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instructional_resources [2010/03/17 10:56]
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]]   * [[http://​www.computingportal.org|Computing Portal]]
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     * 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.     * 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.     * 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.1268848616.txt.gz ยท Last modified: 2010/03/17 10:56 by jtkorb