Overview

IS 101Y/CMSC 101Computational Thinking and Design

Thursday, August 29, 2013

Carolyn SeamanSusan Martin

University of Maryland, Baltimore County

Class Rules Minimize laptop (or tablet) multi-tasking

We will be using them frequently for in-class activities, so it’s ok to have them open

Use them to participate in class exercises, to take notes, to follow examples and lecture slides, etc.

OK to check for messages once, maybe twice during class No other uses are appropriate Nothing on your screen should be distracting to the people around

you

No Cell Phones Please keep your phones turned off and put away. Please resist the

temptation to check for texts during class

Food is OK... if it doesn’t make too much noise or make a mess or smell too much!

Thank you for keeping this class a distraction-free place for learning!

What is Computing/IT?<Your Answers Here>

Why Are You Considering IT?

<Your Answers Here>

Course ObjectivesAfter this course, students should be able to:

Discuss the characteristics and challenges of key areas of the computing disciplines.

Analyze and present data to support informed decision making.

Write basic programs using variables, conditional logic, and loops.

Demonstrate the skills necessary to succeed as a computing student and professional.

Work effectively in a team to solve a complex technological challenge.

This CourseExperimental course (funded by NSF) for

freshmen computing majors

GoalsSurvey breadth, nature, challenges, and

potential of computing disciplinesClarify differences between computing majors at

UMBC (BTA, IS, CMSC, CMPE)Build experience working productively in teamsDevelop key skills important to academic and

professional success

Assessment of impact and effectivenessSurveyFocus group and end-of-semester interviewReview of assignments

Consent FormsWe need your consent to collect data that will help

us evaluate the course

Evaluating the course is different from evaluating your work in the course

Signing the consent form says that:You understand that this class is part of a research

studyNo one is forcing you to participate in the research

part of the courseYou understand that the data we collect from you to

evaluate the course is confidential

Course StaffThe “other” section:

Instructors Dr. Marie desJardins (TTh 10-11:15)

OH: Wed 2-3pm, Th 3:30-4:30pm

Dr. Susan Martin (F 2-3) OH: Tue 11:30-12:30pm,

Thu 8:45-9:45am

Teaching Fellows Alec Pulianas (CE)

OH: Mon 2:30-3:30pm, Wed 11am-12pm

Emily Scheerer (CE) OH: Tue 5:30-6:30pm, Thu 11:30am-

12:30pm

Peer Mentors Mark Cirincione (CS) Gloria Diederich (CS/Math) Catherine Liou (IS) John Swank (CS)

This section:

Instructors Dr. Carolyn Seaman (TTh 1-2:15)

OH: Mon 12-2pm, Thu 2:30-4pm

Dr. Susan Martin (F 2-3) OH: Tue 11:30-12:30pm,

Thu 8:45-9:45am

Teaching Fellows Bhuvana Bellala (CS)

OH: Thu 5-6pm, Fri 1:30-2:30pm

Amanda Mancuso (IS) OH: Tue 2:30-3:30pm, Wed 1-2pm

Peer Mentors Austin Cole (IS) Nicole Dawson (IS) Brandon Walsh (CS) Max Weinberg (CS)

NOTE: Teaching fellows hold office hours in ITE 470.

Computational Thinking

Coined by Jeannette Wing, 2006

Computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science.

CT PrinciplesConnecting computing: Understanding how computing

connects people and helps us to solve meaningful problems

Developing computational artifacts: Designing and implementing artifacts with a practical, personal, or societal intent

Abstracting: Identifying a computational problem to be solved; representing data, information, and knowledge for computational use

Analyzing problems and artifacts: Evaluating and justifying the quality of solutions; locating and correcting errors

CT Principles (cont.)

Communicating: Explaining the purpose of an artifact and the meaning of a result in context, using accurate and precise language, notation, or visualizations

Working effectively in teams: Effective teamwork and collaboration, producing artifacts that depend on active contributions from multiple participants

Computing Content Units Big Ideas

Computational thinking Algorithmic problem solving Design and abstraction History and careers

Data Data representations and data structures Big data and knowledge discovery Visualization

Hardware and Systems Computer architectures and operating systems Networks Software systems

People Requirements analysis Usability and accessibility Social and ethical implications

Applications Graphics and games Intelligence Security

Academic and Professional Skills

Working effectively As a student As a team member As a future professional

Soft skills Oral presentation Technical communication Microsoft Office software Networking Study habits and time management

Career planning

Administrivia

Late policy

Academic honesty

Tentative schedule All handouts and assignments will be linked in the “Handouts”

column on the date they are distributed Slides will be linked from the “Topic” column All assignments are due on the date indicated in the “Due”

column Assignments are always due at or before the beginning of class,

either electronically or in hardcopy, as specified in the assignment

If not officially registered, see me after class If you do not meet the course requirements (first-year

freshman intending a computing major), you must drop the class

Laptop LaboratoriesOn many days, we will use student laptops for

Processing labs and other online activities

How many students own their own laptops?Note: If you do not yet own a laptop but are

thinking of purchasing one, it will be a very useful resource in the future as a computing major!

Readings/Videos

Primary Textbook: “Computing for Ordinary Mortals” by Robert St. Amant

Processing Reference: “Getting Started with Processing” by Casey Reas and Ben Fry

Professional Development Textbook: “Making Your Mark”

Online articles and videos Mix of general and technical Some will be challenging (strategy)

All reading is to be completed before class on the day listed in syllabus Unannounced team and/or individual quizzes to assess preparation

and readiness for further learning Followed by discussion of unclear concepts

Assignments1. Professional development assignments

Surveys, journal entries, cover letter, and resume

2. Processing assignments

3. Data analysis assignment

4. Group peer evaluation

5. Quizzes

6. Team project

7. Midterm and final

Team Project

Teams design, develop, demonstrate, evaluate, and present a system to simulate and explore the process of student progression -- the “semester game”

PhasesDesignPrototype DemoPrototype EvaluationPosterPresentation

Experiences with TeamsWho has had experiences with team/group projects? • What was good about team projects?

• <YOUR THOUGHTS HERE>• What was frustrating?

• <YOUR THOUGHTS HERE>

Why Teams?Working on highly functioning teams is fun

Students learn more and perform better on teams

Working on teams helps students develop a network that will be useful in later classes

Working on teams is a key skill required for success in computing careers

How to Work on Teams?What might minimize negative aspects?

Peer assessmentPrevent loafingThink about your personal behaviorEffective communicationKeep an open mindCome prepared!!

Team StructureInitial teams for first few weeks

Permanent teams formed a few weeks into the semester

Team members receive the same grade on team quizzes/assignments/projects, except under extraordinary circumstances

Peer evaluation as part of final grade

Form TeamsSort yourselves by birthdate (month and day)

Do any two students have the same birthdate?Did the answer surprise you?

Count off into eight groupsCall out 1, 2, 3, ... 8, 1, 2, 3... along the line of

students by birthdate

Sit with your numbered team for the next activity

Meet with TeamIntroduce yourselves to each other!

Syllabus review exercise

Grade weight activity

Pick a catchy team name!

Make a team roster:Team nameMembers’ namesMembers’ email addressesTurn in the team roster, and make a copy for each

member!

Reminders You have assigned reading for tomorrow!

Making Your Mark, Chapter 1

You have assigned reading for Tuesday (9/3)! St. Amant, Chapter 1; Blown to Bits (online link), Chapter 1

NOTE: It is YOUR RESPONSIBILITY from now on to check the schedule page and complete the reading before class.

Your first assignment (completing the Assessment Survey and Student Background Questionnaire) is due next Tuesday, September 3! A link for the Assessment Survey will be sent to you by email. If you do

not get the link, you must ask about it! The link to the Student Background Questionnaire is posted on the online

course schedule.

Start early (how about this weekend?!) on the upcoming assignments: Friday 9/6: Journal Entry #1, StrengthsQuest Tuesday 9/10: Processing Assignment #0, install and test

See You Next Week(and tomorrow!!)

Have a GreatHoliday Weekend!