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instructional_resources [2010/03/17 10:04]
jtkorb created
instructional_resources [2010/10/10 06:46] (current)
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-Many of these items came from SIGCSE 2010.+====== Notes (Mostly) ​from SIGCSE 2010 ======
  
-  * http://​nifty.stanford.edu: Nifty assignments ​source. +  * [[http://​www.computingportal.org|Computing Portal]] 
-  * http://​cs.williams.edu/​~tom/​weavingCS: ​Nifty assignments from Tom Murtagh.+  * 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 GameSorting 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."
  
instructional_resources.1268845470.txt.gz · Last modified: 2010/03/17 10:04 by jtkorb