Teaching Computer Science to Reach A Broader Audience ......Story Computer science was invented to...
Transcript of Teaching Computer Science to Reach A Broader Audience ......Story Computer science was invented to...
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Teaching Computer Science to Reach A Broader Audience: Part 1
Mark Guzdial 1
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Story
▪ Computer science was invented to teach everyone about
everything.
▪ How computing education will change on the way.
▪ Story #1: Designing a Computing course for non-STEM students
▪ Media Computation
▪ Story #2: Teaching for Computational Literacy, not Software
Development
▪ Story #3: How Computing Education will need to change to
reach everyone
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Definitions
▪ Computer science: The study of computers and all the
phenomena associated with them. (Perlis, Newell, and Simon,
1967)
▪ Computing: CS + CE + SE + IS + IT +…
Computer science facing outward (Denning).
▪ Programming: Reading and writing a notation of computation, a
specification of a computer’s process.
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George Forsythe, Inventor of “CS” (1961)
The three most valuable tools in
a STEM education (1968):
• Language
• Mathematics
• Computer Science
Photo Stanford News 5
Computer Science was
invented to be a tool for
learning everything else
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Alan Perlis
1961
Photo: CMU 6
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Seymour Papert
Thanks to Gary Stager 7
Seymour Papert claimed “that children can learn to program and learning to program
can affect the way that they learn everything else.”
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Kay & Goldberg, “Personal Dynamic Media”
Thanks to Alan Kay
(1977)
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Kay wrote, “Computer literacy is a contact with the activity deep enough to make the computational equivalent of reading and writing fluent and enjoyable.”
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Andrea diSessa, Boxer, and Computational Literacy
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Code is Different
Bruce
Sherin
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Code is Causal
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MEDIA COMPUTATION
Story #1: A Learner-Centered Design of Computing Education
15(22)
http://mediacomputation.org
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Requiring CS for All
▪ Fall 1999:
All students at Georgia Tech must take a course in computer
science.
• Considered part of General Education, like mathematics, social science,
humanities…
▪ 1999-2003: Only one course met the requirement.
▪ Overall pass rate: 78%
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Disaggregating by major
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Success Rates in CS1 from Fall 1999 to
Spring 2002 (Overall: 78%)
Architecture 46.7%
Biology 64.4%
Economics 53.5%
History 46.5%
Management 48.5%
Public Policy 47.9%
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Contextualized Computing Education
▪ What’s going on?
• Research results: Computing is “tedious, boring,
irrelevant”
▪ Since Spring 2003, Georgia Tech teaches three
introductory CS courses.
• Based on Margolis and Fisher’s “alternative paths”
▪ Each course introduces computing using a context
(examples, homework assignments, lecture discussion)
relevant to majors.
• Make computing relevant by teaching it in terms of
what computers are good for (from the students’
perspective)
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Design Process
▪ Focus groups with liberal arts, architecture, and business students enrolled in CS1.
▪ “What would you want to do with computing?
▪ Advisory board with faculty from across campus.
▪ “What do you want your students to know about computing?”
▪ Considered building on pockets of computational practice, but.…CS1.
▪ Started from the homework projects.
Taught the computing to make those.
Added to reach “CS1”
19With Andrea Forte
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Open-ended, contextualized homework
in Media Computation CS1 & CS2
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Involving the
artists: Bryn
Mawr, Ball
State University
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Change in Pass Rates
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Change in Success rates in CS1 “Media Computation” from
Spring 2003 to Fall 2005
(Overall 85%)
Architecture 46.7% 85.7%
Biology 64.4% 90.4%
Economics 54.5% 92.0%
History 46.5% 67.6%
Management 48.5% 87.8%
Public Policy 47.9% 85.4%
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Voices from Media Computation Students
▪ Intl Affairs student (female): “I just wish I had more time to play around with that and make neat effects. But JES [IDE for class] will be on my computer forever, so… that’s the nice thing about this class is that you could go as deep into the homework as you wanted. So, I’d turn it in and then me and my roommate would do more after to see what we could do with it.”
▪ “I dreaded CS, but ALL of the topics thus far have been applicable to my future career (& personal) plans—there isn't anything I don't like about this class!!!"
▪ "Media Computation is a CS class but with less severity. The media part of the class is extremely visually interesting. I would only take another CS class if it were Media Computation."
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Survey One Year Later
• 19% of respondents had programmed since class ended
• “Definitely makes me think of what is going on behind the scenes of such programs like Photoshop and Illustrator.”
• “I understand technological concepts more easily now; I am more willing and able to experience new things with computers now”
• “I have learned more about the big picture behind computer science and programming. This has helped me to figure out how to use programs that I've never used before.”
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Used today at UCSD, West Point, RMIT — 71K downloads of most recent IDE.
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TEACHING MORE THAN
SOFTWARE DEVELOPMENT
Story #2: Changing Pedagogy
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Example 1: How sound works:
Acoustics, the physics of sound
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Digitizing Sound:
How do we get that into bytes?
▪ We can do the same to estimate the sound curve with samples.
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Reflection
▪ Prediction
▪ 7 Lines
▪ 1 Bit
▪ Learning without writing a
Program
Teaching CS for insight into
our world,
not software development.
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HOW COMPUTING WILL
CHANGE TO REACH EVERYONE
Story #3:
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Hughes Printing Telegraph Machine 1860
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From 1840 to 1868
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For 30 years, this was the common keyboard
▪ We may still be waiting for our
QWERTY keyboard.
▪ How much better would we all be if we
had adopted something even better
than QWERTY?We need to find
what makes the
great ideas of
computing
accessible.
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Most users don’t think about computing the way CS does
▪ Katie Cunningham’s Study Participants.
▪ “Yeah, I mean, it’s just like...it makes
me think like a computer. But I’m not a
computer. And it’s not that I can’t work
with the computer in tandem. I mean,
that’s why we have the computers.”
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▪ “To understand a program you
must become both the machine
and the program” (Perlis, 1982)
Her participants are part of “everyone”
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What do students need to know to use computing effectively?
▪ Goals other than Software Development:
Casual programming,
convivial programming (Jonathan Edwards),
conversational programming (Philip Guo),
computational literacy (Andrea diSessa).
▪ Contrast with learning English Composition.
▪ We need journalists and novelists.
▪ Greatest social impact of writing is the everyday use.
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Rich, Strickland,
Binkowski, Moran,
and Franklin (ICER
2017) asked the
question:
What’s the starting
place for K-8 CS
learners?
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Proposed:
What comes first when learning programming?
1. Precision and completeness are important
when writing instructions in advance.
2. Different sets of instructions can produce the
same outcome.
3. Programs are made by assembling
instructions from a limited
set.
4. Some tasks involve repeating actions.
5. Programs use conditions to end loops.
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Scratch fluency doesn’t need that whole list
▪ Over 30 million users.
▪ Most Scratch projects are stories
that use…
▪ Only Forever loops
▪ No booleans
▪ Just movement and sequence.
There is expressive
power in even a subset
of CS.
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Bootstrap:Algebra doesn’t use all of that list
▪ Improves learning in algebra
▪ Students do not code repetition.
▪ Functional
There is
learning power
in even a subset of CS.
48Schanzer, Fisler, Krishnamurthi, Felleisen, 2015
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Task-Specific Programming
Goal: Use programming* to enhance learning in high school and university non-CS classes
• Using participatory design to result in adoptable programming environments.
• Building task-specific programming environments to be highly-usable
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Social studies: Participatory design with social studies teachers about programming to create
visualizations.
Precalculus: Participatory design with precalculus teachers about programming to learn about
matrices (and wave functions).
* N.B. “programming” not “current programming languages.”
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Pilot Studies with Social Studies Educators
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Codap
JavaScript
VegaLite
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Teaching Vectors and Matrices by Making Image Filters
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Teaching Vectors and Matrices by Making Image Filters
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Teaching Vectors and Matrices by Making Image Filters
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Teaching Vectors and Matrices by Making Image Filters
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More Image Filters
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Precalculus matrix manipulations
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Results: Need to iterate
▪ Mathematics teachers: “Meh.” 🤷 ♂🤷
▪ They see disciplinary literacy.
▪ They see concrete applications.
▪ They don’t see a solution to their students’ learning problems.
▪ Key characteristics to emphasize as we change:
▪ Comparison
▪ Prediction
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What students might learn in Task-Specific Programming:
What comes first when learning programming
1. Precision and completeness are important
when writing instructions in advance.
2. Different sets of instructions can produce the
same outcome.
3. Programs are made by assembling
instructions from a limited
set.
4. Some tasks involve repeating actions.
5. Programs use conditions to end loops.
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Rich, Strickland, Binkowski, Moran, and Franklin (ICER 2017)
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What students might learn in Task-Specific Programming:
What comes first when learning programming
1. Precision and completeness are important
when writing instructions in advance.
2. Different sets of instructions can produce the
same outcome.
3. Programs are made by assembling
instructions from a limited
set.
4. Some tasks involve repeating actions.
5. Programs use conditions to end loops.
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HOW DO WE TEACH COMPUTER SCIENCE
(AND DATA SCIENCE) DIFFERENTLY
Undergraduate students, high school teachers, high school students
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Some of the Collaborators on This Work
▪ Barbara Ericson, Miranda Parker, Kathryn Cunningham, Amber Solomon, Bahare Naimipour,
Richard Catrambone, Lauren Margulieux, Betsy DiSalvo, Tom McKlin, Rick Adrion, Renee Fall,
Sarah Dunton, Brad Miller, Ria Galanos, Brian Dorn, and Briana Morrison
▪ Media Computation (CCLI), Miranda Parker (GRFP), and Katie Cunningham (GRFP) were funded
by the US National Science Foundation
▪ http://computinged.wordpress.com
▪ http://guzdial.engin.umich.edu
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Thank you!
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THANK YOU!
Please stand up and stretch for five minutes before Barbara’s talk
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