An interesting development in the MOOC degree space. Udacity and AT&T, the partners with Georgia Tech on our OMS degree, are now teaming up around a new “NanoDegree” program — without any higher education institution involved.
AT&T is the only company that has committed to hire graduates of its NanoDegree program, and only 100 at that. No higher education accrediting body has recognized the new coursework. But Udacity founder Sebastian Thrum, who appeared last week at the New York Times Next New World Conference, says the company has more planned.“The intent is that this becomes an industry-wide platform,” said Thrun in an email, pointing out that while AT&T is the only company that Udacity has asked to commit jobs, others that include Cloudera, Autodesk and Salesforce.com have endorsed the degree.
This is part of Briana Morrison’s dissertation work. She’s asking the question about the role of explaining programs in different modalities (e.g., visual vs. oral text) have on understanding. If you know potential applicants (e.g., maybe advertise it to your whole class?), please forward this to them. We’d appreciate it!
Do you like to watch videos on the internet?
Want to help with a research study?
We need volunteers, age 18 and older, with no computer programming experience to help us determine the best way to explain code using videos.
No more than 2 hours of your time!
Completing a portion of the study allows you to enter a raffle for one of four
$50 Amazon Gift Cards
Completion of entire study allows you to enter a raffle for one
$100 Amazon Gift Card
Interested? Go to the following website:
As I talked about in my NCWIT Summit Flash talk, the second step in changing a state’s K-12 computing education policy is figuring out where you are and how you move K-12 in your state.
Rick Adrion found a terrific set of resources that help to get a handle on what’s going on in each state.
- How is your state education system governed? Elected or appointed officials? Turns out that there are just a handful of common models: http://www.ecs.org/clearinghouse/01/08/70/10870.pdf
- Who decides high school graduation requirements in your state? In some states, like California and Michigan, there’s a minimum decided at the state level, so you really have to work at the district level to get CS to count. Here’s a list of the state-level high school graduation requirements in all 50 states, and here’s a state-by-state map so you can look up easily just your state. Amazingly, Massachusetts, Pennsylvania, Iowa, Colorado, and Nebraska have no state-level requirements at all. All the decisions are made at the district level. That makes it really hard to get CS to count.
Resources like these make it more clear why efforts like NGSS and Common Core are in trouble. In quite a few states, most decisions are pushed down to the district level. If states aren’t willing to make decisions for their whole state, how could they even consider requiring national standards?
The below note was posted by Jeff Forbes to the SIGCSE Members list. What an interesting idea — funding to change a whole department!
NSF has posted a new solicitation for proposals, IUSE/Professional Formation of Engineers: Revolutionizing Engineering Departments (RED).
RED focuses on efforts to effect significant, systemic departmental change that impacts undergraduate student success in their formation as computer scientists or engineers. This program is particularly interested in efforts that address the middle two years of the four year undergraduate experience, during which students receive the bulk of their formal technical preparation. RED proposals need to engage the entire department, and the effort must be led by the chair/head of the department.
See http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505105 for more information.
Note: “Engineering departments” in the solicitation refers to both engineering and computer science departments, regardless of whether those departments are in a school of Engineering.
Letters of Intent are due October 28, 2014.
Perhaps we succeeded in preventing the MOOCopalypse, despite the claims that “Computer Science MOOCS march forward!” Since the MOOC phenomenon was mostly fed by the media, the decline of interest from the media may be a good sign.
The news media’s appetite for MOOC stories has been insatiable. So when the University of Pennsylvania sent an email inviting several hundred education reporters to a seminar on massive open online courses, it anticipated a healthy turnout.
But as the catering deadline approached at the National Press Club, in Washington, organizers realized that they had barely enough registered attendees to justify a platter of finger food.
“We didn’t have a set thing in mind as to how many would attend, but what we were thinking was 15 to 20 from, let’s call them, ‘established’ media outlets,” said Ron Ozio, director of media relations at Penn. “And we got four.”
The university canceled the event.
Really interesting point from Joanna Goode. “CS for All” should not mean “One Kind of CS that All have to take.” Her notion of “CS for Each” goes further than the multiple CS1’s that we have at Georgia Tech. Seymour Papert talked about the value of a personal relationship with a discipline, and I think that’s the direction that Joanna is steering us.
But, as all the students gain access to computer science learning, teachers are charged with the task of teaching each student based on the lived experiences, prior knowledge, and the wonders of the world that the child brings to the classroom. Developing a computer science classroom that welcomes each child requires a culturally responsive pedagogy that views diversity as a strength that should be integrated within the curriculum. Additional instructional supports for English language learners and students with disabilities should be developed and shared to support teachers in a CS for Each model.
Pretty exciting new direction for Scratch! I’m really curious about the research that’s going to come out using ScratchJr. What can students learn to do with ScratchJr, and what’s the distribution (e.g., all kids learn X, but only 10% reach Y)? What do students transfer forward from learning ScratchJr?
ScratchJr is an introductory programming language that enables young children ages 5-7 to create their own interactive stories and games. Children snap together graphical programming blocks to make characters move, jump, dance, and sing. Children can modify characters in the paint editor, add their own voices and sounds, even insert photos of themselves — then use the programming blocks to make their characters come to life.ScratchJr was inspired by the popular Scratch programming language http://scratch.mit.edu, used by millions of young people ages 8 and up around the world. In creating ScratchJr, we redesigned the interface and programming language to make them developmentally appropriate for younger children, carefully designing features to match young children’s cognitive, personal, social, and emotional development.ScratchJr is now available as a free iPad app. We expect to release an Android version later in 2014 and a web-based version in 2015.
via ScratchJr – About.