Catch up on our previous computing education research seminars
All our online research seminars are available below to watch and share after they take place. You can also download the slides that were presented using the links below.
|4 May 2021
||Physical programming inclusive of young children with visual disabilities||Cecily Morrison (Microsoft Research)|
|26 Apr 2021
||Special panel session||Dr Yota Dimitriadi (University of Reading), Amali de Alwis (Microsoft for Startups), Dr Jill Denner (ETR), Pete Marshman (Park House School) and Carrie Anne Philbin (Raspberry Pi Foundation)|
|20 Apr 2021
||Including all learners in K-12 CS education through Universal Design for Learning||Maya Israel (University of Florida)|
|2 Mar 2021
||Designing STEM learning environments to support computational algorithmic thinking and Black girls: a possibility model for changing hegemonic narratives and disrupting STEM neoliberal projects||Jakita O. Thomas (Auburn University)|
|2 Feb 2021
||Equity-focused teaching in K-12 CS: strategies for teachers, teacher educators, and districts||Tia Madkins (University of Texas at Austin), Nicol R. Howard (University of Redlands) and Shomari Jones (Bellevue School District)|
|5 Jan 2021
||Computing education for underrepresented groups||Peter Kemp (King’s College London) and Billy Wong (University of Reading)|
|1 Dec 2020
||The role of block-based programming in computer science education||David Weintrop (University of Maryland)|
|3 Nov 2020
||PRIMM: encouraging talk in programming lessons||Sue Sentance (Raspberry Pi Foundation)|
|6 Oct 2020
||Formative assessment and feedback to support student learning in CS classrooms||Shuchi Grover (Stanford University)|
|8 Sept 2020
||METRECC Instrument: sharing and contributing to international K-12 computing curricula and experiences||Monica McGill (CSEdResearch.org), Keith Quille (Technological University Dublin), Rebecca Vivian (University of Adelaide) and Elizabeth Cole (University of Glasgow)|
|28 July 2020||Gender balance in computing: what the research says||Katharine Childs (Raspberry Pi Foundation)|
|14 July 2020||Computational thinking test for beginners||María Zapata Cáceres (Universidad Rey Juan Carlos)|
|30 June 2020||Subgoal labels: reducing cognitive load in intro CS||Briana Morrison (University of Nebraska-Omaha)|
|16 June 2020||Unplugged computing and semantic waves||Jane Waite (Queen Mary University of London)|
|2 June 2020||Programming and mathematics: insights from research in England||Dame Celia Hoyles (University College London)|
|19 May 2020||Learning AI at school with Scratch and LearningML||Juan David Rodríguez (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado – INTEF)|
|5 May 2020||Online and hybrid instruction for computer science classrooms||Lauren Margulieux (Georgia State University)|
Physical programming inclusive of young children with visual disabilities (4 May 2021)
Cecily Morrison (Microsoft Research)
A large number of programming languages have been developed specifically to help young children learn to code inside and outside of school, but these are not accessible to children with visual disabilities. This session covered the lessons learned from designing and evaluating a physical programming language for teaching computational thinking and basic coding skills to children ages 7 – 11 regardless of level of vision (Project Torino/Code Jumper). In doing so, Cecily called out how tactile-spatial skills enhance coding abilities for all; inclusive education as more than subject matter learning; and the challenges of evaluating the efficacy of a new programming language.
Cecily Morrison, Ph.D. is a Principal Researcher at Microsoft Research Cambridge. Her recent work focuses on designing inclusive experiences for people who are blind or low vision. She co-led the team that designed Code Jumper and she is currently engaged in developing assistive agent technology in Project Tokyo. She has recently been named on the Queen’s Birthday Honours list for services to inclusive design.
Watch the seminar:
Including all learners in K-12 CS education through Universal Design for Learning (20 Apr 2021)
Maya Israel (University of Florida)
If we are truly committed to including all students in K-12 CS education, we must first reject the idea that we should plan instruction for the average learner and then modify that instruction for all those “other” learners. Our instructional practices, instead, should be flexible enough to account for the wide range of learner variability in today’s classrooms. This session provided research findings, lessons learned, and examples of how the Universal Design for Learning (UDL) framework can be used to design inclusive CS instructional activities that are accessible and engaging to a wide range of learners.
Maya Israel, Ph.D. is an associate professor of Educational Technology in the School of Teaching and Learning at the University of Florida. She is also the research director of the Creative Technology Research Lab. Prior to entering higher education, Dr. Israel was a special education teacher. Her research focuses on strategies for supporting academically diverse learners’ meaningful engagement in science, technology, engineering, and mathematics (STEM) with emphases on computer science education and Universal Design for Learning (UDL). She is currently PI on several grants including a recently funded National Research Foundation project that brings together researchers and educational leaders to address ways to make computer science education more inclusive to students with disabilities. Lastly, Dr. Israel works with multiple school districts on systemic and classroom strategies to more equitably include students with disabilities in K-12 computer science education initiatives.
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Designing STEM learning environments to support computational algorithmic thinking and Black girls: a possibility model for changing hegemonic narratives and disrupting STEM neoliberal projects (2 Mar 2021)
Jakita O. Thomas (Auburn University)
When interrogating the purpose and outcomes of STEM learning, important questions that come to bear are “STEM learning for what?” “For whom?” “How?” and “To what ends?” My research with Dr. Nicole Joseph (Vanderbilt University) and Dr. Yolanda Rankin (Florida State University) emerged from the desire to problematize national discourse about the neoliberal STEM project in the U.S. We sought to complicate this discourse because the argument that STEM learning has only economic ends, as it has been constructed globally, is complicated when thinking about Black girls’ and women’s experiences. In this talk, Jakita shared findings from a larger seven-year longitudinal between-subjects research study that explored the development of computational algorithmic thinking (CAT) capabilities in Black girls as they engaged in iterative game design for social change. The findings suggest that the ways in which Supporting Computational Algorithmic Thinking (SCAT) was intentionally designed affords Black girls with opportunities to radically shape their identities as producers, innovators, and disruptors of deficit perspectives.
Dr. Jakita O. Thomas is a Philpott Westpoint Stevens Associate Professor of Computer Science and Software Engineering at Auburn University in Auburn, AL, and Director of the CUltuRally & SOcially Relevent (CURSOR) Computing Lab.
Dr. Thomas received a Bachelor of Science degree in Computer & Information Science with a minor in Mathematics from Spelman College in 1999. In 2006, Dr. Thomas was conferred a Ph.D. in Computer Science with a specialization in the Learning Sciences and Technology from the Georgia Institute of Technology in Atlanta, GA.
Dr. Thomas is a recipient of the National Science Foundation’s Faculty Early Career Development (CAREER) Award (2012 – 2019). She is also a recipient of the Presidential Early Career Award for Scientists and Engineers (PECASE) (2016).
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Equity-focused teaching in K-12 CS: strategies for teachers, teacher educators, and districts (2 February 2021)
Tia Madkins (University of Texas at Austin), Nicol R. Howard (University of Redlands) and Shomari Jones (Bellevue School District)
As school communities increase computer science (CS) learning opportunities, it is especially important they also meet the needs of minoritized students. Using equity-focused teaching practices in CS learning environments is one way to build upon assets-based approaches (seeing students’ ways of knowing as strengths rather than deficits) and better serve minoritized students. In this seminar, Tia, Nicol and Shomari discussed equity-focused teaching practices, such as culturally relevant pedagogy or culturally responsive teaching, and how educators can engage them in CS learning environments. They shared research perspectives and practical examples related to instruction, teacher education, and district-level initiatives. The goals for this session were for educators, teacher educators, and school and/or district personnel to better understand equity-focused teaching practices and how to support equity-focused initiatives in their local communities to create more inclusive learning environments for minoritized students.
Tia C. Madkins, Ph.D. is an assistant professor in STEM Education and Department of Curriculum and Instruction in the College of Education and a faculty research affiliate with the Population Research Center and the Center for the Study of Race and Democracy at The University of Texas at Austin. Her research focuses on supporting teachers to design inclusive STEAM + computing classrooms and engage equity-focused pedagogies with minoritized students, especially Black girls.
Nicol R. Howard, Ph.D. is an assistant professor and co-director of the Race in Education Analytics Learning Lab, REAL Lab, in the School of Education at the University of Redlands where her research foci are STEM and computer science equity and parent involvement. Dr Howard’s concern for equity in education has led to publications such as Terms of engagement: Redefining parental involvement and STEM Identity for Black girls and a recent co-authored book entitled Coding+Math: Strengthen K-5 Math Skills with Computer Science.
As Director of Equity and Strategic Engagement for the Bellevue School District, Shomari Jones, is charged with leading staff in thoughtful exploration of institutionalized racism and its impact on student learning. Through providing professional learning experiences and strategic support, educators in Bellevue develop the will, skill, knowledge, and capacity to eliminate racial disparities and achieve system-wide equity and excellence for kids and their families.
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Computing education for underrepresented groups (5 January 2021)
Peter Kemp (King’s College London) and Billy Wong (University of Reading)
The change in the English national curriculum, which removed ICT and replaced it with computing, has coincided with a steep decline in digital education provision for some of the most vulnerable groups in society. Using national datasets and field work, this talk took an intersectional approach to look at trends in student participation and attainment. Peter and Billy attempted to outline reasons using literature and research that draws on psychological as well as sociological perspectives.
Dr. Peter Kemp is Lecturer in Computing Education at King’s College London, where he runs the PGCE in Computing. His research interests are centered around digital equity, digital arts education, curriculum design, and creativity and computing. His Ph.D. looked at the intersection of the computing and media studies subject domains in the development of student digital creativity. He has published multiple reports on the changing landscape of computing education in England. In his spare time he helps run 3Dami, a non-profit organisation that teaches 3D digital animation to school students.
Dr. Billy Wong is an Associate Professor at the Institute of Education, University of Reading. His areas of research are educational identities and inequalities, especially in the context of higher education and STEM education. His publications have explored the changing views and experiences of university students and staff, as well as young people’s science and career aspirations. He was part of the team which developed the concept of ‘science capital’. He is author of Science Education, Career Aspirations and Minority Ethnic Students (2016, by Palgrave) and his forthcoming book, The ideal student: Deconstructing expectations in higher education, will be published in April 2021 (Open University Press).
Watch Peter and Billy’s seminar:
The role of block-based programming in computer science education (1 December 2020)
David Weintrop (University of Maryland)
Block-based programming is increasingly becoming the way that young learners are being introduced to the practice of programming and the field of computer science more broadly. In this talk, David presented results from his research into the strengths and drawbacks of block-based programming. This included sharing learner-reported perceptions on block-based programming, results from studies comparing block-based and text-based programming, and findings looking at if and how block-based instruction prepares learners for future text-based programming. He also presented results looking at the role of block-based tools in creating accessible and equitable computer science learning experiences. The goal for this talk was to help educators make informed decisions about if, how, and in what ways to incorporate block-based programming into their instruction.
Dr. David Weintrop is an Assistant Professor in the Department of Teaching & Learning, Policy & Leadership in the College of Education with a joint appointment in the College of Information Studies at the University of Maryland. His research focuses on the design, implementation, and evaluation of accessible, engaging, and equitable computational learning experiences. He is also interested in the use of technological tools in supporting exploration and expression across diverse contexts including STEM classrooms and informal spaces.
His work lies at the intersection of design, computational thinking education, and the learning sciences. David has a Ph.D. in the Learning Sciences from Northwestern University and a B.S. in Computer Science from the University of Michigan. He spent one year as a postdoctoral researcher at the University of Chicago studying computer science learning in elementary classrooms prior to joining the faculty at the University of Maryland. Before starting his academic career, he spent five years working as a software developer at a pair of start-ups in Chicago.
Watch David’s seminar:
PRIMM: encouraging talk in programming lessons (3 November 2020)
Sue Sentance (Raspberry Pi Foundation)
PRIMM is an approach to structuring programming lessons that counters the known problem of novices writing programs before they are yet able to read them, and focuses on students talking about how and why programs work before they tackle editing and writing their own programs. PRIMM stands for Predict, Run, Investigate, Modify and Make.
In this talk Sue described how language and talk are emphasised in this socioculturally inspired approach to structuring programming lessons. She described a mixed-methods study which evaluated the effectiveness of PRIMM with around 500 students over a period of about ten weeks, and showed a positive impact on learning. She also considered how questioning in programming can be developed via a combination of the Block Model and the PRIMM approach. This talk will be of interest to you if you are interested in how beginners learn computer programming or have struggled with programming yourself.
Dr. Sue Sentance is Chief Learning Officer at the Raspberry Pi Foundation and Visiting Fellow at King’s College London, UK. She researches the teaching of programming in school, teacher professional development, and physical computing. Her academic background is in computer science, artificial intelligence and education, and she is a qualified teacher and teacher educator. She currently has a leading role in a nationwide government-funded programme to bring high-quality computing education to all schools in England.
Watch Sue’s seminar:
Formative assessment and feedback to support student learning in CS classrooms (6 October 2020)
Shuchi Grover (Stanford University)
One can only improve what one measures. Formative assessments & feedback serve the important purpose of assessment for learning (as opposed to summative assessments, which are assessments OF learning). They provide feedback to both teachers and students on students’ learning and understanding (or the lack thereof).
School classrooms teaching introductory CS need to work better to integrate of assessment and instruction—on combining teaching with an ongoing measurement of student progress toward instructional goals. Formative assessments serve as probes into students’ understanding, and this in turn, helps teachers’ identify student misconceptions as they are teaching.
Formative assessments could take various forms—quick exercises such as multiple choice questions, small directed/coding projects (with rubrics), Parson’s problems, fixing buggy code, or reflection questions. Many teachers use formative assessment at the beginning or end of class as brief “entry tickets” or “exit tickets”. This seminar featured several examples of various forms of formative assessment that teachers at various grade levels can use.
Dr. Shuchi Grover is a senior research scientist at Looking Glass Ventures and visiting scholar at Stanford University. A computer scientist and learning scientist by training, her work in computer science (CS) and STEM education since 2000 has spanned both formal and informal settings in the US, Europe, and Asia. Her current research centers on computational thinking (CT), CS education, and STEM+CT integration mainly in formal K-12 settings.
Dr. Grover is a recipient of several grants from the National Science Foundation to conduct research on curriculum and assessments in STEM learning and CT in varied PK-12 contexts. She also works at the intersection of learning, assessment, and big data analytics to shape future environments for deeper learning.
She has authored over 100 well-cited scholarly and mainstream articles. She has advised the K-12 CS Framework as well as several K-12 school districts on CS implementation/integration. She serves as a member of the ACM Education Advisory Committee and on the editorial board of ACM Transactions on Computing Education.
She earned a Ph.D. in Learning Sciences & Technology Design from Stanford University (with a focus on Computer Science Education), Masters degrees in Education (Harvard University) and Computer Science (Case Western Reserve University), and Bachelors degrees in Computer Science and Physics from BITS Pilani (India).
Watch Shuchi’s seminar:
METRECC Instrument: sharing and contributing to international K-12 computing curricula and experiences (8 September 2020)
Monica McGill (CSEdResearch.org), Keith Quille (Technological University Dublin), Rebecca Vivian (University of Adelaide) and Elizabeth Cole (University of Glasgow)
This seminar told the story of the development of METRECC, international collaboration, ongoing outcomes and how it relates and can help you, the teacher. As the discipline of K-12 computer science (CS) education evolves, international comparisons of curriculum and teaching provide valuable information for policymakers and educators.
The MEasuring TeacheR Enacted Computing Curriculum (METRECC) instrument surveys teachers in K-12 schools about their implementation of CS curriculum to understand pedagogy, practice, curricula, resources and experiences in classrooms around the world. The open-source published data represents 244 teachers across seven countries (Australia, England, Ireland, Italy, Malta, Scotland and the United States) and the instrument has evidence of validity and reliability. The resulting METRECC protocol combines a country report template and a teacher survey that will provide K-12 teachers with a means to communicate their experiences.
Further, to extend the METRECC work, METRECC South Asia has been piloted in Nepal and Pakistan. This instrument underwent a thorough review and could also be used within other countries in South Asia to offer a snapshot of enacted curriculum in middle and low income countries.
Monica McGill, Ed.D. is currently the CEO & President of the non-profit CSEdResearch.org. Monica has been conducting computing education research for over a decade, with her research work now focusing on supporting K-12 computing education researchers and evaluators. She is also a CS Professor at Knox College in Galesburg, Illinois, USA.
Keith Quille, Ph.D. is a Lecturer at the Technological University Dublin, Ireland. Keith is a project lead a CSinc.ie where the research group specialises in CS education research (at primary, second and third-level), K-12 outreach and K-12 teacher professional development. Keith was also a second-level teacher for several years.
Dr. Rebecca Vivian is a Research Fellow in the Computer Science Education Research Group (CSER) at The University of Adelaide. She is Lead designer for CSER’s national K-12 Digital Technologies Education teacher training program and conducts research into STEM engagement, K-12 and tertiary CS education and teacher professional learning.
Elizabeth Cole is a PhD student at the University of Glasgow and an active member of the Centre for Computing Science Education. She brings a wealth of experience working in schools to her research. Elizabeth is currently working on computing science pedagogy in the early years of formal education.
Watch the seminar:
Gender balance in computing: what the research says (28 July 2020)
Katharine Childs (Raspberry Pi Foundation)
Gender Balance in Computing is a 4-year programme of research to explore ways to increase girls’ participation in computing. The programme will investigate approaches to overcoming barriers to gender balance in computing through a number of different interventions carried out in primary and secondary (K-12) schools in England. This seminar presented a summary and synthesis of the current knowledge about gender equity in computing and examined key barriers which can prevent girls’ participation in the subject.
Katharine Childs works in the Research team at the Raspberry Pi Foundation and coordinates the Gender Balance in Computing project. Her background spans both computer science and learning theory, via her first-class honours degree in IT & Computing and Masters degree in computing education. Following 15 years of professional experience working in the IT sector, she went on to teach computing in primary (K-5) schools and deliver professional development activities for other primary teachers. Katharine writes, blogs and speaks about Computer Science Education research, with a particular focus on gender equity, inclusivity and physical computing.
Watch Katharine’s seminar:
Computational thinking test for beginners (14 July 2020)
María Zapata Cáceres (Universidad Rey Juan Carlos, Madrid)
Assessing computational thinking is an indispensable element to consider in order to introduce it into school curricula. This talk described how a Beginners’ Computational Thinking Test (BCTt), aimed at early ages, was designed, submitted to a content validation process through expert judgement procedure and then administered to Primary School students. The results obtained from the BCTt were discussed.
María Zapata Cáceres qualified as an Architect at the Universidad Politécnica de Madrid and graduated in Computer Science Engineering at the Universidad Nacional de Educación a Distancia in Spain. She also holds masters degrees in Virtual Environments (CSA) and Videogames Design and Production (UEM). She is currently pursuing her doctorate in Information Technology and Communications at the Universidad Rey Juan Carlos in Madrid, where she is a researcher and visiting professor in the Games Design and Development bachelor’s degree. Her main area of research includes videogames as learning instruments for computer science both in individual and collaborative environments. She has more than 15 years of professional experience as an entrepreneur and independent professional with activities related to 3D design, videogames, technology, and teaching.
Watch María’s seminar:
Subgoal labels: reducing cognitive load in intro CS (30 June 2020)
Briana Morrison (University of Nebraska-Omaha)
Cognitive load is the amount of resources utilized in an individual’s working memory during learning. This talk presented the use of one cognitive load reducing mechanism: implementing subgoal labels within worked examples. The results of a quasi-experimental study using a subgoal learning framework throughout a semester-long programming course were discussed. Results included improved performance on formative quizzes, lower variance in exam scores and fewer students dropping or failing the course when learning with subgoals. Information on the next implementation steps, including how you can use subgoal labels in your classroom were covered.
Dr. Briana Morrison is an Assistant Professor at the University of Nebraska- Omaha. Briana worked at IBM for eight years as a software developer before she transitioned to academia. She was an Asst. Professor at Southern Polytechnic State University (now Kennesaw State University) for 20 years in the CS department, was the Undergraduate Coordinator for the CS and SWE programs and helped found the Computer Game Design and Development degree program. Dr. Morrison earned her BS in Computer Engineering from Tulane, her MS from Southern Polytechnic and her PhD from the Georgia Institute of Technology. Briana currently has two NSF grants: IUSE: Collaborative Research: Developing and Assessing Subgoal Labels for Imperative Programming to Improve Student Learning Outcomes; and CNS: RET Site: Wearable Research for In-Service STEM Teachers (WRIST).
Watch Briana’s seminar:
Unplugged computing and semantic waves (16 June 2020)
Jane Waite (Queen Mary University of London)
This talk explored how Legitimation Code Theory, and, in particular, semantic waves, provides a useful way to understand what makes unplugged computing activities effective (or not) in the classroom. Jane gave an overview of the theory, discussed how it applies to unplugged activities, and described a case study where it was applied to a specific, widely used, unplugged activity. In particular, Jane showed that the published lesson plan follows a semantic wave, and suggested that semantic waves are useful both in developing and reviewing lesson plans around unplugged (and other) computing activities. They also have great potential in teacher training and continuous professional development of computing teachers.
Jane Waite works and studies at Queen Mary University of London. She is undertaking a part time PhD studying the teaching of design in K-5 (primary) programming activities. Jane also organises and runs teacher professional development and undergraduate modules on computer science education. Working with Sue Sentance she has researched PRIMM, the micro:bit, and pedagogy in general. With Paul Curzon she is investigating the use of Semantic Waves in the teaching of computer science. Jane is the Computing At School Research and University Working Group Chair running #CsEdResearchBookClub every first Thursday of the month.
Watch Jane’s seminar:
Programming and mathematics: insights from research in England (2 June 2020)
Dame Celia Hoyles (UCL Institute of Education, University College London)
In England, computing including a component of programming is compulsory for all students from age 6 to 16 years old. In this talk, Celia described the UCL ScratchMaths research project that developed a 2-year curriculum for 9-11 year olds in England aligned to the mandatory national computing and national mathematics primary curricula. ScratchMaths set out to support the teaching of carefully selected core ideas of computer programming alongside specific fundamental mathematical concepts, thus seeking to exploit potential for learning in both subjects by forging links between them. Celia presented the design features of this project, the findings from its external evaluation and internal monitoring, and the ongoing next steps.
Professor Dame Celia Hoyles was awarded a first-class honours degree in mathematics from the University of Manchester and holds a masters and doctorate in mathematics education. She taught mathematics in London schools before moving into higher education. She became a professor at the Institute of Education, University of London in 1984.
Celia has received many awards: first recipient of the International Commission of Mathematics Instruction (ICMI) Hans Freudenthal medal in 2004, and of the Royal Society Kavli Education Medal in 2011. She has received Hon Doctorates from the Open University, Loughborough University, Sheffield Hallam University and University of Bath. In 2016, she received the Suffrage Science award for Communications in acknowledgement of her scientific achievements and ability to inspire others especially women into mathematics.
Celia has given policy advice in mathematics as Chair of the Joint Mathematical Council of the United Kingdom 1999-03, founder member of the Advisory Committee on Mathematics Education (ACME) 2002-4, and the UK Government’s Chief Adviser for mathematics 2004- 07. She served as the Director of the National Centre for Excellence in the
Teaching of Mathematics (NCETM), 2007-13. Celia was President of the Institute of Mathematics and its Applications (IMA) (2014-15). Celia was made an Officer of the Order of the British Empire in 2004 and a Dame Commander in 2014.
Watch Celia’s seminar:
Learning AI at school with Scratch and LearningML (19 May 2020)
Juan David Rodríguez (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado – INTEF)
In this talk, Juan described LearningML, a tool he is developing together with the Kindergarten and Beyond and Lifelong Learning (KGB-L3) research group at the Universidad Rey Juan Carlos, Madrid. LearningML is intended to learn and teach the basis of machine learning, the most prevalent technique used nowadays in artificial intelligence applications. During the seminar, Juan performed a practical demo and showed how practical AI projects can help to foster computational thinking skills, adding new concepts, practices, and perspectives.
Juan David Rodríguez is a secondary education teacher and software developer. He works at Spain’s National Institute of Educational Technologies and Teacher Training (INTEF), a unit of the Spanish Ministry of Education and Vocational Training which has responsibility for the integration of ICT and teacher training in non-university educational stages. Juan is currently working on computational thinking skills development through practical artificial intelligence activities. He has started exploring how machine learning (ML), one of the most used techniques in current AI applications, can be taught at school. To do this, he is developing the educational tool LearningML which is designed to easily build ML models that can be used in Scratch programs.
LearningML (now available in English and Spanish!):
- Website: learningml.org
- Machine Learning editor: learningml.org/editor
- Programming platform: learningml.org/scratch
Watch Juan’s seminar:
Online and hybrid instruction for computer science classrooms (5 May 2020)
Lauren Margulieux (Department of Learning Sciences, Georgia State University)
Online instruction comes in many forms to serve many purposes. It can be a powerful tool to add to your teaching practice, especially when mindfully paired with face-to-face instruction for a hybrid classroom. This talk described multiple goals that can be achieved through online instruction, how to mix it with face-to-face classrooms, and tips for making it successful.
Lauren Margulieux, Ph.D. is an Assistant Professor of Learning Sciences at Georgia State University. She received her PhD from Georgia Tech in Engineering Psychology, the study of how humans interact with technology. Her research interests are in educational technology and online learning, particularly for computing education. She focuses on designing instructions in a way that supports online students who do not necessarily have immediate access to a teacher or instructor to ask questions or overcome problem-solving impasses.
Watch Lauren’s seminar: