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Co-opting Games and Social Media for Education *. Stephanie E. August, Ph.D. Allison Neyer Matthew J. Shields James Vales Department of Electrical Engineering and Computer Science [email protected] Michele Hammers, Ph.D. Department of Communication Studies

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Co opting games and social media for education
Co-opting Games and Social Media for Education*

StephanieE.August, Ph.D.

AllisonNeyer MatthewJ.Shields JamesVales

Department of Electrical Engineering and Computer Science

[email protected]

Michele Hammers, Ph.D.

Department of Communication Studies

Loyola Marymount University, Los Angeles

*This material is based upon work supported by the National Science Foundation under Grants No. 093510 and 0942454. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF).

1


The challenges

2

The Challenges

  • The NSF Cyberlearning initiative calls for engineering educators to respond to the compelling need for improved competitiveness in engineering-related fields

  • The challenge: to attract

    • multi-talented individuals

    • who are interested in the study and practice of engineering

    • in socially-aware and collaborative contexts


Fun and games

3

Fun and Games

  • The Virtual Engineering Sciences Learning Lab (VESLL) and the Teaching Artificial Intelligence as a Lab Science (TAILS) project

    • introduce a social element to the learning experience

    • incorporate activities that provide the satisfaction of accomplishment we often associate with game playing

    • provide structured labs with exercises that can be completed before students leave the classroom to build a sense of accomplishment and confidence



Vesll overview

5

VESLL Overview

  • Interactive learning environment

  • Located on an “island” in Second Life

  • Built around a functional laboratory designed to introduce students to engineering concepts through visualization and collaborative problem solving

  • Assessment activities integrated into the in-world experience

  • Imagine: a virtual version of a science museum

    • e.g., Exploratorium (San Francisco) or Pacific Science Center (Seattle)

    • the opportunity to delve into engineering concepts and maintain a sense of excitement about the experience

5


Standard hexwindow

Toggles carry for tile increments/decrements

Returns current displayed value in base 10 in chat

Standard HexWindow

Base of displayed number

6


Standard hexwindow1

Displays current base in floating text

When clicked, brings up dialog to offer choice of bases to switch between

Standard HexWindow

7



Crossword puzzle clues across
Crossword puzzle clues: Across

Across

1) FAF5B9698 - 2789BCA = ? (hex)

2) FACAEC - E = ? (hex)

3) D7B - CCC = ? (hex with a leading zero)

4) 10C24 - FF77 = ? (hex)

5) ACE + 7 + F418 = ? (hex)

6) C0D0 + E = ? (hex)

7) BAAC + 32 = ? (hex)

9


Crossword puzzle clues down
Crossword puzzle clues: Down

Down

1) FB2 - 5 = ? (hex)

2) FAEE - 20 = ? (hex)

3) AD + 52 = ? (hex with a leading zero)

4) BC + E = ? (hex)

5) FA31 + AD = ? (hex)

6) 5F7 + 8009 + ED = ? (hex)

7) 1F - 10 = ? (hex with a leading zero)

8) C14 - 7 = ? (hex)

9) 90E0 + 1C0D = ? (hex)

10




Inverter and circuit components

13

Inverter and Circuit Components


Flip flop display

14

Flip Flop Display


S he caf

15

S/HE Café


Avatars famous scientists and engineers

16

Avatars Famous Scientists and Engineers

Scientist/EngineerEngineer

1. Grace Hopper Gracehopper Jules

2. Elijah McCoy Elijahmccoy Bizet

3. Alexander Graham Bell Alexanderbell Button

4. Henry Bessemer Henrybessemer Artful

5. Barbara McClintock Barbaramcclintock Adagio

  • Marie Curie Mariecurie Curteau

  • Jack Kilby Jackkilby Ixtar

  • Yuan Cheng Fung Yuanfung Bakerly

  • Hertha Ayrton Ayrtonherth Aubin

  • Martin Cooper Martincooper Copperfield

16


Preliminary workshop results

17

Preliminary Workshop Results

  • 12 students, Intro to Computer Science (for non-majors)

  • Characteristics:

    • Use email, PowerPoint, Blackboard

    • but not voice/video chat, teleconferencing, photosharing sites, immersive platforms; don’t do web page development

  • Feedback:

    • Related to course content

    • Helped student understand course content

    • Made course material more interesting


Tails

TAILS

TAILS

Teaching Artificial Intelligence

as a Lab Science


Tell a story about each ai algorithm

19

Tell a story about each AI Algorithm

  • To be fully literate, students must be able to view software systems at many levels of abstraction

    (Rasala, 1997; Crews, 1998; Lethbridge, 2000; Pour, 2000)

  • Present algorithms in the context of

    • software engineering best practices

    • other computer science coursework

    • guided exercises that can be completing during class period

    • the software “store”

  • For CS undergrads and Systems Engineering MS students


Components of tails lab experiments

20

Components of TAILS Lab Experiments

  • The Idea: Explain what the program segment does without describing how it is implemented.

  • Applications: Real world applications

  • Sample Input/Process/Output: annotated trace of the program in execution (con-ops, black-box testing)

  • Implementation-independent Design Description: functional perspective, top-down manner


Components of tails lab experiments1

21

Components of TAILS Lab Experiments

  • Implementation-specific “HINT” File(s): Partial implementation with HINTs that guide the user in implementing the remainder of the code

  • Test Suite and Driver(s): One driver for each implementation-specific HINT file with relevant data in the test suite

  • Experiments: Implementation-independent set of test data and expected results, plus ideas for enhancements and extensions


Components of tails lab experiments2

22

Components of TAILS Lab Experiments

  • Source Code: The ending of the tale -- solutions to the exercise in the HINT files, more extensive implementations readily available from other sources.

  • Complexity Analysis: Complements the work done in a data structures or algorithms class; reveals the different ways to measure complexity


9 men s morris minimax search

23

9-Men’s Morris: Minimax Search





Tails learning outcomes application and research
TAILS Learning Outcomes: Application and Research


Future work

28

Future Work

  • VESLL

    • Augment environment (e.g. activities, biographies, salary info)

    • Add adventure-based collaborative problem-solving

    • Develop automated docents to guide visitors

    • Provide a more reactive/reflexive environment

  • TAILS

    • Plans to complete two “modules” for each of the next 3 years

    • Merge with VESLL?


Coming back to ai and fun

29

Coming back to AI and Fun...

  • VESLL and TAILS

    • Provide socially oriented activities (games requiring teamwork and collaboration)

    • Facilitate the transformation between the macro- and micro-level views of algorithms

  • Practical issue - platform migration

    • Understand problem well enough to design at domain level, then migrate to specific platforms

    • Provide a sustainable and sustained development environment


Seeking vesll workshop participants

30

Seeking VESLL Workshop Participants

  • Student workshop (10 students)

    • 10 August 2010

    • Loyola Marymount University, Los Angeles

    • Stipend $ paid!

  • Student and faculty workshop (10 students + 3 faculty)

    • Summer 2011

    • Loyola Marymount University, Los Angeles

    • Stipends for students $ and faculty $$$$!


31

References

Angelo, Thomas A. and Cross, K. Patricia. Classroom Assessment Techniques; A Handbook for College Teachers. 2nd edition. San Francisco: Jossey-Bass, 1993.

August, Stephanie E.

CCLI: Enhancing Expertise, Sociability and Literacy through Teaching Artificial Intelligence as a Lab Science. NSF Grant no.0942454, 2010

August, Stephanie E. and Hammers, Michele L.

IEECI: Encouraging Diversity in Engineering through a Virtual Engineering Sciences Learning Lab. NSF Proposal no.0935100, 2009

Crews, Thad R. Emphasizing design in the computer science curriculum. Proceedings, 1998 Conference Frontiers in Education Conference, Tempe AZ, 1998. http://fie- conference.org/fie98/papers/crews.pdf (last accessed 21 May 2009).

Lethbridge, Timothy C. What knowledge is important to a software professional? Computer, May 2000, 44-50.

Pour, Gilda; Griss, Martin L.; and Lutz, Michael. The push to make software engineering respectable. Computer, May 2000, 35-43.

Rasala, R. Design issues in computer science education. SIGCSE Bulletin, 25:4, December 1997, 4-7.


Thank you

32

Thank you!

Stephanie E. August

[email protected]

32


Number system exercise s

33

Number System Exercises

  • To complete the conversion, try using the panels to count up/down in binary or hexadecimal

  • Exercises (complete what you can in the allotted time)

    • convert decimal 10 to binary

    • convert decimal 10 to hexadecimal

    • convert binary 1011 to decimal

    • convert binary 1011 to hexadecimal

    • convert hexadecimal C to decimal

    • add 5 (binary 101) to 7 (binary 111)

    • subtract 4 (hex 4) from hexadecimal 1E21

  • Jot your answers down on the “Problems” workshop before looking up/retrieving the answers.


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