Posts tagged ‘computing for everyone’
It is cool to have a professional basketball player promoting learning to program in Wired. This connects to an idea that I’ve been exploring with Betsy diSalvo. What is the impact of this kind of image? I don’t think it’s negligible. It’s not sufficient to get a kid into computing, but I wonder if it’s the hook to get them to consider computing.
Being a kid of the 1990s and living in a house run by tech-savvy parents, I began to notice that the world around me was spinning on an axis powered by varying patterns of 1s and 0s. We’d be fools to ignore the power of mastering the designing and coding of those patterns. If brute physical strength ran one era, and automation the next, this is the only way we can keep up. Most jobs of the future will be awarded to the ones who know how to code.
We use code every time we’re on the phone, on the web, out shopping — it’s become how our world is run. So I take comfort in having a basic understanding of how something as big as this works.
Not sure how (if?) we can see this in the US, but it sounds really good.
A sharp, witty, mind-expanding and exuberant foray into the world of logic with computer scientist Professor Dave Cliff. Following in the footsteps of the award-winning ‘The Joy of Stats’ and its sequel, ‘Tails You Win – The Science of Chance’, this film takes viewers on a new rollercoaster ride through philosophy, maths, science and technology- all of which, under the bonnet, run on logic.
Wielding the same wit and wisdom, animation and gleeful nerdery as its predecessors, this film journeys from Aristotle to Alice in Wonderland, sci-fi to supercomputers to tell the fascinating story of the quest for certainty and the fundamentals of sound reasoning itself.
Dave Cliff, professor of computer science and engineering at Bristol University, is no abstract theoretician. 15 years ago he combined logic and a bit of maths to write one of the first computer programs to outperform humans at trading stocks and shares. Giving away the software for free, he says, was not his most logical move…
With the help of 25 seven-year-olds, Professor Cliff creates, for the first time ever, a computer made entirely of children, running on nothing but logic. We also meet the world’s brainiest whizz-kids, competing at the International Olympiad of Informatics in Brisbane, Australia.
‘The Joy of Logic’ also hails logic’s all-time heroes: George Boole who moved logic beyond philosophy to mathematics; Bertrand Russell, who took 360+ pages but heroically proved that 1 + 1 = 2; Kurt Godel, who brought logic to its knees by demonstrating that some truths are unprovable; and Alan Turing, who, with what Cliff calls an ‘almost exquisite paradox’, was inspired by this huge setback to logic to conceive the computer.
Ultimately, the film asks, can humans really stay ahead? Could today\’s generation of logical computing machines be smarter than us? What does that tell us about our own brains, and just how ‘logical’ we really are…?
Ten years ago, professors in computer science departments everywhere wondered how undergraduates from a broad range of fields could be attracted to computer science (CS). We were convinced that this material would be vital for their careers, but we were up against negative stereotypes of programmers, and the prediction that most software jobs were about to be outsourced to the third world.
The tide has turned! The graph below shows annual enrollments over the past decade for the introductory computer science courses at UC Berkeley, Stanford, and the University of Washington. At each of these schools, and at colleges and universities across the nation, the introductory computer science course is now among the most popular courses on campus, and demands for advanced computer science courses are at record-breaking highs. At Stanford, where more than 90% of undergrads take computer science, English majors now take the same rigorous introductory CS course as Computer Science majors.
Dave Patterson and Ed Lazowska have written the above-linked blog post explaining why there has been such a rapid rise in enrollments in Computer Science at Berkeley, Stanford, and U. Washington. We’re seeing the same enormous rise in CS enrollments at Georgia Tech.
Beyond the intro course, we’re seeing a dramatic increase in CS minors. At places where everyone is required to take CS (e.g., Georgia Tech, Rose Hulman, Harvey Mudd), students have the option of going beyond that first course, and because the first course is tailored for them, they’re more likely to succeed at it. At Georgia Tech, we’re seeing students take more than just the required course and pursing a credential in CS, within their major. English majors (and lots of others) are seeing that computing is valuable.
Patterson and Lazowska offer two explanations (the numbering is mine):
1. So what happened? First, today’s students recognize that “computational thinking” — problem analysis and decomposition, algorithmic thinking, algorithmic expression, abstraction, modeling, stepwise fault isolation — is central to an increasingly broad array of fields.
That may be true, but I doubt it. It would be interesting and useful to survey these students, discover what majors they’re going into, and ask why they’re taking CS. (Kind of what we did across the state of Georgia in 2010.) I don’t believe that most people are aware of “computational thinking,” and even less, new students in higher-education. As evidence of this growing awareness, the authors cite a recent quote from Richard Dawkins (in 2013), “Biology nowadays is a branch of computer science.” That’s not a new position for Dawkins. In 2007 (at the depths of declining enrollment), he told Terry Gross on NPR, “Since Watson and Crick in 1953, biology has become a sort of branch of computer science.” This isn’t a sign of a recent awareness of the importance of “computational thinking.”
2. In addition to enhancing prospects within a chosen field, surely some of the reason for interest in computer science as a major or as a minor is to enhance employment opportunities after graduation.
But my gut is a bad judge of these things. We really ought to test these claims, rather than make claims without evidence. Who is taking CS now? And why? And how does it differ between these institutions?
The authors end their piece arguing for more faculty teaching more CS classes:
In higher education, the response has been sluggish at best. Computer Science is usually found in colleges of engineering — as is the case at Berkeley, MIT, Stanford, and Washington — so one indicator of accommodation is the fraction of engineering faculty in the field. Less than a fifth of the engineering faculty at these schools teach computer science courses, a fraction nearly unchanged in the last decade.
I strongly agree with the argument. The critical issue here isn’t about growing Engineering or if CS belongs in Egnineering. The critical issue is that computing is a form of literacy, not just a specialty skill, and we have to think about how to ramp up our offering of computing education so that it’s universally accessible.
I talked about this implication of our successful CS1′s for everyone in the May 2009 Communications of the ACM:
Finally, building successful, high-demand courses for non-computing majors gives us a different perspective on the current enrollment crisis. Students want these courses. Other schools on campus want to collaborate with us to build even more contextualized classes. While we still want more majors, we have an immediate need for more faculty time to develop and teach these courses that bring real computing to all students on campus.
I got a chance to learn more about Bootstrap when Kathi Fisler visited us here at Georgia Tech recently. This article doesn’t do a good job of selling the program. Bootstrap is important for showing how programming can be used to teach something else that we agree is important.
“When you hear, ‘This is so amazing! These apps teach kids to program!’ That’s snake oil. Every minute your students spend on empty engagement while they’re failing algebra, you’re assuring that they’re not going to college. Studies show that the grade kids get in Algebra I is the most significant grade to predict future income.”
Pretty amazing that they got this!
Interesting set of testimonials from people in arts and social science on why they have found it useful to learn to code (thanks to Alfred Thompson for the link). Gas Stations Without Pumps has an interesting post based on one of the testimonials.
Being able to code to express yourself is one of the most powerful tools available to artists today. Artists should look at programming languages as they do any other medium- watercolor, acrylic, clay- they are all tools to allow you to develop and communicate your vision with your audience.
What an interesting paper! (Pun slightly intended.) In this paper from Paul Silvia, he found experimentally that self-efficacy and interest are related on a bell-shaped curve. Too little self-efficacy makes a task seem too daunting and uninteresting. Too much makes the task boring. This is important because we know that self-efficacy is among the most significant factors influencing non-majors success in learning to program. It’s clear that there’s a sweet spot that we’re aiming for.
A new book on LilyPad based projects:
If you’re interested in interactive toys, smart accessories, or light-up fashions, this book is for you! Sew Electric is a set of hands-on LilyPad Arduino tutorials that bring together craft, electronics, and programming. The book walks you through the process of designing and making a series of quirky customizable projects including a sparkling bracelet, a glow in the dark bookmark, a fabric piano, and a monster that sings when you hold its hands. Play with cutting-edge technologies and learn sewing, programming, and circuit design along the way. It’s a book for all ages. Explore the projects with your friends, your parents, your kids, or your students!
I’m not convinced that the purpose of Common Core is to prepare students for four year universities. Shouldn’t the common core be the minimum standard? This issue is coming up for us at ECEP as we work in South Carolina. In fact, we’re addressing it today in our Computing Education in South Carolina summit. Should everyone be required to take serious CS in high school? Or is it that everyone should have access to serious CS (e.g., preparation for undergrad CS courses), and everyone should know more about CS, but the college-going students are the ones who need the serious CS?
One of the three drafters of the Common Core math standards has publicly admitted that Common Core – which moves Algebra I from 8th to 9th grade and includes little trigonometry, no pre-calculus, and no calculus – is designed to prepare students for non-selective community colleges, not four-year universities. In fact, President Bud Peterson of Georgia Tech has stated that a student cannot go to Tech without having had Algebra I in 8th grade and calculus by senior year. In other words, Common Core won’t get kids into Georgia Tech. This is the “quality” that has so impressed the Fordham lobbyists?
What a cool idea! A computational craft lab!
4-year Doctoral Fellowship in Digital Fabrication & Learning
Utah State University
Instructional Technology & Learning Sciences
Utah State University’s Instructional Technology and Learning Sciences (ITLS) department is pleased to announce the availability of a prestigious four-year doctoral fellowship for a new doctoral student interested in digital fabrication, the maker movement, and education. This involves bringing technologies as diverse as 3-D printers, sewable circuitry, low cost microcontrollers, and robotics to education.
The fellowship provides full tuition and a stipend for four years, beginning Fall of 2014. The fellow will work with two leading researchers in the ITLS department, Drs. Victor Lee and Deborah Fields,who have produced innovative work in the areas of creative learning technologies, craft and computation, informal and formal learning environments, online social networking sites, and STEM education. The fellow will have numerous professional development and networking opportunities as well as access to the newly created “Computational Craft Lab” with brand new equipment and materials for digital fabrication. Drs. Lee and Fields have a strong reputation for providing mentorship and time to doctoral students, involving them in all aspects of research and implementation.
This competitive fellowship is available for one student beginning doctoral studies in August 2014. Interested students should contact Victor Lee or Deborah Fields as soon as possible. Please include a resume and letter describing your research background, interests, and how they align with this fellowship.
Great blog post that really captures the most important criticism of MOOCs (thanks to Karen Head for forwarding it). We had Armando Fox of Berkeley’s “MOOC” Center visit (video of his GVU Brown Bag talk), and he said explicitly in his talk, “MOOCs are not about democratization of education. They’re really about the rich getting richer.” I blogged on these themes this month for Blogs@CACM: Results from the first-year course MOOCs: Not there yet
Worst of all, they may become a convenient excuse for giving up on the reforms needed to provide broad access to affordable higher education. The traditional kind, that is, which for all its problems still affords graduates higher chances of employment and long-term economic advantages.
Seen from this perspective, the techno-democratization of education looks like a cover story for its aristocratization. MOOCs aren’t digital keys to great classrooms’ doors. At best, they are infomercials for those classrooms. At worst, they are digital postcards from gated communities.
This is why I am a MOOC dissenter. More than a revolution, so far this movement reminds me of a different kind of disruption: colonialism.
A big win for computational science, and for the argument that computer science is important, even for people who aren’t going to be professional software developers.
When he conceived his prestigious prizes in 1895, Alfred Nobel never imagined the need to honor an unknown field called computer science.
But the next best thing happened on Wednesday: Computing achieved a historic milestone when the Nobel Prize for chemistry went to a trio of researchers — one of them a Stanford University professor — for their groundbreaking work using computers to model the complex chemistry that sustains life.
“Computers in biology have not been sufficiently appreciated. Now they have been,” said ebullient winner Michael Levitt of Stanford’s School of Medicine, the university’s second Nobel winner this week.
This is a big deal that the Supreme Court is facing this week. The NYTimes is in support of striking down the Michigan constitutional amendment. Let me put the below statistic in a bit of CS Ed context. As mentioned previously, UMich just graduated last year the first Black female CS PhD. Barb’s analysis of AP CS stats includes Michigan. Michigan has 9.8 million residents. It is 14.3% Black. In the last six years, only 27 Black students have taken the AP CS exam, never more than 7 in any year.
A decade ago, the University of Michigan waged a successful U.S. Supreme Court fight to save affirmative action. Now Michigan is learning to live without it.
Three years after the court allowed race-based admissions, Michigan voters blocked them at state schools through a ballot initiative. The result is fewer black students crisscrossing the Diag, the wide space that cuts through the heart of the university’s Ann Arbor campus. Black enrollment is down about 30 percent at the undergraduate and law schools.
This December, to celebrate Computer Science Education Week, we’re organizing a massive campaign to encourage 10 million students (and adults) to try an Hour of Code. This will be the largest initiative of its kind, ever.
Please help us recruit your local school, community organizations, or even your company to participate. Learn more.
What’s the Hour of Code?
It’s an introduction to computer science designed to demystify “code” and show that anyone can learn the basics. There will be a variety of hour-long tutorials everyone can do – on a web-browser, tablet, smartphone, or even with no computer at all.
How can you help?
- At your local school: Share this handout with your teacher or the principal.
- At your company: Share this handout with your manager, or the CEO.
- In your community: Use this handout to recruit a local group – boy scouts club, church, university, veterans group, or labor union. Or host an Hour of Code “block party” for your neighborhood.
Calling all students – regardless of age
Computer science is an important foundation for all students, for all careers. Too many people think programming is hard or requires math; the Hour of Code is designed to inspire.
Help your school win a computer lab
Code.org will gift 50 class-sets of laptops to 50 lucky schools, one in every state in the US. Ask your local school to plan an Hour of Code for every grade to qualify.
Let’s make history: Help bring 10,000,000 students to try an Hour of Code
Non-English language support
The Hour of Code materials will be available in several languages. If you want to help us as a volunteer translator, let us know.
Thank you for your support,
An interesting though somewhat sad story from a school-age girl (probably high school level?) about why she’s not interested in Information and Communications Technology. A good part of her story has to do with self-efficacy — how do you get better at this?
Throughout my first two years, my ICT assessment levels have always been much lower than other subjects and this can put you in the frame of mind that you’re bad at ICT, and if there are other subjects you’re better at, surely it’s simpler to take them for GCSE. And of course, IT is not the ideal job for me if I can’t even pass an exam.
Unless computing was made a compulsory subject like a language or maths, I don’t think this will change. To improve your English you can read, and to improve your ICT there are particular websites, but I certainly would not spend time on them and I’m sure my friends wouldn’t either