Does Interdisciplinary Creative Coding Boost Creativity? A Mixed Methods Approach

This study explores the influence of an interdisciplinary intervention on creative problem-solving skills. Literature deems such skills as vital for software engineering (SE) students in higher education. 39 SE students and graphic design (GD) students were randomly paired to work on an open-ended creative coding assignment in p5.js, an online JS-based Processing editor that makes it easy for novices to quickly and easily code visual webpages. Three categories were formed: the test group SE+GD (18 students), and control groups SE+SE (10) and GD+GD (11). A mixed methods approach was taken to gather and interpret results: Amabile\u27s Consensual Assessment Technique provided a global creativity score for the finished product, the Creative Programming Problem Solving Test assessed three dimensions of the creative process (Ability, Mindset, Interaction), and 9 semi-structured follow-up interviews provided context and revealed underlying themes. The results indicate that, while the creativity of the end product initially takes a hit, the SE+GD groups\u27 sociointeractive creativity levels increased. We also observed fixed mindsets towards creativity ( design students are more creative than we ) that call for future work

A student-facing dashboard for supporting sensemaking about the brainstorm process at a multi-surface space

© 2017 Association for Computing Machinery. All rights reserved. We developed a student-facing dashboard tuned to support posthoc sensemaking in terms of participation and group effects in the context of collocated brainstorming. Grounding on foundations of small-group collaboration, open learner modelling and brainstorming at large interactive displays, we designed a set of models from behavioural data that can be visually presented to students. We validated the effectiveness of our dashboard in provoking group reflection by addressing two questions: (1) What do group members gain from studying measures of egalitarian contribution? and (2) What do group members gain from modelling how they sparked ideas off each other? We report on outcomes from a study with higher education students performing brainstorming. We present evidence from i) descriptive quantitative usage patterns; and ii) qualitative experiential descriptions reported by the students. We conclude the paper with a discussion that can be useful for the community in the design of collective reflection systems

Using the Inquiry-based Learning Approach to Enhance Student Innovativeness: A Conceptual Model

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behaviour, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or teambased. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice

Cracking the Code on Stem: A People Strategy for Nevada\u27s Economy

Nevada has in place a plausible economic diversification strategy—and it’s beginning to work. Now, the state and its regions need to craft a people strategy. Specifically, the state needs to boost the number of Nevadans who possess at least some postsecondary training in the fields of science, technology, engineering, or math—the so-called “STEM” disciplines (to which some leaders add arts and design to make it “STEAM”). The moment is urgent—and only heightened by the projected worker needs of Tesla Motors’ planned “gigafactory” for lithium-ion batteries in Storey County. Even before the recent Tesla commitment, a number of the more high-tech industry sectors targeted by the state’s new economic diversification strategy had begun to deliver significant growth. Most notable in fast-growing sectors like Business IT Ecosystems (as defined by the Governor’s Office for Economic Development) and large sectors like Health and Medical Services, this growth has begun to increase the demand in Nevada for workers with at least a modicum of postsecondary training in one or more STE M discipline. However, there is a problem. Even though many available opportunities require no more than the right community college certificate, insufficient numbers of Nevadans have pursued even a little STEM training. As a result, too few Nevadans are ready to participate in the state’s emerging STEM economy. The upshot: Without concerted action to prepare more Nevadans for jobs in STEM-intensive fields, skills shortages could limit growth in the state’s most promising target industries and Nevadans could miss out on employment that offers superior paths to opportunity and advancement. Which is the challenge this report addresses: Aimed at focusing the state at a critical moment, this analysis speaks to Nevada’s STEM challenge by providing a new assessment of Nevada’s STEM economy and labor market as well as a review of actions that leaders throughout the state—whether in the public, private, civic, or philanthropic sectors—can take to develop a workforce capable of supporting continued growth through economic diversification

Saving Bees with Computer Science: a Way to Spark Enthusiasm and Interest through Interdisciplinary Online Courses

In computer science education (CSEd) it is a well-known challenge to create learning environments in which everyone can experience equal opportunities to identify themselves with the subject, get involved, and feel engaged. Especially for underrepresented groups such as girls or not computer enthusiasts, CSEd seems to lack sufficient opportunities at its current state. In this paper, we present a novel approach of using interdisciplinary online courses in the context of bee mortality and discuss the possibilities of such courses to enhance diverse learning in CSEd. We report summarized findings from a one-year period, including 16 workshops where over 160 secondary school students (aged 10-16) have participated in our online courses. Pre-test-post-test surveys have been conducted to gain insights into students\u27 perceptions and attitude changes. The results show the potential of such interdisciplinary approaches to spark interest in computer science (CS) and to rise positive feelings toward programming. Particularly striking are the results from differentiated analyses of students grouped by characteristics such as low initial self-efficacy, coding aversion, or less computer affinity. We found multiple significant effects of our courses to impact students of those groups positively. Our results clearly indicate the potential of interdisciplinary CSEd to address a more diverse audience, especially traditionally underrepresented groups

Embedding creativity in the university computing curriculum

We explore the need for embedding creativity in the UK Higher Education computing curriculum and some of the challenges associated with this. We identify some of the initiatives and movements in this area and discuss some of the work that has been carried out. We then describe some of the ways we have tried to meet these challenges and reflect on our degree of success with respect to the goal of producing graduates who are fit for the myriad of job opportunities they will come across in a rapidly changing technology landscape. Finally, we make a number of recommendations

Embedding creativity in the university computing curriculum

We explore the need for embedding creativity in the UK Higher Education computing curriculum and some of the challenges associated with this. We identify some of the initiatives and movements in this area and discuss some of the work that has been carried out. We then describe some of the ways we have tried to meet these challenges and reflect on our degree of success with respect to the goal of producing graduates who are fit for the myriad of job opportunities they will come across in a rapidly changing technology landscape. Finally, we make a number of recommendations