Daniela Marghitu

Accelerating K-12 computational thinking using scaffolding, staging, and abstraction

We describe a three-stage model of computing instruction beginning with a simple, highly scaffolded programming environment (Kodu) and progressing to more challenging frameworks (Alice and Lego NXT-G). In moving between frameworks, students explore the similarities and differences in how concepts such as variables, conditionals, and looping are realized. This can potentially lead to a deeper understanding of programming, bringing students closer to true computational thinking. Some novel strategies for teaching with Kodu are outlined. Finally, we briefly report on our methodology and select preliminary results from a pilot study using this curriculum with students ages 10-17, including several with disabilities.

Managing Cognitive Load in Introductory Programming Courses: A Cognitive Aware Scaffolding Tool

Research on techniques for teaching computer programming to novice learners has suggested that introducing programming concepts and theories is extremely difficult because the learners have to assimilate syntactical methods of the programming language as well as their interface to the programming world. Computer programming for the novice requires the understanding of a variety of different areas such as logic and mathematical concepts, syntax, the language interface, algorithms, flowcharts, and pseudocode associated with programming theory, which can overwhelm the learner and increase levels of stress and frustration cognitive load. The central theme of this research was to examine the effects of scaffolding tools on cognitive load levels as participants completed laboratory assignments within a Visual Basic for Applications programming course, and to compare final course grades in Phase I and Phase II of the research. Participants were asked to evaluate their cognitive load as they completed assignments throughout the course. Course grades were also collected because all students in Phase I of the research eventually received the scaffolding tool prior to the final exam. Phase I of this study showed that within the major groups of online and face-to-face learners, and the subgroups of treatment and control, some benefit as determined by the statistical means was obtained by the use of the scaffolding tool to reduce cognitive load and improve laboratory scores. In the second phase of this research the students did not receive the scaffolding tool. A comparison of Phase I and Phase II indicates that the Group with the Scaffolding Tool Phase I experienced lower levels of cognitive load and attained higher laboratory and course scores than did the Group without the Scaffolding Tool.

CS unplugged, outreach and CS kinesthetic activities (abstract only)

Outreach activities including Computer Science Unplugged demonstrate computer science concepts at schools and public venues based around kinesthetic activities rather than hands-on computer use. Computer Science Unplugged is a global project that has shared many such activities for children to adults using no technology, including how binary numbers represent words, images and sound, routing and deadlock, public/private key encryption, and others. These and other effective outreach programs can combat the idea that computer science = programming or, worse, keyboarding; and can educate the public, interest students, and recruit majors. Many people have used these activities, and adapted them for their own culture or outreach purposes. Come share your outreach ideas and experiences with such activities. Employers, researchers and teachers have noted the need for effective outreach to ensure that students and the public be exposed to, and understand what Computer Science is. CS Unplugged is a collection of activities that are accessible to a general audience, need no technology, are fun, and cover many core areas of computer science. The focus of this session will be discussing activities that introduce computer science concepts and way of thinking, and that are consistent with Jeanette Wings Computational Thinking [Wing06]. The session is intended to allow exchanging ideas about effective outreach in the community, in K-12, and even non-major classes. There are many variations of these activities, and it is valuable to get practitioners together to share their successes - and not-so-successful events - so that others can benefit from them.

Developing a universally accessible web portal for traditional and distance learning versions of a computer literacy course: an Auburn University case study

Information Technology (IT) offers a wide range of opportunities for education and career enhancement for those who have access to the technologies they employ. However, many people find themselves on the wrong side of the digital divide that separates those with access to new technologies and those without. Even if they have access to these technologies, some people with disabilities find themselves on the wrong side of a second digital divide that is caused by the inaccessible design of coursework. This paper is a report on the findings of the authors using IT tools for developing a Universal Accessible Web Portal for the traditional and distance learning versions of the COMP1000 Introduction to Personal Applications Computer (COMP1000) course.

Raising the Awareness of Accessibility Needs in Block Languages (Abstract Only)

Block languages (e.g., Scratch, Snap!, Alice, App Inventor, Blockly) offer a gentle introduction to programming and have been adopted widely in both K-12 and CS0 courses. However, block languages often are dependent on the mouse/keyboard for input and typically are visual in their output and representation. Because of these dependencies, students with a disability (e.g., mobility limitations or vision impairment) generally are unable to use block languages, thereby reducing the opportunities for broader participation in computational learning activities. Given the increasing need to broaden the participation of computing to those with diverse skills and backgrounds, it is important that the tools used to initiate the earliest entre into computing do not erect immediate roadblocks that impede initial interest and opportunity. There are many variations of user interfaces and assistive technologies that benefit those who may have difficulties utilizing traditional Graphical User Interfaces (GUIs), but these tools often cannot be used universally across block languages. As more block languages are being developed and integrated into K12 and University curriculum, it is imperative that accessible solutions are discussed and implemented. These discussions require participation from the block language developer community, accessible computing community, and those educators who encounter accessibility needs among the students in their classrooms. The goal of this lightning talk is to call attention to the need for more accessible block-based programming environments and to spark conversation surrounding possible standard accessibility APIs that could possibly be supported by block language environment tool developers.

Experimental and Simulation Results for the Impact of a Rotating Flexible Link with a Granular Material

In this paper, a rotating flexible link impacting a granular media is studied. The influences of initial impact velocity and impact angle are examined. The resistance forces are expressed as the sum of a dynamic frictional force (velocity-dependent) and a static resistance force (depth dependent). The penetrating angle increases with initial impact velocity as expected. However, the stopping time decreases with initial impact velocity for all initial impact angles for the considered system.

Software Engineering Java Curriculum with Alice and Cloud Computing

Project Expression is a course designed to attract students into the field of computing. Participants are trained in Java programming and the art of multimedia production. By implementing a wide range of apps they learn cloud communication techniques in a software environment. The course focuses on a digital film project and participants are challenged with creating a movie that expresses an idea, opinion, or belief relative to society. The film project is a landscape for learning cloud-computer-programming and reaches across the computer spectrum with engaging activities that stimulate creative design. This study examines the curriculums approach and measures its effectiveness to teach the cloud-computing mentality. It emphasizes the importance of empathy in a technology-based society. Furthermore, it investigates whether or not such a course is an effective method for attracting students into the field of computing.

Cooperative work with an intranet communication toolkit

Nowadays new forms of cooperation are developing in connection with computer networking like cooperation between decentralised units of a company or virtual companies. An important problem within distributed computer systems is the group communication. This paper reports on the TGC system, which provide a flexible group communication model to application developers. For the TGC system, three architectures were designed, implemented and tested at University of Craiova, Romania. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. ’99 ACM Southeast Regional Conference 1999 ACM 1-58113-128-3/99/0004 5.00 TGC is a distributed system for multicast communication over a local network, implemented in a hardware-independent fashion. The TGC system is implemented on an Ethernet network of DEC 3000 station under OSF/1 and Zenith PC under Linux and Windows NT. The TGC system is the result of the cooperation between IAT Research Center (Germany) and University of Craiova, Department of Computer Science (Romania) in the European TEMPUS Program. This paper presents the three implementations of the TGC system. We discuss the system architectures, the primitives for multicast communication and we compare the results of the three architectures.

Building Bridges: How the Southeast is Increasing the Representation of Students with Disabilities in STEM (Abstract Only)

As part of the new and bold NSF INCLUDES initiative, we introduce the SouthEast Alliance for Persons with Disabilities in STEM (SEAPD-STEM) whose goal is to increase the representation of students and faculty with disabilities in all STEM fields. The SEAPD-STEM is an alliance consisting of 22 higher ed institutions including community colleges, four-year institutions, and universities with graduate programs. The primary methodology utilized by the SEAPD-STEM is to build bridges of support and mentorship between various levels of academia: in undergraduate institutions, upperclassmen will support lowerclassmen; graduate students will support upperclassmen; junior faculty will mentor graduate students; and senior faculty will mentor junior faculty. Moreover, there will be bridges from undergraduate/graduate to the workplace aiming to assist persons with disabilities in acquiring a position working in a STEM field. This poster presents how the bridges are formed in addition to preliminary data including statistics concerning students with disabilities studying STEM fields, professors with disabilities in STEM, and survey data completed by intervention participants. In total, there are 19 proposed interventions to be implemented including Saturday and Summer academies, research experiences, GRE prep workshops, and various levels of mentoring/advising from high school to workforce. It is the intention of the SEAPD-STEM to increase the alliance each year in order to reach as many students with disabilities as possible.

Access to Computing Education for Students with Disabilities (Abstract Only)

Approximately 10% of computer science and engineering majors have a disability of some kind. Students with disabilities are more likely to drop out of the major than those without disabilities. At the K-12 level, many tools used to teach computing are inaccessible to students with disabilities. This BOF will bring together individuals who are interested in increasing the representation of students with disabilities in computing and improving their success. Participants will share strategies and promising practices to help each other do a better job of including these students in our classes and research projects. Resources, including those produced by AccessComputing and AccessCSforAll (formally AccessCS10K) will be shared. Handouts and stickers will be given out.