Genus Two Partition and Correlation Functions for Fermionic Vertex Operator Superalgebras I

We define the partition and $n$-point correlation functions for a vertex operator superalgebra on a genus two Riemann surface formed by sewing two tori together. For the free fermion vertex operator superalgebra we obtain a closed formula for the genus two continuous orbifold partition function in terms of an infinite dimensional determinant with entries arising from torus Szeg\"o kernels. We prove that the partition function is holomorphic in the sewing parameters on a given suitable domain and describe its modular properties. Using the bosonized formalism, a new genus two Jacobi product identity is described for the Riemann theta series. We compute and discuss the modular properties of the generating function for all $n$-point functions in terms of a genus two Szeg\"o kernel determinant. We also show that the Virasoro vector one point function satisfies a genus two Ward identity.Comment: A number of typos have been corrected, 39 pages. To appear in Commun. Math. Phy

The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community

The COVID-19 pandemic has imposed "emergency remote teaching" across education globally, leading to the closure of institutions across a variety of settings, from early-years through to higher education. This paper looks specifically at the impact of these changes to those teaching the discipline of computer science in the UK. Drawing on the quantitative and qualitative findings from a large- scale survey of the educational workforce (N=2,197) conducted in the immediate aftermath of institutional closures in March 2020 and the shift to online delivery, we report how those teaching computer science in various UK settings (n=214) show significantly more positive attitudes towards the move to online learning, teaching and assessment than those working in other disciplines; these perceptions were consistent across schools, colleges and higher education institutions. However, whilst practitioners noted the opportunities of these changes for their respective sector — especially a renewed focus on the importance of digital skills — they raised a number of generalisable concerns on the impact of this shift to online on their roles, their institutions and their sectors as a whole; for example, the impact on workload, effective pedagogy and job fragility. More specifically for computer science practitioners, curricula and qualifications, there were concerns raised regarding the ability to meaningfully deliver certain core topics such as mathematical foundations and programming, as well as the impact on various types of formal examinations and assessment. Based on the data obtained from this rapid response survey, we offer informed commentary, evaluation and recommendations for emerging learning and teaching policy and practice in the UK computer science community as we move into the 2020-2021 academic year and beyond

Improving the Computational Thinking Pedagogical Capabilities of School Teachers

The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach children, and the important professional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university. Data indicated that teachers\u27 computational thinking understanding, pedagogical capabilities, technological know-how and confidence can be improved in a relatively short period of time through targeted professional learning

Torus n-Point Functions for R\mathbb{R}-graded Vertex Operator Superalgebras and Continuous Fermion Orbifolds

We consider genus one n-point functions for a vertex operator superalgebra with a real grading. We compute all n-point functions for rank one and rank two fermion vertex operator superalgebras. In the rank two fermion case, we obtain all orbifold n-point functions for a twisted module associated with a continuous automorphism generated by a Heisenberg bosonic state. The modular properties of these orbifold n-point functions are given and we describe a generalization of Fay's trisecant identity for elliptic functions.Comment: 50 page

Language Choice in Introductory Programming Courses at Australasian and UK Universities

Parallel surveys of introductory programming courses were conducted in Australasia and the UK, with a view to examining the programming languages being used, the preferred integrated development environments (if any), and the reasons for these choices, alongside a number of other key aspects of these courses. This paper summarises some of the similarities and differences between the findings of the two surveys. In the UK, Java is clearly the dominant programming language in introductory programming courses, with Eclipse as the dominant environment. Java was also the dominant language in Australasia six years ago, but now shares the lead with Python; we speculate on the reasons for this. Other differences between the two surveys are equally interesting. Overall, however, there appears to be a reasonable similarity in the way these undergraduate courses are conducted in the UK and in Australasia. While the degree structures differ markedly between and within these regions -- a possible explanation for some of the differences -- some of the similarities are noteworthy and have the potential to provide insight into approaches in other regions and countries

Developing a new generation MOOC (ngMOOC): a design-based implementation research project with cognitive architecture and student feedback in mind

This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based

Supporting Early-Career Academics in the UK Computer Science Community

The early career of a computer science academic in the United Kingdom (UK) — as with most other disciplines — is challenging in terms of balancing research aspirations, learning and teaching responsibilities, wider academic service commitments, as well as their own professional development. In terms of learning and teaching development, this commonly involves working towards Fellow- ship of the Higher Education Academy (now known as Advance HE), either by direct application or via successful completion of an accredited institutional taught postgraduate course. Typically, if a course is required (often as part of their academic probation), the focus will be general higher education learning and teaching pedagogy rather than specifically focused on computer science and cognate areas. The formal institutional course requirements are normally supplemented by mentoring from within their department from experienced academic colleagues. Thus, the quality of development for an early-career academic will be enhanced in part by the strength of the community of practice operating within the department and the communities of practice that exist at a national and international level, often through professional bodies, learned societies and sub-disciplinary groupings. This paper presents the work-in-progress to address some of these structural, cultural and community challenges at both the institutional and national level in the UK, based on empirical themes collected from a workshop held at UKICER’20. We identify a number of specific actions and recommendations to supplement the current formal institutional requirements with enhanced national-level academic practice support and professional development, alongside local and regional professional mentoring

Resilience and Effective Learning in First-Year Undergraduate Computer Science

Many factors have been shown to be important for supporting effective learning and teaching — and thus progression and success — in higher education. While factors such as key introductory-level (CS1) knowledge and skills, as well as pre-university learning and qualifications, have been extensively explored, the impact of measures of positive psychology are less well understood for the discipline of computer science. University study can be a period of significant transition for many students; therefore an individual’s positive psychology may have considerable impact upon their response to these challenges. This work investigates the relationships between effective learning and success (first-year performance and attendance) and two measures of positive psychology: Grit and the Nicolson McBride Resilience Quotient (NMRQ).Data was captured by integrating Grit (N=58) and Resilience (N=50) questionnaires and related coaching into the first-year of the undergraduate computer science programme at a single UK university. Analyses demonstrate that NMRQ is significantly linked to attendance and performance for individual subjects and year average marks; however, this was not the case for Grit. This suggests that development of targeted interventions to support students in further developing their resilience could support their learning, as well as progression and retention. Resilience could be used, in concert with other factors such as learning analytics, to augment a range of existing models to predict future student success, allowing targeted academic and pastoral support