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--- instructional_resources [2010/03/17 10:19] – jtkorb
+++ instructional_resources [2010/10/10 06:46] (current) – jtkorb
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-Many of these items came from SIGCSE 2010.
+====== Notes (Mostly) from SIGCSE 2010 ======
   * [[http://www.computingportal.org|Computing Portal]]
@@ Line 17: / Line 17: @@
     * 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."