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Living In the KnowlEdge Society (LIKES) – NC A&T Opening Session

Living In the KnowlEdge Society (LIKES) – NC A&T Opening Session. North Carolina A & T Santa Clara University Villanova University Virginia Tech NSF CPATH: CCF-0722259, 0722276, 0722289, and 0752865. Motivation. We are living in ‘ exponential time’ in a flat world

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Living In the KnowlEdge Society (LIKES) – NC A&T Opening Session

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  1. Living In the KnowlEdge Society (LIKES) – NC A&T Opening Session North Carolina A & T Santa Clara University Villanova University Virginia Tech NSF CPATH: CCF-0722259, 0722276, 0722289, and 0752865

  2. Motivation • We are living in ‘exponential time’ in a flat world • Computer technology is changing fast • Students’ computing knowledge cannot keep up withthe technologies when they graduate • Various computing concepts are not incorporated into the university (CS?)core curriculum enough (at all ?) • CS/IT enrollment has been dropping (but jobs increase) • Students think computing is difficult and not fun

  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. Reach a broader audience of potential students and produce a larger number of professionals with the computing competencies and skills for LIKES. Improve computing competencies and skills of people in all disciplines, to help them address the pervasive and growing needs for computing in society.

  4. Computing Concepts 1Computing Curricular 2001 • Discrete Structures (DS) • Programming Fundamentals (PF) • Algorithms and Complexity (AL) • Architecture and Organization (AR) • Operating Systems (OS) • Net-Centric Computing (NC) • Programming Languages (PL)

  5. Computing Concepts 2Computing Curricular 2001 • Human-Computer Interaction (HC) • Graphics and Visual Computing (GV) • Intelligent Systems (IS) • Information Management (IM) • Social and Professional Issues (SP) • Software Engineering (SE) • Computational Science and Numerical Methods (CN)

  6. VT Core Curriculum • Area 1: Writing and Discourse -> ViEWS Courses • Area 2: Ideas, Cultural Traditions, and Values • Area 3: Society and Human Behavior • Area 4: Scientific Reasoning and Discovery • Area 5: Quantitative and Symbolic Reasoning • Area 6: Creativity and Aesthetic Experience • Area 7: Critical Issues in a Global Context

  7. LIKES Vision - 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 LIKES Vision - Applications

  9. LIKES Goals • Engagement of public in planning for, building, and living in the Knowledge Society • ICT fluency, contextualized into one’s discipline and into daily life in the 21st century • Computational thinking • Key computing concepts • Fundamental CS/IT paradigms • Applied computing

  10. Transform Computer Science Education • Find Interesting Problems to Bring into Computing Courses to Provide Opportunities for Learning in Context • For example, in a database class students could: • See the value of hierarchical data structures to biology by representing the taxonomy of species. • See the value of hierarchical data structures to political science and management by representing the organization chart of the executive branch of U.S. government.

  11. Transform Computer Science Education • Bring a Service Culture to Computing Disciplines • Students in project classes or independent studies develop LIKES education modules working with core course faculty. • This results in computing discipline students helping non-computing discipline students to learn computing concepts. • OPEN philosophy and approach followed to publish all LIKES modules. • Students think about how to teach others. • Students experience the “joy” of service. • Needed Benefits: • Attract/retain more students to computer science, information systems, and information technology disciplines. • Sustainable education-based interdisciplinary collaborations.

  12. Transform Computing Education for non-Majors • Infusing the Core Curriculum with Key Computing Concepts • Matrix of Core Area Courses x Computing Concepts • A cell contains an Education Module that teaches the computing concept in the context of the core area course. • An Education Module consists of everything needed to teach the computing concept, e.g., lecture slides, assignments, grading rubric, downloads, specialized program, etc.

  13. Interdisciplinary Work Example:Virtual Jamestown • Project Director • Prof. Crandall Shifflett, Dept. of History, VT • In 1996 he conceived the idea of combining technology, history, and Jamestown 2007. • Project Staff Members • Julie Richter: Ph.D in early american history • Matthew Parrott: computer science major, chief modeller, animator • Virtual Jamestown is a product of collaboration between Virginia Tech, the University of Virginia, and the Virginia Center for Digital History at the University of Virginia.

  14. Interactive Maps

  15. Virtual Reality –Indian Village • http://www.virtualjamestown.org/quicktime/flash/pomhi.html

  16. Four Workshops • Workshop 1 – Theme: Defining Problems and Applications of the Knowledge Society • Santa Clara University • Completed December 2007 – see report • Workshop 2 – Theme: Testing LIKES Vision • North Carolina Agricultural and Technical State University • April 18-19, NOW! • Workshop 3 – Theme: LIKES Pedagogy • Virginia Tech • Fall 2008 • Workshop 4 – Theme: LIKES in Practice • Villanova • Spring 2009

  17. Workshop 1 Computing Concepts

  18. Workshops 3 and 4 • Workshop 3 • Similar to workshop 2, but with different disciplines, e.g., political science, chemistry, marketing. • Have something to contribute? Someone to invite? • Workshop 4 • Pedagogy of delivering LIKES modules. • Implementation using service approach. • Integrating OPEN architecture and approach. • Have something to contribute? Someone to invite?

  19. Workshop Plans • W. Chung: Workshop 1 report • C. Evia: Examples (Perspective: English, CS) • Keynotes: Inspire, Illustrate, Guide us • Working groups -> friends, collaborators • Plenary discussions -> plans for future • Change life on each campus • Online community: to share and help • Disseminate nationwide and worldwide

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