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Flow The Psychology Of Optimal Experience

Communications of the ACM (CACM for short, not the best sounding acronym around) is the ACM’s flagship magazine. Started in 1957, CACM is handy for keeping up to date on current research being carried out across all topics of computer science and realworld applications. CACM has had an illustrious past with many influential pieces of work and debates started within its pages. These include Hoare’s presentation of the Quicksort algorithm; Rivest, Shamir and Adleman’s description of the first publickey cryptosystem RSA; and Dijkstra’s famous letter against the use of GOTO. In addition to the print edition, which is released monthly, there is a fantastic website (http://cacm.acm. org/) that showcases not only the most recent edition but all previous CACM articles as well, readable online as well as downloadable as a PDF. In addition, the website lets you browse for articles by subject, a handy feature if you want to focus on a particular topic. CACM is really essential reading. Pretty much guaranteed to contain content that is interesting to anyone, it keeps tabs on the latest in computer science. It is a valuable asset for us students, who tend to delve deep into a particular area of CS and forget everything that is happening around us. — Daniel Gooch U ndergraduate research is like a box of chocolates: You never know what kind of project you will get. That being said, there are still a few things you should know to get the most out of the experience.

Communications of the ACM

https://par.nsf.gov/servlets/purl/10054119

Demystifying computational thinking

https://jnnp.bmj.com/content/jnnp/26/5/476.1.full.pdf

The perception of causality

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

/pdf/computational-thinking-ji-suan-lun-de-si-kao-3qvv34ha3s.pdf

Computational Thinking 計算論的思考

A strategy exposing middle school students to computer science through game design appears to be a promising means to mitigate the computer science pipeline challenge. Particularly when short game design activities are integrated into already existing middle school courses, research suggests that game design is effective in broadening participation and motivating large numbers of students, along with large percentages of women and minorities. A study with over 10,000 students is exploring the sustainability of this approach and finding positive responses to inquiries such as these: Do teachers continue to use game design? Can they advance beyond extrinsic rewards such as research stipends? After building one game, do students advance, building more games or even STEM simulations?

Will it stick?: exploring the sustainability of computational thinking education through game design

Computational thinking (CT) involves a broadly applicable and complex set of processes that are often explained by way of the knowledge, attitudes, and general practices that they entail. However, to become facile with CT, learners require instruction that is grounded in concrete, relevant experiences. This paper examines teacher practices that are intended to promote CT skill acquisition through instruction that takes place in two framing contexts. The phenomenological context, which is based on observable patterns of object interaction that recur in games and simulations, is particularly valuable for developing the capacity to think abstractly. Abstraction is the key to recognizing analogous conditions, an ability that is the basis for transferring learning to new situations. The disciplinary context describes areas of application within and across subject areas, including computer science, that can foster proficiency with data representation, problem decomposition, and other CT skills. Using the Scalable Game Design curriculum as a lens to examine classroom practices, we find that teachers both plan and enact CT instruction in these contexts.

Grounding Computational Thinking Skill Acquisition Through Contextualized Instruction

This paper compares student outcomes from 75 K-12 teachers who participated in either online, blended, or face-to-face professional development design to support teacher implementation of a programming curriculum during the regular school day. The results are based on survey responses collected over two years from 4,832 students. With only one exception, the results showed no negative student outcomes when comparing student survey results from teachers who participated in online professional development compared to students of teachers who participated in face-to-face professional development. Students who had teachers who participated in face-to-face professional development, however, expressed stronger interest in designing their own games at home. These results suggest that online professional development that is designed to support K-12 teacher classroom implementation of CS education curricula is a viable model with respect to student outcomes. Recommendations for the design of online curricula for CS education are discussed.

https://dl.acm.org/doi/pdf/10.1145/3017680.3017784

A Comparative Analysis of Online and Face-to-Face Professional Development Models for CS Education

As teacher professional development efforts continue to scale to meet the growing demand for computer science educators, more individuals with little formal preparation in the discipline are seeking training. For this reason, it is important to understand the kinds of questions that these teachers, along with administrators and IT staff, are asking professional development providers. This research examines questions received by Scalable Game Design (SGD), a project that engages students in computing through game and simulation design activities. SGD has provided training for more than 300 teachers since 2009. We have found several dimensions of interest in the question pool. The major categories of questions received are pedagogical, technical, and procedural, and we present a generalizable taxonomy of question types plus specific examples. In addition, question content and questioner roles fluctuate throughout the professional development and classroom implementation cycle, from initial inquiries to requests regarding next steps. Knowledge of these factors can lead to adjustments in training content to reduce questions later on and potentially increase teacher confidence; moreover, this information can inform planning for support resources, an especially important activity when project growth is forecast. We also discuss how our support structures have changed over the life of the project and compare them to two other curriculum initiatives that rely on unique software environments. Our future work will investigate the characteristics of teachers who are asking particular kinds of questions, including their disciplinary backgrounds, experience in the classroom, familiarity with SGD, and instructional environments.

We Have Questions: Pedagogical, Technical, and Procedural Assistance Requests in a Large Computational Thinking Curriculum Research Project (Abstract Only)

Short self-guided tutorials for individuals who wish to create computational artifacts often emphasize activity completion, providing an immediate sense of accomplishment but failing to promote sustainable gains in learning. However, to be successful in subsequent endeavors, it is essential that these learners develop robust skills. By incorporating principles from Bransford & Schwarz's Preparation for Future Learning framework, interactive tutorials should be able to promote the acquisition of durable and adaptive abilities.

https://dl.acm.org/doi/pdf/10.1145/3105726.3105733

Hilarie Nickerson

Papers

Will it stick?: exploring the sustainability of computational thinking education through game design

Grounding Computational Thinking Skill Acquisition Through Contextualized Instruction

A Comparative Analysis of Online and Face-to-Face Professional Development Models for CS Education

We Have Questions: Pedagogical, Technical, and Procedural Assistance Requests in a Large Computational Thinking Curriculum Research Project (Abstract Only)

Using Discernment Activities to Promote Skill Retention from Programming and Software Tutorials