Relevant bibliographies by topics / Computational Design Thinking

Academic literature on the topic 'Computational Design Thinking'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Computational Design Thinking"

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Kim, Jeong-sook, and Min-jeong Baek. "Classical Reading Curriculum Design Using Computational Thinking Strategies." JOURNAL OF HUMANITIES STUDIES 125 (December 31, 2021): 117–49. http://dx.doi.org/10.46346/tjhs.125..5.

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Vamvakidis, Simos. "Computational Design Thinking through Controlled Transformations: An Analog Computational Design Approach." International Journal of Design Education 15, no. 1 (2021): 177–91. http://dx.doi.org/10.18848/2325-128x/cgp/v15i01/177-191.

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Galoyan, Tamara, Amanda Barany, Jonan Phillip Donaldson, Nahla Ward, and Penny Hammrich. "Connecting Science, Design Thinking, and Computational Thinking through Sports." International Journal of Instruction 15, no. 1 (January 1, 2022): 601–18. http://dx.doi.org/10.29333/iji.2022.15134a.

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Son, Young-Su, and Kwang-Jae Lee. "Computational Thinking Teaching Model Design for Activating IT Convergence Education." Journal of the Korea institute of electronic communication sciences 11, no. 5 (May 31, 2016): 511–22. http://dx.doi.org/10.13067/jkiecs.2016.11.5.511.

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Wang, Dongqing, Liqiang Luo, Jing Luo, Sihong Lin, and Guangjie Ren. "Developing Computational Thinking: Design-Based Learning and Interdisciplinary Activity Design." Applied Sciences 12, no. 21 (October 31, 2022): 11033. http://dx.doi.org/10.3390/app122111033.

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As research progresses, integrating computational thinking (CT) and designing interdisciplinary activities to teach various disciplines have gradually emerged as new ideas and important ways to develop the CT of students. This paper introduces the concept of design-based learning (DBL) and analyzes the internal connections between DBL and CT teaching. In this study, an interdisciplinary activity design model was constructed based on an analysis of existing design-based scientific cycle models and research into STEAM education, which is an approach to learning that uses science, technology, engineering, the arts, and mathematics as access points for guiding student inquiry, dialogue, and critical thinking. Next, specific activities with a focus on CT were designed to teach graphical programming to fifth grade students using Scratch. This quasi-experimental research was carried out to test the promotion effects of interdisciplinary activity design and traditional programming activities on the CT of students. Finally, the results showed that the proposed interdisciplinary activity design could develop the CT levels of students more effectively than traditional programming activities.
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Griffiths, Catherine. "Computational Visualization for Critical Thinking." Journal of Science and Technology of the Arts 11, no. 2 (December 29, 2019): 9–17. http://dx.doi.org/10.7559/citarj.v11i2.666.

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This paper looks back at historical precedents for how computational systems and ideas have been visualized as a means of access to and engagement with a broader audience, and to develop a new more tangible language to address abstraction. These precedents share a subversive ground in using a visual language to provoke new ways of engaging with about complex ideas. Two new approaches to visualizing algorithmic systems are proposed for the emerging context of algorithmic ethics in society, looking at prototypical algorithms in computer vision and machine learning systems, to think through the meaning created by algorithmic structure and process. The aim is to use visual design to provoke new kinds of thinking and criticality that can offer opportunities to address algorithms in their increasingly more politicized role today. These new approaches are developed from an arts research perspective to support critical thinking and arts knowledge through creative coding and interactive design.
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Huang, Xue-peng, and Jing Leng. "Design of Database Teaching Model Based on Computational Thinking Training." International Journal of Emerging Technologies in Learning (iJET) 14, no. 08 (April 30, 2019): 52. http://dx.doi.org/10.3991/ijet.v14i08.10495.

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This paper proposes to combine knowledge acquisition and thinking training in database course teaching, and designs a database teaching model based on computational thinking training. This model takes computational thinking as the core, and through the close combination of multiple levels of thinking ability and database teaching content, it promotes the improvement of students' thinking ability, trains students to feel and experience the role of thinking in the process of knowledge learning, and guides students to exercise and train their thinking ability independently, spontaneously and consciously in learning. A method of pre-processing before training model implementation is designed, and similar items are merged to design a processing scheme.
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Vallance, Michael, and Phillip A. Towndrow. "Pedagogic transformation, student-directed design and computational thinking." Pedagogies: An International Journal 11, no. 3 (May 13, 2016): 218–34. http://dx.doi.org/10.1080/1554480x.2016.1182437.

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Weintrop, David, Nathan Holbert, Michael S. Horn, and Uri Wilensky. "Computational Thinking in Constructionist Video Games." International Journal of Game-Based Learning 6, no. 1 (January 2016): 1–17. http://dx.doi.org/10.4018/ijgbl.2016010101.

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Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing learners' computational thinking skills. These games blend features of conventional video games with learning and design theory from the constructionist tradition, making the construction of in-game artifacts the core activity of gameplay. Along with defining the constructionist video game, the authors present three design principles central to thier conception of the genre: the construction of personally meaningful computational artifacts, the centrality of powerful ideas, and the opportunity for learner-directed exploration. Using studies conducted with two constructionist video games, the authors show how players used in-game construction tools to design complex artifacts as part of game play, and highlight the computational thinking strategies they engaged in to overcome game challenges.
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Arlitt, Ryan, Sumbul Khan, and Lucienne Blessing. "Feature Engineering for Design Thinking Assessment." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 3891–900. http://dx.doi.org/10.1017/dsi.2019.396.

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AbstractAs design and design thinking become increasingly important competencies for a modern workforce, the burden of assessing these fuzzy skills creates a scalability bottleneck. Toward addressing this need, this paper presents an exploratory study into a scalable computational approach for design thinking assessment. In this study, student responses to a variety of contextualized design questions – gathered both before and after participation in a design thinking training course – are analyzed. Specifically, a variety of text features are engineered, tested, and interpreted within a design thinking framework in order to identify specific markers of design thinking skill acquisition. Key findings of this work include identification of text features that may enable scalable measurement of (1) user-centric language and (2) design thinking concept acquisition. These results contribute toward the creation of computational tools to ease the burden of providing feedback about design thinking skills to a wide audience.
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Dissertations / Theses on the topic "Computational Design Thinking"

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Donaldson, Scott P. "Generating, Simulating, Interrogating: A Computational Design Thinking Framework." Research Showcase @ CMU, 2017. http://repository.cmu.edu/theses/133.

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Computational design is often depicted as an instrument for analysis or production, but it is also a space in which to explore and create new ways of working and thinking. This thesis explores how, through critically engaged practice, designers working computationally are uniquely able to envision and work toward desirable futures, challenging a techno-utopian status quo and projecting humane alternatives. What computational design methods, approaches, and strategies can help to bring about these desirable futures? Through primary research involving interviews with computational design practitioners, developing interactive software prototypes as investigative tools, and conducting design workshops, I investigate various modes of working computationally. Building on this research, I propose a three-part framework that synthesizes high-level approaches to computational design work. The first component, generating, reveals how computation enables the designer to work at various levels of abstraction, navigating large possibility spaces. The second, simulating, provides a frame for envisioning and modeling potential interventions in complex systems. Finally, interrogating, drawing from both Schön’s ‘reflective practice’ and Wark’s ‘hacker ethos,’ encourages computational designers to critically question their tools and practices in order to discover new ways of working and thinking. I conclude by discussing potential embodiments of this framework in computational design education.
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Tarr, Melanie. "The other art of computer programming: A visual alternative to communicate computational thinking." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2280.

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The thesis will explore the implications of teaching computer science through visual communication. This study aims to define a framework for using pictures within learning computer science. Visual communication materials for teaching computer science were created and tested with Year 8 students. Along with a recent commercial and political focus on the introduction of coding to adolescents, it appears that the computer industry has a large shortfall of programmers. Accompanying this shortfall is a rise among adolescents in the preference for visual communication (Brumberger, 2011; Coats, 2006; Oblinger et al., 2005; Prensky, 2001; Tapscott, 1998) while textual communication currently dominates the teaching materials in the computing discipline. This study looks at the learning process and utilises the ideas of Gibson, Dewey and Piaget to consider the role of visual design in teaching programming. According to Piagetian theory Year 8 is the time a child begins to understand abstract thought. This research investigated through co-creation and prototyping how to creatively support cognition within the learning process. Visual communication theories, comprising the fields of graphic and information design, were employed to communicate computer science to approximately 60 junior high school students across eight schools. Literature in a range of visual communication fields is reviewed along with the psychology of perception and cognition to help create a prototype lesson plan for the target audience of Year 8 students. The history of computer science is reviewed to illustrate the mental imagery within the discipline and also to explore computational thinking concepts. These concepts are ". . . the metaphors and structures that underlie all areas of science and engineering" (Guzdial, 2008). The participants’ attitudes increased toward learning programming through visual communication. Quantitative questionnaires were used to gather data on cognition and measure the effectiveness of the learning process. Thirteen hypotheses were established concerning learning programming through pictures from the quantitative data. Focus groups further triangulated data gathered in the quantitative stage. Approximately seventy percent of the participants understood seventy percent of the information within the instrumentation. Models of intent to learn programming through pictures were established using structural equation modelling (SEM). Outcomes of the exegesis are a framework for using pictures that demonstrates computational thinking and explains the research.
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George, Lenard. "COMPUTATIONAL THINKING FOR ADULTS- DESIGNING AN IMMERSIVE MULTI-MODAL LEARNING EXPERIENCE USING MIXED REALITY." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23635.

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Sparf, Maria. "Grundskoleelevers design i lärande : En studie om lärprocesser i programmering." Licentiate thesis, Linköpings universitet, Pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173590.

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The aim of this study is to contribute to the knowledge about how pupils design their learning in programming. It is mainly the learning process, how pupils deal with problems in programming and how they become, are and remain engaged in the tasks, which is of interest. Programming can be understood in many ways; coding, a digital competence, creativity, or ways to solve problems. The digitalisation of society has also evoked a need to learn programming from an early age in compulsory school. In this study, programming is seen as a part of the digital competence that all pupils should have the opportunity to develop, which is a common thread that runs throughout compulsory school.   The study was conducted during programming lessons at three science centres in Sweden. The centres had previous experience in teaching programming. This was used at the time of the study by schools that in this way could offer pupils to try programming even before it became part of the compulsory teaching. The lessons were adapted for novices in programming and were conducted as part of the regular school day for pupils in grades 1-8.   The theoretical framework is based on design-oriented theory with a focus on how settings and design for learning includes both opportunities and dilemmas for learning. It provides a basis for the analysis of pupils’ approaches when learning programming as well as how different types of engagement relates to their design in learning. The results are presented in two articles, which contribute with different aspects of learning. Together the articles provide a picture of pupils’ learning design within programming in compulsory school.    The first article highlights knowledge of five different approaches that pupils used to solve assignments using programming. The qualitatively different ways that pupils used during the observed lessons were mathematically, trial and error, step-by-step, routine as well as aesthetically.  Each of these approaches allows pupils to use and practice different abilities that are important for programming. The abilities are compared to, but not equal to computational thinking (CT), which (in its turn) is linked to competencies that are important for an active participation in a digital society.    The second article contributes to the understanding of how behavioural, emotional, and cognitive engagement can be identified when pupils are learning programming. To understand how the different types of engagement are individually important, yet intertwined and influencing each other, is keen knowledge. The results show how different types of engagement become visible during programming lessons. Furthermore, it is discussed how the pupils’ identified engagement can be related to how their learning process is designed.  In the study, taken as a whole, the results of the two articles show how pupils become designers in their programming learning process. The pupils designed their learning throughout their learning process regarding to the settings, to the approach they used and in the way they became engaged.
Studiens övergripande syfte är att fördjupa kunskapen om hur elever designar sitt lärande i programmering. Det är främst elevernas lärandeprocess, hur de tar sig an problem inom programmering och hur de blir, är och förblir engagerade i uppgifterna, som är av intresse. Programmering kan förstås på många olika sätt, kodning, en digital kompetens, kreativitet eller sätt att lösa problem. Digitaliseringen i samhället har även aktualiserat behovet av att lära sig programmering redan från tidig ålder i grundskolan. I denna studie ses programmering som en del av den digitala kompetens alla elever ska ha möjlighet att utveckla och som finns med som en röd tråd genom hela grundskolan.    Studien genomfördes under programmeringslektioner på tre science centers i Sverige. Science center har lång erfarenhet av att undervisa i programmering för barn och unga. Detta nyttjades vid tidpunkten för studien av skolor som på det sättet kunde erbjuda eleverna att prova på programmering redan innan det blev en del av den obligatoriska undervisningen. Lektionerna var anpassade för nybörjare i programmering och genomfördes som en del av skoldagen för elever i årskurs 1-8.    Det teoretiska ramverket har utgångspunkt i designorienterad teori, med fokus på hur iscensättning och design för lärande, som omfattar både möjligheter och dilemman för lärande. Ramverket ger en grund för hur elevers lärprocess och engagemang för att lära sig programmering kan analyseras.   Resultaten redovisas i form av två artiklar som tillsammans ge en bild av design för och i lärande under programmeringslektioner. Den första artikeln bidrar med kunskap om fem olika tillvägagångssätt (i artikel 1 på engelska, approach) som elever använde för att lösa uppgifter med hjälp av programmering. De kvalitativt olika sätt som eleverna använde under de observerade lektionerna var matematiskt, fel- och försök igen, steg-för-steg, rutin samt estetiskt. Var och ett av dessa tillvägagångssätt gav eleverna möjlighet att använda och träna olika förmågor som är viktiga för att kunna programmera. Förmågorna jämförs, men likställs inte med datalogiskt tänkande (CT) vilket kan anses vara knutet till kompetenser som är viktiga för att aktivt kunna delta i ett digitalt samhälle.   Den andra artikelns kunskapsbidrag är att förstå hur beteendemässigt, emotionellt och kognitivt engagemang kan identifieras när elever programmerar. Att förstå hur de olika typerna av engagemang är viktiga var och en för sig, samtidigt som de är sammanflätade och påverkar varandra, är angelägen kunskap. Resultaten visar hur olika typer av engagemang blir synliga under programmeringslektioner. Vidare diskuteras hur elevernas identifierade engagemang kan relateras till hur deras lärprocess designas.   I den sammanlagda studien visar resultaten från de båda artiklarna på hur elever blev designers för och i sitt lärande i programmering. Eleverna designade sitt lärande genom hela lärprocessen med hänseende till iscensättningen, vilka tillvägagångssätt de använde och hur de hade möjlighet att vara engagerade på olika sätt.
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Agyei, E. (Eunice). "How to design activities for learning computational thinking in the context of early primary school in an after-school code club." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252073.

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Abstract. Computational Thinking (CT) and its related concepts have gained a lot of traction within the field of education. Many countries, including Finland and the United Kingdom, are in the process of integrating CT into their national curriculums to equip pupils with much needed 21st century digital skills, including coding (programming). As a result, several programs and activities are being developed to introduce pupils to CT. The need to develop appropriate teaching and learning materials, as well as train teachers to teach, and integrate computational thinking into their lessons is apparent. This thesis seeks to contribute to the body of knowledge on computational thinking by designing and testing instructional materials for early primary school. Computational thinking as a concept, how to integrate its concepts into coding, as well as how pupils understood the concept were explored. This study was conducted in an after-school coding club at an elementary school in the northern part of Finland. The duration for the coding club was 8 weeks. Each lesson lasted for 45 minutes. Participants were selected from among 1st and 2nd grade pupils. In selecting participants for this study, priority was given to pupils with no prior coding experience. 13 out of the selected 17 had no prior experience. The remaining 4 participants were randomly selected from the rest of the applicants who had coding experience. Worksheets and stickers were designed and tested for teaching and learning computational thinking. Lesson plans designed for the coding club included activities for teaching computational thinking using unplugged activities and Scratchjr. The unplugged activities were integrated into coding lessons to enhance the understanding of pupils during the coding lessons. This approach helped to connect theoretical computational thinking to real life practices and its application in the context of coding. Data collected included the unplugged activity worksheets of the participants, their Scratchjr projects, and self-efficacy beliefs regarding their ability to code and think computationally. These work products were evaluated qualitatively for evidence of understanding. The analysis of the self-efficacy beliefs of participants revealed that participants were confident of their computational thinking and coding abilities. The main outcome of this research is the instructional material (stickers, templates, and Scratchjr activities) which was designed for teaching and learning purposes. This unique experiment and pedagogical designs are explained to show how unplugged activities can be used to introduce pupils to computational thinking concepts.
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Mantilla, Güiza Rafael Ricardo. "Propuesta para el desarrollo del pensamiento computacional desde un ecosistema digital. Caso: colegio técnico Vicente Azuero de Colombia." Doctoral thesis, TDX (Tesis Doctorals en Xarxa), 2021. http://hdl.handle.net/10803/673984.

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[cat] L'estudi va sorgir entre el 2017 i el 2020 com una proposta didàctica per acompanyar l'alfabetització digital amb estudiants de secundària d'una institució educativa de Colòmbia, incorporant noves tendències en educació com el desenvolupament del pensament computacional i l'aprenentatge basat en problemes, per tal de millorar el rendiment acadèmic. No obstant això, per al 2020 i el 2021 va guanyar molta força com a conseqüència del distanciament social, com a resultat de la pandèmia amb el virus COVID-19 i les seves variants; on la demanda d'estratègies d'ensenyament virtual impulsa el desenvolupament de noves formes de treball i, per tant, el pensament, la tecnologia destaca com un mitjà d'interacció i supervivència davant la nova normalitat. És a dir, el desenvolupament d'un pensament computacional que promou l'alfabetització digital passa d’esser una opció a esser una necessitat. D'aquesta manera, el projecte té com a objectiu promoure el desenvolupament del pensament computacional en els alumnes de secundària de l'escola tècnica Vicente Azuero; basada en una estratègia didàctica des d'un ecosistema digital. Amb aquesta finalitat, es desenvolupa un ecosistema virtual d'aprenentatge amb diferents tecnologies educatives, algunes adaptades i altres com el desenvolupament i implementació de programari educatiu; junts estableixen la simbiosi necessària per a la mediació educativa dissenyada a partir d’una recerca basada en el disseny i l’aprenentatge basat en problemes. Els resultats validen amb el coeficient pearson la relació entre les dimensions del pensament computacional proposat per Brennan i Resnick, el desenvolupament de competències com a habilitat de resolució de problemes i amb t-Student posa a prova la relació directa i positiva de l'ecosistema d'aprenentatge virtual.
[spa] El estudio surge entre los años 2017 al 2020 como propuesta didáctica para acompañar la alfabetización digital con estudiantes de educación media en una institución educativa en Colombia, incorporando nuevas tendencias en educación como el desarrollo del pensamiento computacional y el aprendizaje basado en problemas, con el fin de mejorar el desempeño académico; sin embargo, para el año 2020 y 2021 cobra mucha fuerza a raíz del distanciamiento social, como resultado de la pandemia con el virus COVID-19 y sus variantes; donde la demanda de estrategias didácticas virtuales impulsan el desarrollo de nuevas formas de trabajo y por ende pensamiento, la tecnología resalta como medio de interacción y supervivencia ante la nueva normalidad. Es decir, el desarrollo de un pensamiento computacional que promueve la alfabetización digital deja de ser una opción, a ser una necesidad. Es así, que el proyecto establece por objetivo fomentar el desarrollo del pensamiento computacional en estudiantes de educación media del colegio técnico Vicente Azuero; a partir de una estrategia didáctica desde un ecosistema digital. Para tal fin, se desarrolla un ecosistema virtual de aprendizaje con diferentes tecnologías educativas, unas adaptadas y otras como desarrollo e implementación de software educativo; en conjunto establecen la simbiosis necesaria para una mediación educativa diseñada desde una investigación basada en el diseño y el aprendizaje basado en problemas. Los resultados validan con el coeficiente de pearson la relación entre las dimensiones del pensamiento computacional propuestas por Brennan y Resnick, el desarrollo de competencias como habilidad para resolver problemas y con pruebas t-Student la relación directa y positiva del ecosistema virtual de aprendizaje.
[eng] The study arises between the years 2017 to 2020 as a didactic proposal to accompany digital literacy with high school students in an educational institution in Colombia, incorporating new trends in education such as the development of computational thinking and problem-based learning, in order to to improve academic performance; However, for the year 2020 and 2021 it gains a lot of strength as a result of social distancing, as a result of the pandemic with the COVID-19 virus and its variants; Where the demand for virtual didactic strategies drive the development of new ways of working and therefore thinking, technology stands out as a means of interaction and survival. In other words, the development of computational thinking that promotes digital literacy is no longer an option but a necessity. Thus, the objective of the project is to promote the development of computational thinking in high school students of the Vicente Azuero technical college; from a didactic strategy from a digital ecosystem. For this purpose, a virtual learning ecosystem is developed with different educational technologies, some adapted and others such as development and implementation of educational software; together they establish the symbiosis necessary for an educational mediation designed from research-based design and problem-based learning. The results validate with the pearson coefficient the relationship between the dimensions of computational thinking proposed by Brennan and Resnick, the development of competencies as an ability to solve problems and with t-Student tests the direct and positive relationship of the virtual learning ecosystem.
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Tong, Peng-Wen, and 董芃彣. "Problem decomposition patterns affect visual thinking learners imagination in Design Computational Thinking course." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/dkj2fw.

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碩士
國立臺北科技大學
互動設計系
106
With the prevalence of the programming education, programming related subjects have become one of the essential skill for students. Through learning logical thinking, students can further solve problems in different situations. Such as computational thinking, which is defined as a problem-solving method, is also a basic skill that everyone need to learn. Design students as the learners of visual thinking, usually communicate and create through imagination. Through the course of computational thinking, learning how to solve the problem is also a design strategy for design students, which indirectly affect the students’ design. Therefore, this study is intended to explore whether the students’ problem decomposition models will affect their imagination. The paper observes the relationship between the students problem decomposition modes and their imagination through the records of classroom activity. According to the activity records, four kinds of models named by programming decision structures were "switch case", "if else", "for loop" and " create ", and the students from "for loop" and " create " models have high originality. From the imaginary test results, it was found that the course can improve the students whose original imagination was low achieved, but originality values from students with higher originality are reduced. As a result, imagination is related to the logic of problem deconstruction, and students can use their imaginations to inspire different logical patterns of deconstruction.
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Chen, Po-An, and 陳柏安. "Applying interactive robot to design course of computational thinking and learning computer programming." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/af66kf.

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碩士
臺北市立大學
資訊科學系
107
Science and technology are developing rapidly, more and more environments can be learned. Students can learn relevant knowledge through the Internet, games and multimedia, and gradually diversify the way they learn. Among them, interactive robots can effectively enhance students’ concentration when they are used as teaching aids. Learning programming can develop computational thinking skills and enhance problem-solving skills. In this paper, we combine the hardware platform of interactive robots and graphical interfaces programming language, and integrate the concepts of computational thinking and programming to design a curriculum that enhances learners' problem solving skills and computer programming. Learners can learn the hardware-level technology through interactive robots, and combine mBlock to control the software of interactive robots. Nine experimental units are involved as follows: Light-emitting diode experiment controls component on the board; Buzzer experimental learn how to control buzzer component; Buzzer game experiment using building blocks and hardware components to create small game; LED diode matrix experiment extends the concept of the light-emitting diode experiment to output the pattern to the panel; Ultrasonic experiments is learned to familiar with variables and conditional concepts in an interactive way; Bluetooth module experiment learn how to achieve data transmission; Assembly and control experiments need to assembly a complete robot and control it; Robot interaction and testing need to use mobile device to control robots. Through nine experiments, learners can develop the core concepts of computational thinking and computer programming.
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Ahn, Junghyun. "Computational Thinking in Children: The Impact of Embodiment on Debugging Practices in Programming." Thesis, 2020. https://doi.org/10.7916/d8-k5ee-q864.

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Three studies were conducted to better inform how instructional design of educational programming for children impacts learning. In these studies, we focused on how unplugged debugging activities, which require correction of coding errors, affect skills related to computational thinking and personal attributes of children. Study 1 observed debugging performance across varying degrees of embodiment (full and low) with a control group. To identify and rectify coding errors, children in the full embodiment group walked on a floor maze whereas low embodiment group manipulated a paper character using their fingers. Study 2 examined the effects of different degrees of embodiment when combined with either coding or narrative based language on computational thinking and self-efficacy. Children fixed coding errors on a worksheet using coding language or narratives, then performed their revised code using full or low embodiment. Study 3 explored whether congruent or incongruent hand gestures incorporated with either direct or surrogate embodiment enhanced children’s graphic and text programming, self-efficacy, and persistence. In the congruent gesture group, participants placed coding blocks in the same direction that the programming character moves whereas incongruent gesture placed coding blocks in a linear fashion. Direct embodiment is where the participant uses their finger to move a character whereas surrogate embodiment is where the researcher is controlled by the participant through verbal commands. The results on computational thinking skills were: 1) Children performed better in debugging and problem solving using low embodiment; 2) Programming efficiency increased with the use of coding language; 3) Higher performance on graphic programming was found with incongruent gesture while transfer from graphic to text programming improved with surrogate embodiment. In personal attributes: 1) Significant interaction effect was found between hand gesture and embodiment on self-efficacy; 2) Higher persistence was exhibited from direct embodiment. These findings between embodiment and development of computational thinking skills and personal attributes may be utilized in the unplugged learning environment. This is particularly relevant in supporting students to acquire basic computational thinking skills where relevant technology resources are not available.
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Chou, Chin-Chun, and 周俊欽. "The Influence of Two - stage Unplugged Program Design System on Student 's Computational Thinking." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vja8ew.

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碩士
國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
105
In the past of Program design courses, students are not fully memorized by program instructions or misused by program syntax, students are debugging programs constantly when they write programs. Even if the completion of programming tasks, from the completion of the program cannot be clear and immediate physical feedback. It will affect the interest and effectiveness of studying. In this studies, it uses “The Influence of Two-stage Unplugged Program Design System” to carry out program design teaching. There are 72 students of vocational school who participant this program. Through two-stage hints and solid blocks programming process, educating students to solve the problem by the computational thinking. The system provides immediate feedback and tips to correct the problem-solving steps too. To research the changing of the results and motivation by the programming system using. The study found that, after The Two-stage Unplugged Program Design System programming teaching, students through the physical solid blocks operation will transform computing thinking to the entity, learning process interestingly, and reduce the burden of program instruction memory. And ultimately enhance students' learning motivation, improve learning achievements and reduce learning cognitive load.
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Books on the topic "Computational Design Thinking"

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Dasgupta, Subrata. Creativity in invention and design: Computational and cognitive explorations of technological originality. Cambridge [England]: Cambridge University Press, 1994.

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Ahlquist, Sean, and Achim Menges. Computational Design Thinking: Computation Design Thinking. Wiley, 2011.

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Computational Design Thinking. John Wiley & Sons, 2011.

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Hofstetter, Fred. Computational Thinking on the Internet: Foundations, Web Design & Cybersecurity. Hofstetter, Fred T., 2022.

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Applied Computational Thinking with Python: Design algorithmic solutions for complex and challenging real-world problems. Packt Publishing, 2020.

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Mirowski, Philip, and Edward Nik-Khah. The Experimentalist School of Design. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190270056.003.0013.

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This chapter covers the third, and most recent, school of market design, and describes the critical ways it diverges from the previous two schools. The major protagonists here are Vernon Smith, Charles Plott, and Alvin Roth. For this school, market problems are first and foremost computational problems; economists promise to construct markets that will do the thinking that the agents cannot. In this school, market designers break out of the previous conventional sphere of markets, and promise to construct algorithms that perform all manner of feats of organization and computation.
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Williamson, John H., Antti Oulasvirta, Per Ola Kristensson, and Nikola Banovic, eds. Bayesian Methods for Interaction and Design. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108874830.

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Intended for researchers and practitioners in interaction design, this book shows how Bayesian models can be brought to bear on problems of interface design and user modelling. It introduces and motivates Bayesian modelling and illustrates how powerful these ideas can be in thinking about human-computer interaction, especially in representing and manipulating uncertainty. Bayesian methods are increasingly practical as computational tools to implement them become more widely available, and offer a principled foundation to reason about interaction design. The book opens with a self-contained tutorial on Bayesian concepts and their practical implementation, tailored for the background and needs of interaction designers. The contributed chapters cover the use of Bayesian probabilistic modelling in a diverse set of applications, including improving pointing-based interfaces; efficient text entry using modern language models; advanced interface design using cutting-edge techniques in Bayesian optimisation; and Bayesian approaches to modelling the cognitive processes of users.
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D'Errico, Mike. Push. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190943301.001.0001.

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This book shows how changes in music software design in the first decades of the twenty-first century shaped the production techniques and performance practices of artists across media, from hip-hop and electronic dance music to video games and mobile apps. Emerging alongside developments in digital music distribution such as peer-to-peer file sharing and the MP3 format, digital audio workstations (DAWs) such as FL Studio and Ableton’s Live encouraged rapid music-creation workflows through flashy, user-friendly interfaces. Meanwhile, software such as Avid’s Pro Tools attempted to protect its status as the industry-standard “professional” DAW by incorporating design elements from predigital technologies. Other software, such as Cycling ’74’s Max, asserted its alterity to “commercial” DAWs by offering users just a blank screen. The book examines the social, cultural, and political values designed into music software and how those become embodied by musical communities through production and performance. It reveals ties between maximalist design in FL Studio, skeuomorphic design in Pro Tools, and gender inequity in the music products industry. It connects the computational thinking required by Max and iZotope’s innovations in artificial intelligence with the cultural politics of Silicon Valley’s “design thinking.” Finally, it examines what happens when software becomes hardware and users externalize their screens using musical instrument digital interface (MIDI) controllers, mobile media, and video-game controllers. Amid the perpetual upgrade culture of music technology, Push the book provides a model for understanding software as a microcosm for the increasing convergence of globalization, neoliberal capitalism, and techno-utopianism that has come to define our digital lives.
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Reed, Stephen K. Cognitive Skills You Need for the 21st Century. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197529003.001.0001.

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Cognitive Skills You Need for the 21st Century begins with the Future of Jobs Report 2018 of the World Economic Forum that describes trending skills through the year 2022. To assist with the development of these skills, the book describes techniques that should benefit everyone. The 20 chapters occupy 6 sections on acquiring knowledge (comprehension, action, categorization, abstraction), organizing knowledge (matrices, networks, hierarchies), reasoning (visuospatial reasoning, imperfect knowledge, strategies), problem-solving (problems, design, dynamics), artificial intelligence (data sciences, explainable AI, information sciences, general AI), and education (complex systems, computational thinking, continuing education). Classical research, recent research, personal anecdotes, and a few exercises provide a broad introduction to this critical topic.
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Voyatzaki, Maria, ed. Architectural Materialisms. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474420570.001.0001.

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This book gathers 14 voices from a diverse group of architects, designers, performing artists, film makers, media theorists, philosophers, mathematicians and programmers. By transversally crossing disciplinary boundaries, new and profound insights into contemporary thinking and creating architecture emerge. The book is at the forefront of the current contemplation on matter and its significance for and within architecture. The premise is that matter in posthuman times has to be rethought in the rich and multifaceted context of contemporary computational architecture, and in the systemic and ecological context of pervasive computer simulations. Combining the dynamism of materiality and the capacities of nonhuman machines towards prototyping spatiotemporal designs and constructs, leads to alternative conceptions of the human, of ethics, aesthetics and politics in this world yet-to-come. The reader, through the various approaches presented by the authors’ perspectives, will appreciate that creativity can come from allowing matter to take the lead in the feedback loop of the creative process towards a relevant outcome evaluated as such by a matter of concern actualised within the ecological milieu of design. The focus is on the authors’ speculative dimension in their multifaceted role of discussing materiality by recognising that a transdisciplinary mode is first and foremost a speculative praxis in our effort to trace materiality and its affects in creativity. The book is not interested in discussing technicalities and unidirectional approaches to materiality, and retreats from a historical linear timeline of enquiry whilst establishing a sectional mapping of materiality’s importance in the emergent future of architecture.
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Book chapters on the topic "Computational Design Thinking"

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Patton, Evan W., Michael Tissenbaum, and Farzeen Harunani. "MIT App Inventor: Objectives, Design, and Development." In Computational Thinking Education, 31–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7_3.

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Wu, Min Lun, and Kari Richards. "Facilitating Computational Thinking through Game Design." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 220–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_39.

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Leonard, Jacqueline. "Coding, Game Design, and Computational Thinking." In Fostering Computational Thinking among Underrepresented Students in STEM, 43–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024552-3.

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Lee, Chien-Sing, and Pei-Yee Chan. "Mathematics Learning: Perceptions Toward the Design of a Website Based on a Fun Computational Thinking-Based Knowledge Management Framework." In Computational Thinking Education, 183–200. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7_11.

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Leonard, Jacqueline. "Computational Thinking, Computer Scaffolding, and Game Design." In Culturally Specific Pedagogy in the Mathematics Classroom, 70–101. Second edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351255837-4.

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Guzdial, Mark. "Computational Thinking and Using Programming to Learn." In Learner-Centered Design of Computing Education, 37–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-031-02216-6_3.

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Christensen, Inger-Marie F. "Integrating Computational Thinking in Humanistic Subjects in Higher Education." In Learning, Design, and Technology, 1–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-17727-4_180-1.

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Negron, Anthony. "Integrating Computational Thinking Across the Elementary Curriculum." In Design Make Play for Equity, Inclusion, and Agency, 195–207. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203702345-15.

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Vinu Varghese, V. V., and V. G. Renumol. "Design of Mini-Games for Assessing Computational Thinking." In Information and Communication Technology for Competitive Strategies (ICTCS 2021), 737–48. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0095-2_70.

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Dong, Andy. "Quantifying Coherent Thinking in Design: A Computational Linguistics Approach." In Design Computing and Cognition ’04, 521–40. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2393-4_27.

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Conference papers on the topic "Computational Design Thinking"

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Brunvand, Erik. "Computational Thinking Meets Design Thinking." In GLSVLSI '15: Great Lakes Symposium on VLSI 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2742060.2742123.

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Iversen, Ole Sejer, Rachel Charlotte Smith, and Christian Dindler. "From computational thinking to computational empowerment." In PDC '18: Participatory Design Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3210586.3210592.

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Grizioti, Marianthi, and Chronis Kynigos. "Game modding for computational thinking." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3210800.

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Sosa, Ricardo, Andrew Gibbons, Emma O'Riordan, Keu Iorangi, Andy Crowe, Leanne Gibson, Sam Harris, and Daniel Badenhorst. "Food for Advanced Computational Thinking." In PDC 2022: Participatory Design Conference 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3536169.3537785.

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Jimenez, Yerika, Theodore Hays, and Christina Gardner-McCune. "Computational Thinking App Design Mat." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3022412.

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Zavoleas, Yannis. "Computational Thinking with Analogue and Digital Means." In CAADRIA 2014: Rethinking Comprehensive Design: Speculative Counterculture. CAADRIA, 2014. http://dx.doi.org/10.52842/conf.caadria.2014.843.

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Zavoleas, Yannis. "Computational Thinking with Analogue and Digital Means." In CAADRIA 2014: Rethinking Comprehensive Design: Speculative Counterculture. CAADRIA, 2014. http://dx.doi.org/10.52842/conf.caadria.2014.843.

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Settle, Amber. "Computational thinking in a game design course." In the 2011 conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047594.2047612.

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Caskurlu, Secil, Anne Drew Hu, Aman Yadav, and Rafi Santo. "Computational Thinking Integration Design Principles in Humanities." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499071.

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Vamvakidis, Simos. "Computational Design Thinking for first year architectural design studios." In 37 Education and Research in Computer Aided Architectural Design in Europe and XXIII Iberoamerican Society of Digital Graphics, Joint Conference (N. 1). São Paulo: Editora Blucher, 2019. http://dx.doi.org/10.5151/proceedings-ecaadesigradi2019_043.

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Reports on the topic "Computational Design Thinking"

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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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Liberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
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Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/115.

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The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design.
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