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.
|5 May 2020||Online and hybrid instruction for computer science classrooms||Lauren Margulieux, Georgia State University|
|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)|
|2 June 2020||Programming and mathematics: insights from research in England||Dame Celia Hoyles, University College London|
|16 June 2020||Unplugged computing and semantic waves||Jane Waite, Queen Mary University of London|
|30 June 2020||Subgoal labels: reducing cognitive load in intro CS||Briana Morrison, University of Nebraska-Omaha|
|14 July 2020||Computational thinking test for beginners||María Zapata, Universidad Rey Juan Carlos|
|28 July 2020||Gender balance in computing: what the research says||Katharine Childs, Raspberry Pi Foundation|
Online and hybrid instruction for computer science classrooms (5 May 2020)
Lauren Margulieux Ph.D., Assistant Professor, 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 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:
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 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: https://learningml.org/
- Machine Learning editor: https://learningml.org/editor/
- Programming platform: https://learningml.org/scratch/
Watch Juan’s seminar:
Programming and mathematics: insights from research in England (2 June 2020)
Professor Dame Celia Hoyles, Professor of Mathematics Education, 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.
Celia 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:
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:
Subgoal labels: reducing cognitive load in intro CS (30 June 2020)
Dr. Briana Morrison, Assistant Professor, Information Science and Technology, 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.
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:
Computational thinking test for beginners (14 July 2020)
María Zapata, Researcher and Visiting Professor, 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:
Gender balance in computing: what the research says (28 July 2020)
Katharine Childs, Programme Coordinator, 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: