====== Notes (Mostly) from SIGCSE 2010 ======

  * [[http://www.computingportal.org|Computing Portal]]
  * Nifty Assignments [[http://nifty.stanford.edu|source]].
  * Nifty assignments from Tom Murtagh: [[http://cs.williams.edu/~tom/weavingCS|Weaving CS into CS1]].
  * ACM Java Library
  * Box Game: Sorting moving colored dots into correct half.
  * [[http://webphysics.iupui.edu/jitt/what.html|Just in Time Teaching]]
  * Intel Smoke demo
  * Visual Learning
    * Gonick cartoon guide
    * The FORTRAN coloring book
  * [[http://www.eecs.berkeley.edu/~ddgarcia/papers/SIGCSE2010PBJA3.pdf|PBJA: Passion, Beauty, Joy, and Awe of Computing]]
    * Computing Portal [[http://www.computingportal.org/pbja|site]]
    * No one right answer: Greep, Battleship, Blackjack simulation
    * "Don't be a Google story."
    * Gallery/quilt of project results.
    * GWAP games.
  * Concurrency Session
    * [[http://www.concutest.org|ConcJunit]] works with DrJava for unit testing of concurrent programs.
    * Example programs: multithreaded breakout, increment shared counter, breakout (from SIGCSE 2006 nifty assignments).
    * Event-based programming in Java: [[http://eventfuljava.cs.williams.edu/|Java: An eventful approach]] from Kim B. Bruce, Andrea Pohoreckyj Danyluk, and Thomas P. Murtagh.
    * More examples: pong, boxball, frogger.
  * Keynote: Carl Wieman
    * Experts have an organizational framework for their expert knowledge.
    * Monitoring of thinking. Not built in.
    * Takes many hours of intense thinking to change brain wiring.
    * Example of code perception--how an expert sees the check for sorted example. Less than 30% of CS students.
    * Content: isolated pieces to be memorized vs coherent structure.
    * Problem solving example.
    * Study shows physics etc students become more novice like!
    * Effective teaching. Motivation. Build on prior thinking. Memory understanding. Authentic practice of expert like thinking in a strenuous extended way.
    * Robert Bjork articles. Repeated and spaced over time. (http://www.SpacedEd.com)
    * Common error: make exams count. Encourages students to cram.
    * Limits on working memory.  Very limited in short term.  Thrashing ackowledge. 7 new items is max.
    * Curse of common knowledge teaching mistake.  Requires student to buffer all the pieces until can be shown how they fit together. Better to start with the big problem.
    * Learner needs to be challenged at the right level. Developing models, recognizing relevant and irrelevant material. Checking on sense making.
    * Feedback from teacher must be timely and specific.  Also need to know what and how to think about it.
    * Sinnentag chap 21. Cambridge handbook of expertise.  Missing from teaching but in experts:
    * Debugging and testing
    * Communication and collaboration
    * Implementation
    * Use technology.
    * Assign read chapter before class. Test online or at start of class.  Frees up working memory.
    * Build class around series of questions.
    * Use clickers.
    * Discuss in small groups, then revote. Instructor snoops in conversations.
    * Ask for reasons. Review incorrect answers important.
    * Example.  10 minute activity.  Group of 3.  Code.  How to test.
    * Homework is very important. Must be practicing outside if class for many additional hours.
  * Selected session notes
    * Justification to teach programming: More and more applications are scriptable
    * Moodle support anonymous peer review
    * Scratch being enhanced to support use with SiCP
    * Computing (and programming) being used for self expression in middle and high schools.  Important to share the results online or in the classroom.
    * When Alice crashes it loses changes to the world in progress.
    * Java bat
  * Denning luncheon: Carse infinite and finite games
  * There is a paper on the 32 most difficult concepts in CS
  * Make classes immutable to simplify reasoning about concurrency.
  * Employment interviews are now requiring discussion about concurrency.
  * Feynman quote about concurrency
  * Olin College doing parallel programming first. Lynn Stein.
  * Keynote: Fincher
    * Max Boisot information
    * Taxi vs. GPS example
    * Onion in varnish story
    * From "concrete and codified" to "abstract and uncodified": narratives bridges the gap
    * Have narrative be descriptive not prescriptive. How I did it not how you should do it? (Disciplinary Commons)
    * Auhentic stories. Lightweight, fragmented, anecdotal.  Collecting narratives of day every day academic.
    * http://www.sharingpractice.ac.uk.
    * T-shirt slogan: "This is what a Computer Scientist looks like."