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Designing Learning Experiences in Computer Science Education: Key Insights from SIGCSE 2012

The SIGCSE 2012 keynote address by Frederick P. Brooks, Jr. emphasizes that the teacher’s role is to design engaging learning experiences rather than merely conveying information. The conference sessions explored innovative teaching methods, including the flipped classroom model, Just-in-Time Teaching (JiTT), and Process-Oriented Guided Inquiry Learning (POGIL) in computer science education. These approaches foster active learning, collaboration, and student engagement, showcasing the necessity of adapting instructional strategies to enhance understanding and retention.

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Designing Learning Experiences in Computer Science Education: Key Insights from SIGCSE 2012

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  1. New Papers and Websites

  2. SIGCSE 2012 Keynote Address The Teacher’s Job is to Design Learning Experiences; Not Primarily to Impart Information Frederick P. Brooks, Jr.

  3. SIGCSE Session: Video/Visualization • Session on videos and visualization in CS courses – Mostly, traditional distance learning (videos of classroom lectures)

  4. SIGCSE Sessions: Active Learning (1) • “Flipped classroom” model for CS1: KA-style screencasts prior to class, mini-lectures as-needed, and in-class group exercises • Just in Time Teaching (JiTT) for a database course: Students do readings and fill out a survey/questions to gauge learning. Then mini-lecture given as needed to fill in the next day.

  5. SIGCSE Sessions: Active Learning (2) • Process Oriented Guided Inquiry Learning (POGIL) for Computer Science • Small teams working on guided learning activities. • Students take defined roles (manager, speaker, recorder) • Ex: Stacks and queues • They get a series of questions to answer on the topic, that involves discussion and maybe research • There was also a Special Session on POGIL

  6. Science Article on learning • J.A. Kaminski, V.M. Sloutsky, and A.F. Heckler, "The Advantage of Abstract Examples in Learning Math" (.pdf), Science 320, April 25, 2008, 454-455. See also these replies. • “Undergraduate students may benefit more from learning mathematics through a single abstract, symbolic representation than from learning multiple concrete examples.”

  7. Abstract vs. Concrete Examples

  8. AutoTutor • University of Memphis • Text (and speech) conversations • Open-source version: http://gnututor.com • Demo video: https://sites.google.com/a/iis.memphis.edu/gnututor/demo

  9. Apperson Prep • http://www.appersonprep.com/academics/unit_movies.aspx • http://www.appersonprep.com/academics/lesson_movies.aspx • http://www.appersonprep.com/academics/practice_questions.aspx

  10. OpenStax • From the developers of Connexions (http://cnx.org) • http://openstaxcollege.org/

  11. MITx • I found one course: Circuits & Eletctronics • From what I could tell, it is structured just like the Stanford AI course. • http://mitx.mit.edu

  12. CMU Open Learning Initiative • “Open courses backed by learning research” • http://oli.web.cmu.edu/openlearning/index.php

  13. Oklahoma State Thermodynamics • https://ecourses.ou.edu/cgi-bin/ebook.cgi?topic=th

  14. Gradiance • http://www.gradiance.com/pub/demo.html • Interesting treatment of multiple choice question sets • Programming “labs” – small programming exercises

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