Computer Science Student-Centered Instructional Continuum

The Computer-Science Student-Centered Instructional Continuum (CS-SCIC) is a new framework to support PreK-12 instructors in their lesson design. Educators are faced with choices when building lessons; there is a tension between direct instruction, constructivism and constructionism and difficulty in providing differentiated instruction. Theoretically aligned to Vygotsky’s zone of proximal development, CS-SCIC places research-based instructional strategies on a simple learning continuum. Teachers use the continuum to discuss, review and design learning events. Used internationally, initial qualitative feedback from teachers who attended pilot CS-SIC workshops was emphatically positive. Future work includes more feedback from academia and formal research, including pre and post-professional development workshop surveys

Dataset supporting the paper: Truth table invariant cylindrical algebraic decomposition

The files in this data set support the following paper: ########################################################################################## Truth table invariant cylindrical algebraic decomposition. Russel Bradford, James H. Davenport, Matthew England, Scott McCallum and David Wilson. http://opus.bath.ac.uk/38146/ ########################################################################################## Please find included the following: ############################## 1a) A Maple worksheet: Section1to7-Maple.mw 1b) A pdf printout of the worksheet: Section1to7-Maple.pdf 1c) A Maple Library file: ProjectionCAD.mpl These files concern the Maple results for the worked examples throughout Sections 1-7 of the paper. To run the Maple worksheet you will need a copy of the commercial computer algebra software Maple. This is currently available from: http://www.maplesoft.com/products/maple/ The examples were run in Maple 16 (released Spring 2012). It is likely that the same results would be obtained in Maple 17, 18, 2015 and future versions, but this cannot be guaranteed. An additional code package, developed at the University of Bath, is required. To use it we need to read the Maple Library file within Maple as follows: >>> read("ProjectionCAD.mpl"): >>> with(ProjectionCAD): More details on this Maple package are available in the technical report at http://opus.bath.ac.uk/43911/ and in the following publication: M. England, D. Wilson, R. Bradford and J.H. Davenport. Using the Regular Chains Library to build cylindrical algebraic decompositions by projecting and lifting. Proc ICMS 2014 (LNCS 8593). DOI: 10.1007/978-3-662-44199-2_69 If you do not have a copy of Maple you can still read the pdf printout of the worksheet. ############################## 2) A zipped directory WorkedExamples-Qepcad.zip This directory also concerns the worked examples from Sections 1-7 of the paper, this time when studied with Qepcad-B. Qepcad-B is a free piece of software for Linux which can be obtained from: http://www.usna.edu/CS/qepcadweb/B/QEPCAD.html All the files in the zipped directory end in either "-in.txt" or "-out.txt". The former give input for Qepcad and the latter record output. Hence readers without access to Qepcad (e.g. on a Windows system) can still observe the output in the latter files. To verify the output readers should use the following bash command to run a Qepcad input file "Ex-in.txt" and record the output in "Ex-out.txt". >>> qepcad +N500000000 +L200000 Ex-out.txt Windows users without Linux access can still read the existing output files in the folder. ############################## 3a) The text file: Section82-ExampleSet.txt 3b) A Maple worksheet: Section82-ExampleSet.mw 3b) A pdf printout of the worksheet: Section82-ExampleSet.pdf The textfile defines the example set which is the subject of the experiments in Section 8.2, whose results were summarised in Table 2. Within the file the 29 examples are defined in the following syntax: (a) First a line starting with "#" giving the full example name followed in brackets by the shortened name used in Table 2. (b) Then a second line in which the example is defined as a list of two sublists: i) The first sublist defines the polynomials used. They are sorted into further lists, one for each formulae in the example. Each of these has two entries: --- The first is either a polynomial defining an equational constraint (EC); a list of polynomials defining multiple ECs; or an empty list (signalling no ECs). --- The second is a list of any non ECs. ii) The second sublist is the variable ordering from highest (eliminate first in projection) to lowest. Note that Maple algorithms use this order by Qepcad the reverse. This is the syntax used by the TTICAD algorithm that is the subject of the paper. The text file doubles as a Maple function definition. When read into Maple the command GenerateInput is defined which can provide the input in formats suitable for the three Maple algorithms tested. An example is given in the Maple worksheet / pdf. We note that the timings reported in the paper were from running Maple in command line mode. See also the notes for files (1) above. The same example set was tested in Qepcad. Here explicit ECs for a parent formula were entered in dynamically as products of the individual sub-formulae ECs, in cases where an explicit EC exists. See also Qepcad notes for file (2) above. Finally, the example set was also tested in Mathematica. Mathematica's CAD command does not return cell counts - these were obtained upon request to a Mathematica developer. Hence they are not recreatable using the information here (something outside the control of the present authors). ############################## 4a) A Maple worksheet: Section83-Maple.mw 4b) A pdf printout of the worksheet: Section83-Maple.pdf This shows how the numbers in Table 3 from Maple were obtained. See also notes for files (1) above. ############################## 5a) A zipped directory Section83-Qepcad.zipped This shows how the numbers in Table 3 from Qepcad were obtained. See also notes for file (2) above.Cell counts and timings of various CAD algorithms

Mapping the landscape: Peer review in computing education research

Peer review is a mainstay of academic publication – indeed, it is the peer-review process that provides much of the publications’ credibility. As the number of computing education conferences and the number of submissions increase, the need for reviewers grows. This report does not attempt to set standards for reviewing; rather, as a first step toward meeting the need for well qualified reviewers, it presents an overview of the ways peer review is used in various venues, both inside computing education and, for com- parison, in closely-related areas outside our field. It considers four key components of peer review in some depth: criteria, the review process, roles and responsibilities, and ethics and etiquette. To do so, it draws on relevant literature, guidance and forms associated with peer review, interviews with journal editors and conference chairs, and a limited survey of the computing education research community. In addition to providing an overview of practice, this report identifies a number of themes running through the discourse that have relevance for decision making about how best to conduct peer review for a given venue

アメリカ ノ キョウイク ニホン ブンカ ケンキュウ : エンカクチ キョウイク ノタメノ エイセイ ホウソウ ニヨル ニホンゴ キョウジュホウ

この研究は1990年から1992年、合衆国において、ＴＩ－ＩＮ衛星放送で行なわれた日本語コースで使用された相互活性モードの調査結果 である。1990年から1991年は、テキサス教育技術センターによって指定された実験区域の高校生四人に地域活性コースの四つのモードがあたえられた。授業は衛星放送の教官によるレッスンプランをもとにして進められ、この期間には日本人教官を補佐として加えたが教授方法や教授内容に変更は加えずに授業を行なった。1991年から1992年はひとりを残して新たに生徒を加え、通 常のＴＩ－ＩＮ教授および地域活性モデルを使用して授業を行なった。この研究では、生徒および補助教官の評価、生徒や補助教官、そして放送局の教官へのインタビュー、さらに生徒の成績を分析した。Results are presented for a two-year study of alternative facilitator modes used with Japanese language courses delivered by the satellite-based TI-IN distance learning system in the United States during 1990-92. In 1990-91, secondary school students at an experimental site in the Texas Center for Educational Technology were provided with four modes of local site course facilitation, varying from no content or teaching expertise to a native Japanese speaker leading local conversation based upon lesson plans provided by the distance learning teacher. During 1991-92, the progress of one of the original four students was followed through the second year of Japanese, which utilized a "normal" TI-IN model of instruction and local facilitation. Student and facilitator ratings, interviews with students, facilitators, and the instructor, and performance data were analyzed to produce major findings

Coordinate system connected with lower extremity and its application to knee impulsive force induced by landing after vertical fall

New coordinate system connected with the lower extremity is contrived and the transformation rule to such a coordinate system from any Cartesian coordinate system is derived. By applying those to a knee impulsive force induced then a subject lands after the vertical fall, the adduction direction component of such an impulsive force, which the subject straightforwardly experiences, is analyzed

Categories and Subject Descriptors K.3.2 [Computers and Education]: Computer and Information

We propose a special session focusing on kinesthetic learning activities, i.e., physically engaging classroom exercises. These might, for example, involve throwing a frisbee around the classroom to represent transfer of control in a procedure call, or simulating polygon scan conversion with rope for edges and students for pixels. The session will begin with a brief kinesthetic learning activity to motivate the value of these activities. We will follow with a variety of examples, and discuss how to deploy these in a classroom. In the middle of the session, the audience will divide into facilitated groups to design their own activities. Finally, we will all mingle to share and discuss the results. We will set up a public web forum for continued discussion and generation of new ideas. 2. OBJECTIVE Our objective is to focus the attention of the SIGCSE community on an underused and ill-documented instructional technique: the kinesthetic learning activity (KLA). We define a KLA as “any activity which physically engages students in the learning process.” Generally these are short (20 minutes or less) classroom-based activities. They may involve just a small number of students (e.g., sorting a few students in a section) or everyone (e.g., asking the entire class to link up into a human binary tree). We will focus on CS-related activities. However, KLAs ’ interactive nature makes them valuable not just for “content-related” exercises, but also to address social challenges facing any classroom (e.g., starting a term with a group shout to establish a pattern of participation). We will not focus on any particular CS subject as KLAs are applicable across the breadth of computer science. To appear as special session, SIGCSE 2004

Report of a working party on computer facilities for teaching in universities

SIGLEAvailable from British Library Lending Division - LD:GPB-4706 / BLDSC - British Library Document Supply CentreGBUnited Kingdo