In January 2004, we organized the second SIGCSE Committee ("Expanding the Women-in-computing Community"). Our annual Town Meeting provides dissemination of information concerning successful gender issues pro...
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ISBN:
(纸本)9781450336857
In January 2004, we organized the second SIGCSE Committee ("Expanding the Women-in-computing Community"). Our annual Town Meeting provides dissemination of information concerning successful gender issues projects, along with group discussion and brainstorming, in order to create committee goals for the coming year. We select projects to highlight through listserv communication and through our connections with NCWIT, ABI, acm-W, CRA-W, etc. This year we will highlight acm-W Chapters and acm-W Celebrations of Women in computing.
To generate reliable forecasts, we need good estimates of both the current system state and the model parameters. Numerical weather prediction (NWP) uses atmospheric general circulation models (AGCMs) to predict weath...
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Context-aware recommender systems (CARS) emerged during recent years in order to adapt to users' preferences in different contextual situations. For example, users may choose different movies if they are going to ...
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ISBN:
(纸本)9781450331968
Context-aware recommender systems (CARS) emerged during recent years in order to adapt to users' preferences in different contextual situations. For example, users may choose different movies if they are going to see movies with their partners rather than with kids. The motivation behind is that users' preferences on items are always changing from contexts to contexts. Copyright 2015 acm.
This workshop will provide details on how to plan and run non-residential, week-long computing summer camps for 4th-12th grade students. Georgia Tech has been offering computing summer camps since 2004. These camps ar...
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ISBN:
(纸本)9781450336857
This workshop will provide details on how to plan and run non-residential, week-long computing summer camps for 4th-12th grade students. Georgia Tech has been offering computing summer camps since 2004. These camps are financially self-sustaining and effective. Items used in the camps include: CS Unplugged, LightBot, Scratch, Alice, LEGO robots (WeDo, NXT, EV3, and Tetrix), EarSketch, and App Inventor. Georgia Tech helped start other computing camps at eleven other colleges and universities in Georgia from 2007 to 2010 as part of Georgia Computes! NSF BPC grant. Since 2014, as part of the Expanding computing Education Pathways (ECEP) NSF grant we have also helped institutions start or expand summer computing camps in South Carolina, Massachusetts, and *** workshop will include presentation about application forms, a timeline, sample agendas, sample flyers, budget plans, a planning checklist, suggested projects, surveys, pre and post-tests, evaluation results, lessons learned, and more. Laptops are recommended for this workshop.
Do you teach or are you interested in teaching digital media? Do you work in a digital media degree program or department? This BOF will explore different ways of merging computer science and the arts. We invite you t...
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ISBN:
(纸本)9781450336857
Do you teach or are you interested in teaching digital media? Do you work in a digital media degree program or department? This BOF will explore different ways of merging computer science and the arts. We invite you to apply to attend our creative, collaborative computing in the Arts community of CS educators this summer at our NSF-funded faculty workshop. Additionally, we want to learn what you teach in digital media, and how your program is structured. Is it part of Computer Science, Art, Mass Communications, New Media, or something else? High schools in many states require no computing education beyond studying office suite software. However, these same students are experienced and enthusiastic digital media users. computing in the Arts degree programs can harness this interest and experience, facilitating both critical and creative thinking. computing theory and practice can be applied in art and, at the same time, be informed by artistic concepts and methods. Moreover, art theory and practice can be enriched by computational methods and techniques.
Software Engineers apply systematic techniques to formalize requirements, build tests, and plan out complex architectures. However, few Computer Science Educators bring the same rigorous methods to the design of their...
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ISBN:
(纸本)9781450336857
Software Engineers apply systematic techniques to formalize requirements, build tests, and plan out complex architectures. However, few Computer Science Educators bring the same rigorous methods to the design of their students' learning experiences. Educational theories of Instructional Design (compatible with a wide range of popular educational theories) bridge this gap by emphasizing meaningful assessment, identification of instructional objectives, and analysis of the learners; unfortunately, these theories have been neglected within Computer Science Education. I have applied the Dick & Carey Model of Instructional Design in two formal case studies to create new learning modules with extensive documentation, detailed components, and clear results. In fact, my formal evaluations of my materials with real learners suggest that students had average learning gains of up to 43%. More crucially, however, the model provided key opportunities to improve the instruction a priori and posteriori. My major contribution in this research is not the generation of new instructional materials, but the demonstration of the raw potential of this methodology for curriculum development.
We present MoA2, a context-aware smartphone app for the ambulatory assessment of mood, tiredness and stress level. In principle, it has two features: (1) mood assessment and (2) mood recognition. The mood assessment s...
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ISBN:
(纸本)9781450335751
We present MoA2, a context-aware smartphone app for the ambulatory assessment of mood, tiredness and stress level. In principle, it has two features: (1) mood assessment and (2) mood recognition. The mood assessment system combines benefits of state of the art approaches. The mood recognition is concluded by smartphone-based wearable sensing. In a formative study, we evaluated the usability and unobtrusiveness of our mood assessment. A median SUS score of 90 shows a high usability. Subjects reported an easy, fast and intuitive use. The mood recognition was evaluated in terms of classification accuracy. First, we analyzed which features are best for the recognition. Spatio-temporal attributes, i.e. daytime, day of week and location, correlate most with the monitored mood. Based on the identified attributes, we trained personalized classifiers using Naive Bayes and applied ten-fold-cross validation. The average recognition accuracy was 0.76 which is comparable to related work.
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