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Living In the KnowlEdge Society (LIKES)

Living In the KnowlEdge Society (LIKES). North Carolina A & T Santa Clara University Villanova University Virginia Tech NSF CPATH: CCF-0722259, 0722276, 0722289, and 0752865. Fox Intro. for 6 th Workshop – Durham, 2/25/2010. CPATH.

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Living In the KnowlEdge Society (LIKES)

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  1. Living In the KnowlEdge Society (LIKES) North Carolina A & T Santa Clara University Villanova University Virginia Tech NSF CPATH: CCF-0722259, 0722276, 0722289, and 0752865 Fox Intro. for 6th Workshop – Durham, 2/25/2010

  2. CPATH CISE Pathways to Revitalized Undergraduate Education (CPATH) “to transform undergraduate computing education on a national scale, to meet the challenges and opportunities of a world where computing is essential to U. S. leadership” - http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500025&org=CISE

  3. LIKES Vision Build a community leading the way to change how computing concepts are taught in both computing-related disciplines and the disciplines of the broader workforce and society.

  4. GOALS Transform computing education so graduates can help build (systems, services, tools, … for) the knowledge society. Establish collaboration between computing educators and all other disciplines to guide the emergence of the knowledge society. OBJECTIVES Ensure that all interested undergraduates are prepared for living in the emerging knowledge society of the 21st Century. Spread computational thinking, fundamental CS/IT paradigms, key computing concepts, and ICT application across the knowledge society (and all disciplines). Vision, Goals, Objectives

  5. Students should have the ability to apply Computing concepts Methods Computational thinking skills to the needs of the emerging knowledge society, in modern times and in the future Overall LIKES Objectives

  6. Collaboration across disciplines driven by educational needs of the knowledge society. Support for computing-related life-long learning as job / work needs/demands shift. Educational resources and pedagogical approaches to support needs of learners in computing disciplines, and in related inter-disciplinary collaborations. Shifting from literacy, to fluency, to deep contextualization of computational thinking. Needs, Challenges

  7. Disciplines Economics English Marketing Chemistry Geography Political Science Algorithms HCI Geology Visualization Math Database Archi- tecture Social & Ethical Systems Analysis & Design Knowledge Society History Sociology Intelligent Systems Health- care Physics Simulation Programming Knowledge Management Biology Finance Architecture Net-Centricity Music Commun- ications Psychology Engi- neering Library / Information Science Art

  8. Digital Government Algorithms Multi Media HCI Semantic Web Visualization Database Social & Ethical Systems Analysis & Design Knowledge Society GIS Intelligent Systems CSCW Simulation Programming Knowledge Management Healthcare Online Shopping Architecture Net-Centricity Services Library Information Science Applications

  9. Workshops 5th: Virginia Tech, 11/2009 6th: Durham, 2/2010

  10. Preparing students for scholarship and work in collaborative environments Information literacy and critical thinking regarding the technology Enticing faculty to incorporate computational thinking and collaborate with each other Limitations in software tools and their use – visualization/simulation for large classes, lack of tools for specific purposes, disconnect between humanity’s needs and the developers of the tools (making usable tools) (continued below) Challenges Identified

  11. Archiving limitations Lack of research support (e.g., funding, etc.) Deep understanding and ability to match abstractions with problems in various contexts through modeling/using Moving from massive amounts of data to hypothesis generation to testing Spreading LIKES to other disciplines and implementing LIKES process in terms of maintainability (e.g., incorporation of new computing concepts dynamically – supercomputing/grid computing/cloud computing) Challenges (continued)

  12. Curricular Guideline Book: An Overview (in 2009 CPATH proposal) • Book Content • Part I. General structure; Computing areas connected most frequently with other disciplines • Parts II-VI. Integration of computational thinking into various areas, disciplines, sub-disciplines • Part VII. Dissemination and broader engagement

  13. Table of Contents (1)

  14. Table of Contents (2)

  15. What did NSF reviewers say? • Competitive – “awareness of and connection to related work and current practice” • “there is little attention given to actually implementing the guidelines in actual coursework. There is no evidence that there is a faculty … ready to adopt these CT guidelines …” • “no evidence of substantial buy-in from a broad set of educators” • “none of the CT infusion goals are met” • “it would make sense to have the professional societies of the other disciplines involved …” • “As with many "build it and they will use it" type proposals, there is a question of how validated this work/resource will become.”

  16. Workshop Plans • Documents in packet • 40 min overview by co-Pis • Perspectives of areas and disciplines • Work on “book” • Planning for proposals • Planning for publications • Infrastructure: Wikiversity, Ensemble group

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