Computing as the 4th “R”: a general education approach to computing education

Computing and computation are increasingly pervading our lives, careers, and societies - a change driving interest in computing education at the secondary level. But what should define a "general education" computing course at this level? That is, what would you want every person to know, assuming they never take another computing course? We identify possible outcomes for such a course through the experience of designing and implementing a general education university course utilizing best-practice pedagogies. Though we nominally taught programming, the design of the course led students to report gaining core, transferable skills and the confidence to employ them in their future. We discuss how various aspects of the course likely contributed to these gains. Finally, we encourage the community to embrace the challenge of teaching general education computing in contrast to and in conjunction with existing curricula designed primarily to interest students in the field

Research and Development of Immersive Computational Thinking Tools using Virtual Reality, Natural Hazards Data, and Scientific Visualization to Engage K-12 Students in Scientific Computing and Engineering Education

The NHERI DesignSafe-CI Research Experience for Teachers (RET) supplement recruits two high school teachers to work alongside faculty, researchers, and staff of the Texas Advanced Computing Center (TACC) at The University of Texas at Austin. Teachers participate in graduate-level research within the fields of computing and engineering with a particular emphasis on the intersection of natural hazards data, virtual reality, and scientific visualization. The research focus in 2019 was the use of NHERI data, A Frame and WebVR framework, and TACC visualization resources to create natural hazards design features in a virtual reality environment. Professional development and training from TACC supported research deliverables, including a lesson plan aligned with Texas Essential Knowledge and Skills (TEKS) state standards, and a live demo to support TACC's education and outreach activities for K-12 and the general public. This poster will present the research process, highlighting TACC resources used, challenges and successes, and dissemination efforts.Texas Advanced Computing Center (TACC

Leadership in ICT in Education: our story at Dublin City University

This paper reports on the development of information and communications technology (ICT) in education at Dublin City University (DCU) in the context of evolving government policy in promoting ICT in education over the past two decades. It uses this historical account to trace the evolution at DCU of a distinctive approach to ICT in education and training at Masters Degree level. This approach can be characterised as a shift from imparting knowledge about computing technology and uses to the practical examination and development of innovative approaches to ICT in the educational process, and reflecting on the implications of these creative approaches for professional development in range of workplace contexts

Using the Proteus virtual environment to train future IT professionals

Abstract. Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article

Teaching Quantum Computing using Microsoft Quantum Development Kit and Azure Quantum

This report describes my experience teaching a graduate-level quantum computing course at Northeastern University in the academic year 2022-23. The course takes a practical, software-driven approach to the course, teaching basic quantum concepts and algorithms through hands-on programming assignments and a software-focused final project. The course guides learners through all stages of the quantum software development process, from solving quantum computing problems and implementing solutions to debugging quantum programs, optimizing the code, and running the code on quantum hardware. This report offers instructors who want to adopt a similar practical approach to teaching quantum computing a comprehensive guide to getting started.Comment: 6 pages, 5 figures. In IEEE Quantum Science and Engineering Education Conference (QSEEC) 2023; added DOI and IEEE copyright statemen

An innovative approach to assessing professional skills learning outcomes: a UAE pilot study

This paper describes a pilot project in a computing college at a UAE university that was conducted to determine the feasibility of adapting a US-developed innovative approach to program level assessment of generic skills, 21st century, or general education learning outcomes. These learning outcomes are thought to comprise critical thinking, problem solving, global perspective, teamwork, and communication- ones that cross all disciplinary boundaries. The method of assessment utilized was an online discussion forum built around an open-ended computing scenario. Results indicated that this approach proved to be a success and demonstrated very clearly where the students\u27 strengths and weaknesses resided. Suggestions for further enhancements and implementations are provided

Trends in the Development of Basic Computer Education at Universities

Basic computer education in universities is experiencing huge problems. On the one hand, the amount of knowledge that a university graduate must have is increasing very quickly. On the other hand, the contingent of students varies greatly in terms of the level of training and motivation, and the level of this differentiation is constantly growing. As a result, the complexity of training and the percentage of dropouts increase. Scientists and educators are looking for a solution to these problems in the following areas: revising the knowledge necessary for obtaining at the university in the direction of the reality of their receipt in the allotted time; the use of new information technologies to simplify the learning process and improve its quality; development of the latest teaching methods that take into account the realities. This paper presents a strategic document in the field of computer education at universities - Computing Circulum 2020, as well as an overview of the areas of development of basic computer education, such as learning using artificial intelligence, virtual laboratories, microprocessor kits and robotics, WEB - systems for distance and blended learning, mobile application development, visual programming, gamification, computer architecture & organization, programming languages, learning technologies. In addition, the author gives his experience and vision of teaching basic computer education at universities

A new approach to the introductory teaching of Computing and IT at the Open University UK

[EN] The Open University of the United Kingdom is a distance-teaching university with no entrance requirements; modules are available world wide. This paper presents a novel approach to the teaching of introductory Computing and IT at the University (level 1 / first-year bachelor’s degree). The new module covers: digitization; elementary programming; fixed and mobile communication networks; webpage design; the Internet of Things; and socio-technological aspects of ICT (such as the ‘information society’, gender issues, health care, and the ‘digital divide’). The rationale and structure of the course are presented, with an outline of the content and assessment strategy. Major aims of the new module are: to improve skills development; redress the current gender imbalance in the subject area at the Open University; and improve general completion and progression rates. The module also makes widespread use of on-line activities and forums in support of learning and the development of a sense of a ‘community at a distance’.Bissell, C. (2017). A new approach to the introductory teaching of Computing and IT at the Open University UK. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 101-108. https://doi.org/10.4995/HEAD17.2017.496810110

Sensitivity to cultural diversity of preservice teachers who minor in educational computing

Demographic trends indicate that the nation\u27s school population is increasing in its percentage of children of color, while the teacher education students are largely European American women from rural areas. Additionally, these teacher education students have little experience with, or knowledge of diverse cultures. It is against this backdrop that a 1999 federal study revealed that teaching students from diverse cultural backgrounds and using technology in the classroom were areas for which neither new teachers nor veterans felt well-prepared (U.S. Department of Education, 1999). These major revelations highlight the need for teacher education programs to implement program changes that will prepare preservice teachers who are knowledgeable, sensitive to cultural diversity and able to use technology effectively in the classroom;The purpose of this study was: (a) to investigate the cultural sensitivity of preservice teachers who were minoring in educational computing, (b) to compare the cultural sensitivity of students who minor in educational computing with a matched group of students who were not minoring in educational computing, and (c) to find factors that contribute to high levels of cultural sensitivity as measured by the Cultural Diversity Awareness Inventory (CDAI);The subjects for the study were drawn from two groups of preservice teachers enrolled in a teacher preparation program at a predominantly white, Midwestern university. One group consisted of students who were minoring in educational computing and the second group consisted of students who were not minoring in educational computing (non-minor students);Results indicated that both groups had cultural sensitivity levels in the positive range, but neither group had an average response at the agree level. Further, the following factors were found to contribute to higher levels of cultural sensitivity as measured by the CDAI: (a) living in an urban setting, (b) the required curriculum courses for the educational computing minor, (c) level of interaction with ethnic minorities, and (d) participation in a Multicultural Nonsexist Education class. The findings in this study support the need for preservice teacher programs to implement changes that help prepare teachers who will be culturally sensitive and able to use technology effectively to promote academic success and equity for all students

National data integrity conference: remarks

Presented at the National data integrity conference: enabling research: new challenges & opportunities held on May 7-8, 2015 at Colorado State University, Fort Collins, Colorado. Researchers, administrators and integrity officers are encountering new challenges regarding research data and integrity. This conference aims to provide attendees with both a high level understanding of these challenges and impart practical tools and skills to deal with them. Topics will include data reproducibility, validity, privacy, security, visualization, reuse, access, preservation, rights and management.Patrick Burns is the Vice President for Information Technology and Dean of Libraries, Colorado State University. Dr. Burns is responsible for oversight of administrative computing, academic computing and networking services, instructional technology infrastructure, and institutional research. Burns also currently serves as the Dean of Libraries. A professor of Mechanical Engineering at Colorado State University, Dr. Burns' formal education and teaching experience is in Mechanical Engineering in the areas of heat and mass transfer, alternative energies, and large-scale Monte Carlo simulation of particle transfer in complex enclosures. He joined the Mechanical Engineering department at Colorado State University in 1978. He has served as Coordinator of Supercomputing at CSU and was formerly the Director of the Westnet regional network from 1986 through 1996. He has also conducted several large networking technology projects with K-12 and public libraries.PowerPoint presentation given on May 8, 2015