Posts tagged ‘MediaComp’
I have written individual blog posts for each paper or other contributions at conferences like ICER or SIGCSE. Then sometimes, like this year, that’s just overwhelming. So please excuse me for talking about a bunch (I may not even get all of it) of Georgia Tech related CS Education work at SIGCSE 2017 this year. (Conference website is here, and program is here. The on-line program is really nice, which is here.)
Workshop 101: GP: A General Purpose Blocks-Based Language
Wednesday 7-10 pm: Room 618-619
I’m helping to organize a workshop with John Maloney, Yoshiki Ohshima, and Jens Mönig on GP. I blogged about GP here, and about the use of GP for Media Computation in a minimal manuals structure here. The workshop will be the first SIGCSE activity with GP. The plan is to move it into a public form next summer, and the team is looking for people who want to start using it for their classes.
Panel: The Role of CS Departments in The US President’s “CS for All” Initiative
Thursday 10:45-12: Room 6E
I was part of an effort at last year’s CRA Conference at Snowbird to get CS departments to participate in President Obama’s “CS for All” initiative (see blog post here). This year, Barbara Ericson, Rick Adrion, and Megean Garvin will tell us about how their CS departments are working to promote CS for All. I’m the moderator.
EarSketch: A STEAM-based Approach for Underrepresented Populations in High School Computer Science Education
Thursday 1:45-3:00: Room 615
Brian Magerko and Jason Freeman will present on EarSketch, which I just blogged about here. They are also presenting on Creativity in Authentic STEAM Education with EarSketch on Friday 1:45-3 in Room 612. And then again Saturday 10-10:45 as a demo, EarSketch, a web-application to teach Computer Science through Music
CS Principle Ebooks for Teachers and Students building on Educational Psychology Principles
Thursday 3-4:30 pm: NSF Showcase in Exhibition Space
BOF: Researching the K–12 Computer Science Framework
Thursday 5:30-6:20 pm: Room 613-614
I’m part of a BOF led by Pat Yongpradit of Code.org with Leigh Ann DeLyser of CSNYC and Kathi Fisler at Brown. The BOF session will allow researchers to discuss opportunities in K-12 CS ed research within five areas related to the implementation and future of the framework:
- Equity and access
- Learning progressions
- Pedagogical content knowledge (Knowledge teachers need to teach CS)
- Facilitating learning in other disciplines
- Policy and implementation within K–12 education systems
Workshop 310: Using and Customizing Open-Source Runestone Ebooks for Computer Science Classes
Friday 7-10 pm: Room 612
Barb, Brad Miller, and Paul Resnick will present on the Runestone platform that we build our ebooks on. Brad built Runestone, and Paul uses and extends it frequently for his Informatics course at U. Michigan. This is the first time that they’re teaching others how to use the platform, which is a great sign of the maturation of Runestone — from researcher and early-adopters into something that all CS educators can use.
Designing and Studying of Maker Oriented Learning to Transform Advanced Computer Science
Saturday 10-11:30, NSF Showcase area in Exhibitions
Zane Cochran, a student of my colleague Betsy DiSalvo, will present some of his work on using maker spaces to improve CS education.
Concepts and Practices: Designing and Developing A Modern K12 CS Framework
Saturday 10:45-12: Room 611
My PhD student, Miranda Parker (who has been working on privilege issues and on the SCS1), and Leigh Ann Delyser (of CSNYC and CS for All fame) will present on the new K-12 CS Framework (see blog post here) and the research support for it.
Workshop 401: Evidence Based Teaching Practices in CS
Saturday 3-6 pm: Room 618-619
Briana Morrison is leading the effort with Cynthia Lee, Leo Porter, Beth Simon, and me to present CS teaching practices for which we have an evidence-base. We’re drawing a lot on our New Faculty Workshops material.
Workshop 404: How to Plan and Run Effective Teacher Professional Development
Saturday 3-6 pm: Room 612
(YES! Dueling workshops!)
Barb is working with Rebecca Dovi and Ria Galanos on how to teach CS teacher professional learning opportunities. Barb is using a lot of the material that she’s developed for “Train the Trainer” sessions as part of ECEP.
I was excited to read this in Katrina Falkner’s blog at the beginning of the year. They’re teaching a Media Computation MOOC in Processing! I highly recommend looking at the actual blog post and the links, to see the kinds of work that the students are doing. (I wrote and scheduled this post when I first saw Katrina’s blog post, and it’s coincidence that it’s publishing when I’m with Katrina at Dagstuhl this week, discussing how we assess CS learning and attitudes.)
At the start of this year, we were also busy working on our Introductory programming MOOC, Think Create Code. We are really excited about this course, as we are have adopted the same Media Computation approach that we use in our on-campus course. We use Processing, and have built an EdX extension module to support an open art gallery where students can share their work, explore others and discuss. We will be using this course as part of our future on-campus offerings as well, allowing us to focus more of our in class time on working closely with our students. We launched Think Create Code in April, and ended up working with over 20,000 students from 177 countries. It was amazing to see the work of our students, and to see a fantastic blending between the artistic and computer science communities. The course now runs as a self-paced course open to all.
AccessComputing and DO-IT does terrific work. I get the question in the title a lot with MediaComp, since it’s a curriculum that lends itself towards producing just visual or just audio products, while exploring the same computing concepts.
With the increasing demand for computing professionals, it’s important that students with disabilities are included in computing courses. This video includes profiles of successful computing students and professionals who happen to have disabilities. Learn how accommodations, assistive technology, and universal design strategies can make computing courses accessible to students with disabilities.
Runtime: 10:24 minutes
Interesting perspective from a blogger in the Scratch community, liked below. I do frequently hear the pattern described in the post quoted below. “I’ve started by daughter/niece/local-school on Scratch, and now I want to know how to move them into something ‘real’ (e.g., text).” I typically point them to amazing things that can be done in Scratch (like Alex Ruthmann’s beautiful livecoding of music in Scratch).
I recently got a chance to play with GP, a new programming language from John Maloney (of Scratch fame), where all blocks and texts are isomorphic. There’s a slider that lets you switch from one to the other. Even the debugger and class browser show up with tiles. Where does that play out in this debate? GP is the first blocks-based language I’ve used with the right primitives to do MediaComp, so I built one of my examples in it. Took me about three times as much time to write and four times as much space (in screen real estate) as in Python (even with John looking over my shoulder guiding me). Maybe that’s not a bad thing — maybe that encourages a different style of use. Next time I try something like that, I’m far more likely to think about building my own blocks and using more abstraction to save on dragging-and-fitting effort.
I’ve been a part of the Scratch community for about 8 years now (yes, really). During this time, I’ve noticed a pattern that seems to apply to a lot of people:
join Scratch => create projects => discover text-based programming => quit Scratch because of “real programming”
Note the scare quotes around “real programming”. Generally, a “real” programming language is text-based (C, Python, etc.) and apparently qualifies as real because it’s used by well-known developers for something.
Obviously I disagree with disqualifying Scratch as a real programming language.
JES 5.02 is now released at https://github.com/gatech-csl/jes/releases/tag/5.020. I have links to all the main downloads at http://mediacomputation.org .
Fixes in JES 5.02 (with many thanks to HenryStevens and sportsracer48 for fixes):
- Fixes a problem if you quit during raw_input that you can’t do another raw_input
- Makes the Sound explorer fully functional again
- Fixes colorizing
- Makes autosave work again
- Fixes a threading error if you hit return too rapidly in the Command Area
- Unicode characters in input file get flagged. (Jython can’t execute a line with unicode characters on it.)
You can find all the fourth edition Powerpoint slides (including a 68Mb zip of all of them) at http://coweb.cc.gatech.edu/mediaComp-teach/60. I’ve put some of the Peer Instruction question slides into the chapter PPT slide decks, but you can find more at the instructors-only website (see the Media Computation website for more on the teacher website).
Most of the changes are in the early chapters. Chapter 3 on text and language manipulation is all new. The latter chapter PPT slide decks have a few new slides in each deck, including:
- Creating state-preserving versions of picture manipulation functions in Chapter 16 on Functional Programming
- Subclassing Picture and Sound to move functions into methods in Chapter 17 on Object-oriented Programming
- Recursive turtle patterns, which are possible with an improved Turtle class in JES 5 in Chapter 17
In the Preface to the new 4th ed book, I wrote a bit about what we know about how to teach computer science using Media Computation. These are probably useful in most CS classes, even without Media Computation:
Over the last 10 years, we have learned some of the approaches that work best for teaching Media Computation.
- Let the students be creative. The most successful Media Computation classes use open-ended assignments that let the students choose what media they use. For example, a collage assignment might specify the use of particular filters and com- positions, but allow for the student to choose exactly what pictures are used. These assignments often lead to the students putting in a lot more time to get just the look that they wanted, and that extra time can lead to improved learning.
- Let the students share what they produce. Students can produce some beautiful pictures, sounds, and movies using Media Computation. Those products are more motivating for the students when they get to share them with others. Some schools provide online spaces where students can post and share their products. Other schools have even printed student work and held an art gallery.
- Code live in front of the class. The best part of the teacher actually typing in code in front of the class is that nobody can code for long in front of an audience and not make a mistake. When the teacher makes a mistake and fixes it, the students see (a) that errors are expected and (b) there is a process for fixing them. Coding live when you are producing images and sounds is fun, and can lead to unexpected results and the opportunity to explore, “How did that happen?”
- Pair programming leads to better learning and retention. The research results on pair programming are tremendous. Classes that use pair programming have better retention results, and the students learn more.
- Peer instruction is great. Not only does peer instruction lead to better learning and retention outcomes, but it also gives the teacher better feedback on what the students are learning and what they are struggling with. We strongly encourage the use of peer instruction in computing classes.
- Worked examples help with learning creativity. Most computer science classes do not provide anywhere near enough worked-out examples for students to learn from. Students like to learn from examples. One of the benefits of Media Computation is that we provide a lot of examples (we’ve never tried to count the number of for and if statements in the book!), and it’s easy to produce more of them. In class, we do an activity where we hand out example programs, then show a particular effect. We ask pairs or groups of students to figure out which program generated that effect. The students talk about code, and study a bunch of examples.
Cool example of using JES to access external data!
I’ve been teaching CCT 374: Technologies for Knowledge Media course this term. It seemed a natural fit to use a Media Computation approach to teach Python programming. The students have a term project where they had to design an application that uses City of Toronto Open Data. Just about every team decided to make something that involved displaying something on a map. So, I had to figure out how to display arbitrary maps programmatically, as simply as possible. Using the Google Maps API would have been beyond most of the students. Then I found a blog post with a Python program to retrieve static images from Google Maps.
I have adapted the code from the blog post to work within JES (Java Environment for Students) using the Media Computation libraries. I’ve made the code available on a gist.