Using Magic in Computing Education and Outreach

This special session explores the use of magic tricks based on computer science ideas; magic tricks help grab students\u27 attention and can motivate them to invest more deeply in underlying CS concepts. Error detection ideas long used by computer scientists provide a particularly rich basis for working such magic\u27\u27, with a CS Unplugged parity check activity being a notable example. Prior work has shown that one can perform much more sophisticated tricks than the relatively well-known CS Unplugged activity, and these tricks can motivate analyses across a wide variety of computer science concepts and are relevant to learning objectives across grade levels from 2nd grade through graduate school. These tricks have piqued the interest of past audiences and have been performed with the aid of online implementations; this conference session will demonstrate enhanced implementations used to illuminate the underlying concepts rather than just to perform the tricks. The audience will participate in puzzling out how to apply relevant concepts as we work through a scaffolded series of tricks centering on error detection and correction. The implementations also provide a useful model for incorporating greater interaction than is typically found in current innovative online interactive textbooks. In addition, they are samples for possible programming assignments that can motivate students using CS Unplugged activities to actively pursue deep programming experiences

Educational Magic Tricks Based on Error-Detection Schemes

Magic tricks based on computer science concepts help grab student attention and can motivate them to delve more deeply. Error detection ideas long used by computer scientists provide a rich basis for working magic; probably the most well known trick of this type is one included in the CS Unplugged activities. This paper shows that much more powerful variations of the trick can be performed, some in an unplugged environment and some with computer assistance. Some of the tricks also show off additional concepts in computer science and discrete mathematics

Conjuring cognition : A review of educational magic-based interventions

For hundreds of years, magic tricks have been employed within a variety of pedagogic contexts, including promoting science and mathematics, delivering educational messaging, enhancing scepticism about the paranormal, and boosting creative thinking for product design. This review examines this diverse body of work, focusing on studies that have assessed the impact of such interventions. Although the studies tended to yield positive outcomes, much of the work suffered from methodological shortcomings, including measuring the impact of interventions over a relatively short period of time, focusing on self-report measures and failing to employ control groups. The paper makes several recommendations for future study in the area, including assessing the longer-term impact of magic-based interventions, comparing these interventions to other types of pedagogic techniques, focussing on knowledge retention and behavioural outcomes, and collaborating with magicians to develop more impactful interventions.Peer reviewedFinal Published versio

The magic of algorithm design and analysis: teaching algorithmic skills using magic card tricks

We describe our experience using magic card tricks to teach algorithmic skills to first-year Computer Science undergraduates. We illustrate our approach with a detailed discussion on a card trick that is typically presented as a test to the psychic abilities of an audience. We use the trick to discuss concepts like problem decomposition, pre- and post-conditions, and invariants. We discuss pedagogical issues and analyse feedback collected from students. The feedback has been very positive and encouraging.(undefined

Liminalities Atlas

The Liminalities Atlas shares the work of the wonderful students who have collaborated with us on an exploration of liminalities over the past few years. We have had the pleasure of working with our University of Universities (UoU) community through a sequence of workshops, as well as with MA students at our home institutions, the University of Brighton (UoB) and the Bergen School of Architecture (BAS). The pages that follow share the questions asked and the speculative proposals offered

Quantum Readiness in Healthcare and Public Health: Building a Quantum Literate Workforce

Quantum technologies, including quantum computing, cryptography, and sensing, among others, are set to revolutionize sectors ranging from materials science to drug discovery. Despite their significant potential, the implications for public health have been largely overlooked, highlighting a critical gap in recognition and preparation. This oversight necessitates immediate action, as public health remains largely unaware of quantum technologies as a tool for advancement. The application of quantum principles to epidemiology and health informatics, termed quantum health epidemiology and quantum health informatics, has the potential to radically transform disease surveillance, prediction, modeling, and analysis of health data. However, there is a notable lack of quantum expertise within the public health workforce and educational pipelines. This gap underscores the urgent need for the development of quantum literacy among public health practitioners, leaders, and students to leverage emerging opportunities while addressing risks and ethical considerations. Innovative teaching methods, such as interactive simulations, games, visual models, and other tailored platforms, offer viable solutions for bridging knowledge gaps without the need for advanced physics or mathematics. However, the opportunity to adapt is fleeting as the quantum era in healthcare looms near. It is imperative that public health urgently focuses on updating its educational approaches, workforce strategies, data governance, and organizational culture to proactively meet the challenges of quantum disruption thereby becoming quantum ready.Comment: 13 pages, 1 tabl

To Be Totally Free: Galina Ustvolskaya, Sofia Gubaidulina, and the Pursuit of Spiritual Freedom in the Soviet Union

As women composers in the Soviet Union, Sofia Gubaidulina and Galina Ustvolskaya occupy a unique niche in twentieth-century music history. A lack of access to the technical training required to develop compositional skills is often cited as a primary reason women composers struggled to reach the same prominence as their male colleagues. Living in an ostensibly egalitarian society, Gubaidulina and Ustvolskaya were treated as equal to their male counterparts and given greater access to education than many women in the West. This increased access to musical education represents an unprecedented experiment in classical music history. Both Gubaidulina and Ustvolskaya developed compositional styles which are neither traditional nor avant-garde, but strikingly unique. In the face of a regime which sought to limit their artistic expression, these women found freedom and independence in their music

Washington University Record, November 12, 2009

https://digitalcommons.wustl.edu/record/2194/thumbnail.jp