A High School Camp on Algorithms and Coding in Jamaica

This is a report on JamCoders, a four-week long computer-science camp for high school students in Jamaica. The camp teaches college-level coding and algorithms, and targets academically excellent students in grades 9--11 (ages 14--17). Qualitative assessment shows that the camp was, in general terms, a success. We reflect on the background and academic structure of the camp and share key takeaways on designing and operating a successful camp. We analyze data collected before, during and after the camp and map the effects of demographic differences on student performance in camp. We conclude with a discussion on possible improvements on our approach.Comment: To appear in Proceedings of the 55th ACM Technical Symposium on Computer Science Education (SIGCSE), 202

Creative Computation in High School

In this paper we describe the success of bringing Creative Computation via Processing into two very different high schools that span the range of possibilities of grades 9-12 in American education. Creative Computation is an emerging discipline that requires a thorough grounding in both media arts and computing. We report on how contextualized computing that supports integration of media arts, design, and computer science can successfully attract and motivate students to learn foundations of programming and come back for more. The work of two high school teachers with divergent pedagogical styles is presented. They successfully adapted a college-level Creative Computation curriculum to their individual school cultures providing a catalyst for significant increases in total enrollment as well as female participation in high school computer science

Creative Computation in High School

In this paper we describe the success of bringing Creative Computation via Processing into two very different high schools that span the range of possibilities of grades 9-12 in American education. Creative Computation is an emerging discipline that requires a thorough grounding in both media arts and computing. We report on how contextualized computing that supports integration of media arts, design, and computer science can successfully attract and motivate students to learn foundations of programming and come back for more. The work of two high school teachers with divergent pedagogical styles is presented. They successfully adapted a college-level Creative Computation curriculum to their individual school cultures providing a catalyst for significant increases in total enrollment as well as female participation in high school computer science

Creative Computation in High School

In this paper we describe the success of bringing Creative Computation via Processing into two very different high schools that span the range of possibilities of grades 9-12 in American education. Creative Computation is an emerging discipline that requires a thorough grounding in both media arts and computing. We report on how contextualized computing that supports integration of media arts, design, and computer science can successfully attract and motivate students to learn foundations of programming and come back for more. The work of two high school teachers with divergent pedagogical styles is presented. They successfully adapted a college-level Creative Computation curriculum to their individual school cultures providing a catalyst for significant increases in total enrollment as well as female participation in high school computer science

Chairs of Excellence Annual Report 2017

https://digitalcommons.memphis.edu/govpubs-tn-higher-education-commission-academic-programs-workforce-reports/1023/thumbnail.jp

Google Summer of Code Gender Diversity: An analysis of the last 4 editions

This work presents a comprehensive research about the participationof men and women in the area of Information and CommunicationsTechnology (ICT) through data extracted from the last foureditions of Google Summer of Code (GSoC). The goal of this workis to find Association Rules between gender characteristics andcoding using the Apriori Algorithm. A total of 61 association ruleswere generated through the aforementioned algorithm, being 22 ofthem found only in the data set with the women, 24 found only withthe men, and 15 applicable to both sets. We can cite as one of themain findings of this work the fact that the representativeness ofwomen in GSoC is decreasing in the last few years. Despite this, therepresentativeness of women in GSoC is above average, accordingto what has been reported in other studies in the literature in whichwomen are underrepresented. When it comes to the most utilizedtechnologies, we have “Python", “Java", “C++", “C" and “JavaScript"in the top. Analyzing technologies, it’s possible to realize that themain utilized technologies for men and women are similar, but, ingeneral, men are more likely linked to programming languages.The most common project topics are: “Event Management", “Web",“Web Development", “Data Science" and “Cloud" in the top. Thiscan represent how diverse the project topics of the database are,but not necessarily has something related to gender

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

Annual Report, 2013-2014

Beginning in 2004/2005- issued in online format onl