7,295 research outputs found
The research teaching nexus in the computing disciplines: a comparative survey
Many institutions make claims in strategy documents and official publications that students will receive an education which is research-led, research-informed, or guided by the scholarship of teaching and learning. Academics who teach regularly experience at first-hand the sometimes conflicting demands of research, teaching and supporting learning. Curricula guidelines are unlikely to help in developing any sophisticated understanding of ways in which research and teaching can be symbiotically applied, since such guidelines most typically deal with the content rather than the educational process experienced by our undergraduates. For these reasons an academic’s understanding of the research teaching nexus is more likely to be informed by their own workaday experience of designing and delivering educational experiences than from an analysis of the students’ perspective. If academics in the computing disciplines are to effectively deliver on their institutional missions to be scholarly, research-led or research-informed in their educational approaches, a clearer understanding of the possible meanings and implications of these terms in the context of the typical computing curricula would be of assistance. This paper presents and analyses the results of a survey conducted at two Universities which sought to identify how far their undergraduate curriculum was informed by research. This data is presented alongside qualitative data gathered from academics which explores their attitudes towards, and understanding of, the various terms commonly used to describe a research-informed approach to education in the computing disciplines
Wittgenstein and Communication Technology : A conversation between Richard Harper and Constantine Sandis
Special Issue: PROCEEDINGS OF THE BRITISH WITTGENSTEIN SOCIETY 10TH ANNIVERSARY CONFERENCE: WITTGENSTEIN IN THE 21ST CENTURY © 2018 John Wiley & Sons LtdThis paper documents a conversation between a philosopher and a human computer interaction researcher whose research has been enormously influenced by Wittgenstein. In particular, the in vivo use of categories in the design of communications and AI technologies are discussed, and how this meaning needs to evolve to allow creative design to flourish. The paper will be of interest to anyone concerned with philosophical tools in everyday action.Non peer reviewe
Programming Not Only by Example
In recent years, there has been tremendous progress in automated synthesis
techniques that are able to automatically generate code based on some intent
expressed by the programmer. A major challenge for the adoption of synthesis
remains in having the programmer communicate their intent. When the expressed
intent is coarse-grained (for example, restriction on the expected type of an
expression), the synthesizer often produces a long list of results for the
programmer to choose from, shifting the heavy-lifting to the user. An
alternative approach, successfully used in end-user synthesis is programming by
example (PBE), where the user leverages examples to interactively and
iteratively refine the intent. However, using only examples is not expressive
enough for programmers, who can observe the generated program and refine the
intent by directly relating to parts of the generated program.
We present a novel approach to interacting with a synthesizer using a
granular interaction model. Our approach employs a rich interaction model where
(i) the synthesizer decorates a candidate program with debug information that
assists in understanding the program and identifying good or bad parts, and
(ii) the user is allowed to provide feedback not only on the expected output of
a program, but also on the underlying program itself. That is, when the user
identifies a program as (partially) correct or incorrect, they can also
explicitly indicate the good or bad parts, to allow the synthesizer to accept
or discard parts of the program instead of discarding the program as a whole.
We show the value of our approach in a controlled user study. Our study shows
that participants have strong preference to using granular feedback instead of
examples, and are able to provide granular feedback much faster
The Case for Improving U.S. Computer Science Education
Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvement—computer science
21st Century Core Soft skills research focus for Integrated Online Project Based Collaborative Learning Model
Background: write background about topic of paper. Objective: write the main objective for your paper. Results: write the main and most important results for your paper. Conclusion: write the main conclusion for your pape
Data Science at USNA
Data Science is increasingly important to the Navy and Marine Corps. We survey some of the ways that civilian institutions are delivering Data Science curriculum, outline a vision for developing Data Science curriculum at the United States Naval Academy (USNA), and summarize some of the accomplishments and planned activities of the Data Science group at USNA
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