25,914 research outputs found
Pair programming and the re-appropriation of individual tools for collaborative software development
Although pair programming is becoming more prevalent in software development, and a number of reports have been written about it [10] [13], few have addressed the manner in which pairing actually takes place [12]. Even fewer consider the methods used to manage issues such as role change or the communication of complex issues. This paper highlights the way resources designed for individuals are re-appropriated and augmented by pair programmers to facilitate collaboration. It also illustrates that pair verbalisations can augment the benefits of the collocated team, providing examples from ethnographic studies of pair programmers 'in the wild'
Synesthesia: Detecting Screen Content via Remote Acoustic Side Channels
We show that subtle acoustic noises emanating from within computer screens
can be used to detect the content displayed on the screens. This sound can be
picked up by ordinary microphones built into webcams or screens, and is
inadvertently transmitted to other parties, e.g., during a videoconference call
or archived recordings. It can also be recorded by a smartphone or "smart
speaker" placed on a desk next to the screen, or from as far as 10 meters away
using a parabolic microphone.
Empirically demonstrating various attack scenarios, we show how this channel
can be used for real-time detection of on-screen text, or users' input into
on-screen virtual keyboards. We also demonstrate how an attacker can analyze
the audio received during video call (e.g., on Google Hangout) to infer whether
the other side is browsing the web in lieu of watching the video call, and
which web site is displayed on their screen
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What did the Romans ever do for us? âNext generationâ networks and hybrid learning resources
Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the âIBZL Educationâ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the âinternet of thingsâ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term âartefactâ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked âhybridâ technologies of virtual and material components have may great potential for use in education.
Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve
The Right Place at the Right Time: Creative Spaces in Libraries
Purpose
This essay explores the recent trend in libraries: that of the establishment of spaces specifically set aside for creative work. The rise of these dedicated creative spaces is owed to a confluence of factors that happen to be finding their expression together in recent years. This essay examines the history of these spaces and explores the factors that gave rise to them and will fuel them moving forward.
Design/Methodology/Approach
A viewpoint piece, this essay combines historical research and historical/comparative analyses to examine the ways by which libraries have supported creative work in the past and how they may continue to do so into the 21st century.
Findings
The key threads brought together include a societal recognition of the value of creativity and related skills and attributes; the philosophies, values, and missions of libraries in both their longstanding forms and in recent evolutions; the rise of participatory culture as a result of inexpensive technologies; improved means to build community and share results of efforts; and library experience and historical practice in matters related to creativity. The chapter concludes with advice for those interested in the establishment of such spaces, grounding those reflections in the authorâs experiences in developing a new creative space at Virginia Commonwealth University.
Originality/value
While a number of pieces have been written that discuss the practicalities of developing certain kinds of creative spaces, very little has been written that situates these spaces in larger social and library professional contexts; this essay begins to fill that gap
Reviews
Europe In the Round CDâROM, Guildford, Vocational Technologies, 1994
Learning at Home During the Covid-19 Pandemic by Optimizing Video Based Tutorials
The learning process carried out at home during the COVID-19 pandemic demands the creativity of educators so that the material provided can be understood by students. The problems that arise during online lectures are changing the habits of students who always get detailed explanations from lecturers, while in online lectures the interaction between students and lecturers is limited and there are student guidelines for independent study. The research was conducted with the aim of evaluating the learning process at home using video-based tutorials. The methodology is carried out using the ADIIE model. The process of making tutorials is done by making a video story board that will be made and implementing the story board using Camtasia Studio. The results of the study resulted in Structured Programming course material in the form of video tutorials from meetings 1 to 10. The evaluation results showed that 39.1% of students answered very well to the question of whether videos can be used for self-study at home and 60.8% answered quite well.The learning process carried out at home during the COVID-19 pandemic demands the creativity of educators so that the material provided can be understood by students. The problems that arise during online lectures are changing the habits of students who always get detailed explanations from lecturers, while in online lectures the interaction between students and lecturers is limited and there are student guidelines for independent study. The research was conducted with the aim of evaluating the learning process at home using video-based tutorials. The methodology is carried out using the ADIIE model. The process of making tutorials is done by making a video story board that will be made and implementing the story board using Camtasia Studio. The results of the study resulted in Structured Programming course material in the form of video tutorials from meetings 1 to 10. The evaluation results showed that 39.1% of students answered very well to the question of whether videos can be used for self-study at home and 60.8% answered quite well
A History and Informal Assessment of the Slacker Astronomy Podcast
Slacker Astronomy is a weekly podcast that covers a recent astronomical news
event or discovery. The show has a unique style consisting of irreverent,
over-the-top humor combined with a healthy dose of hard science. According to
our demographic analysis, the combination of this style and the unique
podcasting distribution mechanism allows the show to reach audiences younger
and busier than those reached via traditional channels. We report on the
successes and challenges of the first year of the show, and provide an informal
assessment of its role as a source for astronomical news and concepts for its
approximately 15,500 weekly listeners.Comment: 14 page
A model for the development of programming courses to promote the participation of young women in STEM
There is a gender gap in science, technology, engineering, and mathematics (STEM), and this is a global problem that affects society. However, it is worth pointing out that the gap is not uniform in all STEM fields. Womenâs underrepresentation is more marked in
physics, engineering, and computer science fields. Nowadays, the labor market is becoming more competitive, technology-based and demands a diverse workforce. Therefore, it is important to continue promoting the participation of women in STEM, and the universities play a leading role in it. Previous research has shown that early
learning experiences in STEM can show female students that they can succeed in this fields. This paper describes a model for developing programming courses for pre-university students to promote the participation of young women in STEM programs. The course was developed in one week, 25 students (16 girls and 9 boys) participated. The instructors of the course were four female professors. The programming language was Python, and the methodology used case-based learning. Both instructors and students gave positive comments on their experience in the course. The proposed model,
including instruments, learning resources, and methodology, can be replicated and adapted to be used even in other learning field
A proposal for the evaluation of educational robotics in basic schools
Educational Robotics (ER) is increasingly used to boost student performance in several subjects, being reported successful attempts to introduce ER as a non-conventional way to help students in learning mathematics, sciences or even arts and to implement novel learning approaches, such as constructivism, project-based and problem-based learning. ER has been used to promote multidisciplinarity and collaborative work, to foster studentsâ motivation, imagination, creativity and logical thinking.
However, available studies are mainly descriptive and qualitative. Indeed, fundamental questions, such as âIs ER a suitable tool for basic school students?â or âWhat are the contents/skills that can be taught/learned using ER?â remain largely unanswered. This paper proposes a methodology to conduct studies that provide an answer to those questions.
Our proposal has two distinct components: (i) the planning of a set of ER sessions to conduct with the students; (ii) validation instruments to apply, for quantitative and qualitative evaluation of ER as a pedagogical tool. An example is provided for subjects related to the concepts of multiplication/ division in 4th grade Mathematics.Universidade do Minho. Centro de Investigação em Educação (CIEd)Fundação para a CiĂȘncia e a Tecnologia (FCT
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Musical expertise as a scaffold for novice programming
textThis study addresses the role of musical expertise on novice computer programming. Engaging novices with computer programming is one of the great challenges of computer science education. Although there is extensive research focusing on constructionist approaches to programming education and creative entry points to programming, little research addresses the topic of how musical expertise informs an unstructured programming activity. To answer this question I focused on the role of participant talk during programming, patterns in participant programming, and evidence of computational thinking in participantsâ final Scratch projects.
For this interpretivist study, I worked with a dozen novice programmers from a variety of musical backgrounds: classical musicians, jazz musicians, composers, and non- musicians. Each participant worked on a free-form musical project in the Scratch programming environment. I collected data including participant talk, screen recordings of participant programming, and participantsâ final Scratch projects.
Overall, musical participants more readily took to the numeracy involved in programming music in Scratch. Also, musical participants were able to use musical concepts and techniques as jumping-off points for programming challenges. Considering my results by participant group, composers stood out in a number of ways: working the
longest, testing their programs the most often, adding Scratch objects the slowest, v
removing the most Scratch objects, creating projects of the greatest nested depth, and unanimous use of operators and random numbers. Non-musicians, on the other hand, worked for the shortest amount of time, added the fewest Scratch objects, and created projects of the lowest nested depth.
In addition to adding to the body of research around chunking and tinkering, this study reinforces the importance of context and comfort in an introduction to computer programming. Composition may be an especially rich area to leverage, given the design- like programming activity of the composers here. Future research projects could resemble this one while focusing on younger learners, explicit musical concepts like those invoked by participants, or alternative performing arts framings such as theater or dance.Curriculum and Instructio
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