instructional_resources
Notes (Mostly) from SIGCSE 2010
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ACM Java Library
Box Game: Sorting moving colored dots into correct half.
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Intel Smoke demo
Visual Learning
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No one right answer: Greep, Battleship, Blackjack simulation
“Don't be a Google story.”
Gallery/quilt of project results.
GWAP games.
Concurrency Session
ConcJunit works with DrJava for unit testing of concurrent programs.
Example programs: multithreaded breakout, increment shared counter, breakout (from SIGCSE 2006 nifty assignments).
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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.
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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.
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T-shirt slogan: “This is what a Computer Scientist looks like.”
instructional_resources.txt · Last modified: 2010/10/10 06:46 by jtkorb