instructional_resources
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instructional_resources [2010/03/17 10:56] – jtkorb | instructional_resources [2010/10/10 06:43] – jtkorb | ||
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- | Many of these items came from SIGCSE 2010. | + | ====== Notes (Mostly) |
* [[http:// | * [[http:// | ||
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* Event-based programming in Java: [[http:// | * Event-based programming in Java: [[http:// | ||
* More examples: pong, boxball, frogger. | * 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 tha 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:// | ||
+ | * Common error: make exams count. Encourages students to cram. | ||
+ | * Limits on working memory. | ||
+ | * Curse of knowledge common teaching mistake. | ||
+ | * Learner needs to be challenged at the right level. Developing models, recogniIng relevant and irrelevant material. Checking on sense making. | ||
+ | * Feedback from teacher must be timely and specific. | ||
+ | * Sinnentag chap 21. Cambridge handbook of expertise. | ||
+ | * Debugging and testing | ||
+ | * Communication and collaboration | ||
+ | * Implementation | ||
+ | * Use technology. | ||
+ | * Assign read chapter before class. Test online or at start of class. | ||
+ | * 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. | ||
+ | * Homework is very important. Must be practicing outside if class for many additional hours. | ||
+ | * Selected session notes | ||
+ | * Justification to teach programming: | ||
+ | * 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. | ||
+ | * 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 " | ||
+ | * Have narrative be descriptive not prescriptive. How I did it not how you should do it? (Disciplinary Commons) | ||
+ | * Auhentic stories. Lightweight, | ||
+ | * http:// | ||
+ | * T-shirt slogan: "This is what a Computer Scientist looks like." | ||
+ |
instructional_resources.txt · Last modified: 2010/10/10 06:46 by jtkorb