems (DBS). For the remaining nine weeks we will focus solely on the ITPDP course.
The semester consists of two main parts. The first eight weeks contain three parallel courses: IT Product Design Project (ITPDP), Web of Thing (WOT) and Database Systems (DBS). For the remaining nine weeks we will focus solely on the ITPDP course.
During the preliminary weeks of the semester, we will be gathering knowledge on the main theme Computational Thinking and how this is currently used in High School. For ITPDP we will be doing field research and interviews to broaden our perspective, and in the supporting courses we will be learning specific tools for the prototyping process. We have made two editions of the week schedules we expect to follow, which can be seen in figures 1 and 2.
During the preliminary weeks of the semester, we will be gathering knowledge on the main theme Computational Thinking and how this is currently used in High School. For ITPDP we will be doing field research and interviews to broaden our perspective, and in the supporting courses we will be learning specific tools for the prototyping process. We have made two editions of the week schedules we expect to follow, which can be seen in your table below.
We expect that in week 9, we will have chosen a somewhat concise vision of a narrower problem/solution pair to explore. We do not expect the process to be a linear process. Rather, we expect to move back and forth between divergent and convergent practice, prepared to handle the difficulties we are sure to encounter along the way. We have illustrated this expected process in the figure 1.3.
We expect that in week 9, we will have chosen a somewhat concise vision of a narrower problem/solution pair to explore. We do not expect the process to be a linear process. Rather, we expect to move back and forth between divergent and convergent practice, prepared to handle the difficulties we are sure to encounter along the way. We have illustrated this expected process in the figure 3.
The end goal of the ITPDP course is a functional prototype that will enhance Computational Thinking in Danish High Schools.
The end goal of the ITPDP course is a functional prototype that will enhance Computational Thinking in Danish High Schools.
