Innovative Practices in
Computer Science
Barbara Ericson
Georgia Institute of Technology
CCLI Conference
Aug 2008
Innovative Practices
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Alice
Games
Media Computation
Robotics
Main Questions
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How has the approach been assessed and what
were the results?
What are the strengths and weaknesses of the
approach?
How does the approach work with majors and
non-majors?
What are the barriers to adoption of the
approach?
What is Alice?
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Free development environment
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From Carnegie Mellon University
Available from http://www.alice.org
Used to create 3D movies and games
Used to teach object-oriented
programming
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Without the frustration of syntax errors
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using drag-and-drop programming
Alice Assessment
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Used as a pre CS1 for "at risk" CS majors at Ithaca College
(Wanda Dann) and St. Joseph's University (Stephen Cooper)
(n=25) SIGCSE'00
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compared to a non treated "at risk" control group (n=30) and a not "at
risk" control group (n=52)
"high risk" – lack of programming experience and weak math skills
better grades for the treatment group in CS1 (about 1 grade higher
(3.0 versus 1.9)
higher retention in CS1 (88%) than both control groups
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"at risk" (47%) and not "at risk" (75%)
higher retention through 2nd year (88%) vs (15% for "high risk")
Open questions
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Would any intervention for the "at risk" group had the same success?
How well would it work for CS1?
Alice Strengths and Weaknesses
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Advantages
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Used for teaching computing concepts without the
frustration of syntax
Can be used to develop animations and games
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creative and open-ended assignments
Disadvantages
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Doesn't cover all CS1 topics
Steep learning curve for getting started
Doesn't work well on all machines
Perceived as not "real"
What do we mean by Games?
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Types
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2D arcade style games
3D computer games
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first person shooter
Wii-type interactive games
simulation games
Role playing games
Board games
Games Assessment
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Games as a context for CS1-CS3
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Jessica Bayliss, Rochester Institute of Technology, RAPT program,
SIGCSE'06
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48 individuals in a distance first summer course (2 female and 5
minorities)
34 passed (only 37 took exam) (about 30% WDF)
reports that students were highly engaged in the course, but not
everyone wants to make games
Games as a context for a general education course for nonmajors, GDCSE’08
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Jim Whitehead, Un. of Calif, Santa Cruz
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two years with a total of 212 students (20% female)
each year about 1-3 students switch to a game design degree
81% rate the course good to excellent
Games Strengths and Weaknesses
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Strengths
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Attractive context for some majors and non-majors
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Can teach many computing concepts in this context
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does increase enrollment in some courses
CS1, CS2, machine learning, AI, graphics, etc
Weaknesses
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Doesn't appeal to many women and some men
Steep learning curve for instructors
Need a library of games and game consoles
Game design degrees may limit job opportunities
What is Media Computation?
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Writing programs that
manipulate media to teach
computing concepts
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iteration as a way to modify
all pixels in a picture to
negate the picture
conditionals as a way to
remove red eye from a
picture or to do chromakey
Covers CS1 and CS2 topics
Developed by Dr. Mark
Guzdial at Georgia Tech
collage
linked list
Media Computation Assessment
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Used as a CS1 for non-majors (Georgia Tech) or as a pre CS1
(Gainesville College), SIGCSE'04
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majority female (53.8% Tech and 69.2% Gainesville)
improvement on success in course
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from 71.2% to 86%-90% at Georgia Tech (n=818)
from 70.2% to 77% - 90% at Gainesville (n=81)
68% of students enjoyed the class and 42-50% wanted to take an
additional media computation course (versus 23-31% for a CS course)
(3.5% in a pre-course survey)
Used as a CS1 at Columbus State University
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With "traditional" CS1 sections as control (Lewis and Loftus)
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better success and satisfaction with course with Media Computation
no difference in CS2
Media Comp Strengths and Weaknesses
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Strengths
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succeeds with women
encourages creativity
programs have concrete results
has proven successful at many institutions with different instructors
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and for large numbers of students
Weaknesses
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pushback from departments (not "real" CS)
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misconception that it is easier than traditional CS
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not how I learned it
if it is fun they can't be learning CS
sound cards needed in machines to do sound processing
What do I mean by Robots?
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Institute for personal robotics
at Georgia Tech and Bryn
Mawr
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http://www.roboteducation.org
funded by Microsoft Research
CS1 at Georgia Tech and
Bryn Mawr
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robot with camera (includes
Media Computation)
Robot Assessment
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Two semesters trial (Georgia Tech majors and Bryn
Mawr undeclared majors)
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90.87% success rate
students enjoyed the robots
reported the class being about computer science
found the homework challenging
a final exam comparison at Georgia Tech showed that the
robot course students did better on most questions
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but, mostly CS majors in robot class and non-majors in
traditional
Jump in students taking CS2 at Byrn Mawr
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2-6 usual pre robots and now 13-23 post robots
Robots Strengths and Weaknesses
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Strengths
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Helps retain students in CS1
Helps attract students to CS2
Weaknesses
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Cost ($150 currently)
robots have limited ability