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The cloud is the limit: A case study of programming on the web, with the web

International Journal of Child-computer Interaction 2019年 20卷 1-8页

作者： Weintrop, David Bau, David Wilensky, Uri College of Education College of Information Studies University of Maryland United States Computer Science Massachusetts Institute of Technology United States Center for Connected Learning and Computer-based Modeling Northwestern University United States

The last ten years have seen a proliferation of introductory programming environments for younger learners. Increasingly, these environments are moving into the “cloud” where they can be accessed through web browsers and run on a variety of devices including tablets and smartphones. The shift to online settings enables a variety of powerful pedagogical features to be incorporated into the design of these learning environments, including making it easy to share learner-authored programs, browse projects written by others, and allow learners to incorporate various Internet resources into their work. Further, the Internet itself can serve as a productive canvas upon which novice programmers can create in the form of dynamic and interactive web pages. This shift in venue for authoring and editing programs is particularly well-suited for young learners growing up in an increasingly online world. In this paper, we present theoretical and practical arguments for online introductory programming environments as powerful learning tools and present data showing various ways young learners take advantage of features of the environment enabled by being situated online. In particular, the paper looks at how the online context can support young learners in authoring programs and interacting with programs authored by others. The contribution of this work is to advance our understanding of how the Internet can be utilized as a resource to situate learning and serve as an inviting and accessible pathway into computing. © 2019 Elsevier B.V.

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How block-based, text-based, and hybrid block/text modalities shape novice programming practices

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International Journal of Child-computer Interaction 2018年 17卷 83-92页

作者： Weintrop, David Wilensky, Uri Teaching & Learning Policy & Leadership College of Education College of Information Studies University of Maryland 3942 Campus Dr. Suite 2226D College Park MD 207421427 United States Center for Connected Learning and Computer-Based Modeling Learning Sciences and Computer Science Northwestern University 2120 Campus Dr. Evanston 60208 IL United States

There is growing diversity in the design of introductory programming environments. Where once all novices learned to program in conventional text-based languages, today, there exists a growing ecosystem of approaches to programming including graphical, tangible, and scaffolded text environments. To date, relatively little work has explored the relationship between the design of novice programming environments and the programming practices they engender in their users. This paper seeks to shed light on this dimension of learning to program through the careful analysis of novice programmers’ experiences learning with a hybrid block/text programming environment. Specifically, this paper is concerned with how novices leverage the various affordances designed into programming environments and programming languages to support their early efforts to author programs. We explore this relationship through the construct of modality using data from a study conducted in a high school computer science classroom in which students spent five weeks working in block-based, text-based, and hybrid block/text programming environments. This paper uses a detailed vignette of a novice writing a program in the hybrid environment as a way to characterize emerging programming practices, then presents analyses of programming trends from the full study population to speak to the generality of the practices identified in the vignette. The analyses focus not only on characterizing authoring strategies but also on identifying patterns in novices’ help-seeking behaviors. By focusing on how modality influences novices’ emerging programming practices, this paper contributes to our understanding of the relationship between programming environment and learning, illuminating the role of design in shaping introductory programming experiences. © 2018 Elsevier B.V.

关键词： Block-based Programming computer Science Education Design Modality Programming Environments

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Agent cognition through micro-simulations: Adaptive and tunable intelligence with NetLogo LevelSpace

arXiv

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arXiv 2018年

作者： Head, Bryan Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Northwestern Institute of Complex Systems Department of EECS Northwestern University EvanstonIL United States Department of Learning Sciences Northwestern University EvanstonIL United States

We present a method of endowing agents in an agent-based model (ABM) with sophisticated cognitive capabilities and a naturally tunable level of intelligence. Often, ABMs use random behavior or greedy algorithms for maximizing objectives (such as a predator always chasing after the closest prey). However, random behavior is too simplistic in many circumstances and greedy algorithms, as well as classic AI plan- ning techniques, can be brittle in the context of the unpredictable and emergent situations in which agents may find themselves. Our method, called agent-centric Monte Carlo cognition (ACMCC), centers around using a separate agent-based model to represent the agents' cognition. This model is then used by the agents in the primary model to predict the outcomes of their actions, and thus guide their behavior. To that end, we have implemented our method in the NetLogo agent-based modeling platform, using the recently released LevelSpace extension, which we de- veloped to allow NetLogo models to interact with other NetLogo models. As an illustrative example, we extend the Wolf Sheep Predation model (included with NetLogo) by using ACMCC to guide animal behavior, and analyze the impact on agent performance and model dynamics. We find that ACMCC provides a reliable and understandable method of con- trolling agent intelligence, and has a large impact on agent performance and model dynamics even at low settings. Copyright © 2018, The Authors. All rights reserved.

关键词： Autonomous agents

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Unpacking social factors in Mechanistic reasoning (or, why a wealthy person is not exactly like a grey squirrel) 12

Unpacking social factors in Mechanistic reasoning (or, why a...

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12th International Conference of the learning Sciences: Transforming learning, Empowering Learners, ICLS 2016

作者： Hjorth, Arthur Krist, Christina Center for Connected Learning and Computer-Based Modeling Northwestern University United States Northwestern University United States

ISBN: (纸本)9780990355083

Mechanistic reasoning in social domains is understudied. We speculate that the ways that students reason about social phenomena share enough similarities with how they reason about physical and life sciences that we can use existing work on mechanistic reasoning to characterize students' explanations of social phenomena. We apply an existing framework for analyzing student reasoning about life sciences to students' explanations of a social phenomenon relating to urban planning. In comparing these analyses, we propose a component of student reasoning that may be specific to reasoning about social phenomena: social factor backing. We show that incorporating this component into the existing framework providers a fuller account of our data. Finally, we discuss why we think this element could be important for future studies of students' mechanistic reasoning about social phenomena. © ISLS.

关键词： Students

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Comparing Virtual and Physical Robotics Environments for Supporting Complex Systems and Computational Thinking

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2015年第5期24卷 628-647页

作者： Berland, Matthew Wilensky, Uri Univ Wisconsin Dept Curriculum & Instruct Madison WI 53706 USA Northwestern Univ Dept Learning Sci Northwestern Inst Complex Syst Ctr Connected Learning & Computer Based Modeling Chicago IL 60611 USA Northwestern Univ Dept Comp Sci Ctr Connected Learning & Comp Based Modeling Northwestern Inst Complex Syst Chicago IL 60611 USA

Both complex systems methods (such as agent-based modeling) and computational methods (such as programming) provide powerful ways for students to understand new phenomena. To understand how to effectively teach complex systems and computational content to younger students, we conducted a study in four urban middle school classrooms comparing 2-week-long curricular units-one using a physical robotics participatory simulation and one using a virtual robotics participatory simulation. We compare the two units for their effectiveness in supporting students' complex systems thinking and computational thinking skills. We find that while both units improved student outcomes to roughly the same extent, they engendered different perspectives on the content. That is, students using the physical system were more likely to interpret situations from a bottom-up ("agent") perspective, and students using the virtual system were more likely to employ a top-down ("aggregate") perspective. Our outcomes suggest that the medium of students' interactions with systems leads to differences in their learning from and about those systems. We explore the reasons for and effects of these differences, challenges in teaching this content, and student learning gains. The paper contributes operationalizable definitions of complex systems perspectives and computational perspectives and provides both a theoretical framework for and empirical evidence of a relationship between those two perspectives.

关键词： Computational thinking Systems thinking Robotics Participatory simulations

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Author Correction: Federated learning enables big data for rare cancer boundary detection

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Nature communications 2023年第1期14卷 436页

作者： Sarthak Pati Ujjwal Baid Brandon Edwards Micah Sheller Shih-Han Wang G Anthony Reina Patrick Foley Alexey Gruzdev Deepthi Karkada Christos Davatzikos Chiharu Sako Satyam Ghodasara Michel Bilello Suyash Mohan Philipp Vollmuth Gianluca Brugnara Chandrakanth J Preetha Felix Sahm Klaus Maier-Hein Maximilian Zenk Martin Bendszus Wolfgang Wick Evan Calabrese Jeffrey Rudie Javier Villanueva-Meyer Soonmee Cha Madhura Ingalhalikar Manali Jadhav Umang Pandey Jitender Saini John Garrett Matthew Larson Robert Jeraj Stuart Currie Russell Frood Kavi Fatania Raymond Y Huang Ken Chang Carmen Balaña Jaume Capellades Josep Puig Johannes Trenkler Josef Pichler Georg Necker Andreas Haunschmidt Stephan Meckel Gaurav Shukla Spencer Liem Gregory S Alexander Joseph Lombardo Joshua D Palmer Adam E Flanders Adam P Dicker Haris I Sair Craig K Jones Archana Venkataraman Meirui Jiang Tiffany Y So Cheng Chen Pheng Ann Heng Qi Dou Michal Kozubek Filip Lux Jan Michálek Petr Matula Miloš Keřkovský Tereza Kopřivová Marek Dostál Václav Vybíhal Michael A Vogelbaum J Ross Mitchell Joaquim Farinhas Joseph A Maldjian Chandan Ganesh Bangalore Yogananda Marco C Pinho Divya Reddy James Holcomb Benjamin C Wagner Benjamin M Ellingson Timothy F Cloughesy Catalina Raymond Talia Oughourlian Akifumi Hagiwara Chencai Wang Minh-Son To Sargam Bhardwaj Chee Chong Marc Agzarian Alexandre Xavier Falcão Samuel B Martins Bernardo C A Teixeira Flávia Sprenger David Menotti Diego R Lucio Pamela LaMontagne Daniel Marcus Benedikt Wiestler Florian Kofler Ivan Ezhov Marie Metz Rajan Jain Matthew Lee Yvonne W Lui Richard McKinley Johannes Slotboom Piotr Radojewski Raphael Meier Roland Wiest Derrick Murcia Eric Fu Rourke Haas John Thompson David Ryan Ormond Chaitra Badve Andrew E Sloan Vachan Vadmal Kristin Waite Rivka R Colen Linmin Pei Murat Ak Ashok Srinivasan J Rajiv Bapuraj Arvind Rao Nicholas Wang Ota Yoshiaki Toshio Moritani Sevcan Turk Joonsang Lee Snehal Prabhudesai Fanny Morón Jacob Mandel Konstantinos Kamnitsas Ben Glocker Luke V M Dixon Matthew Williams Peter Zamp Center for Biomedical Image Computing and Analytics (CBICA) University of Pennsylvania Philadelphia PA USA. Department of Radiology Perelman School of Medicine University of Pennsylvania Philadelphia PA USA. Department of Pathology and Laboratory Medicine Perelman School of Medicine University of Pennsylvania Philadelphia PA USA. Department of Informatics Technical University of Munich Munich Bavaria Germany. Intel Corporation Santa Clara CA USA. Department of Neuroradiology Heidelberg University Hospital Heidelberg Germany. Clinical Cooperation Unit Neuropathology German Cancer Consortium (DKTK) within the German Cancer Research Center (DKFZ) Heidelberg Germany. Department of Neuropathology Heidelberg University Hospital Heidelberg Germany. Division of Medical Image Computing German Cancer Research Center Heidelberg Germany. Pattern Analysis and Learning Group Department of Radiation Oncology Heidelberg University Hospital Heidelberg Germany. Neurology Clinic Heidelberg University Hospital Heidelberg Germany. Department of Radiology & Biomedical Imaging University of California San Francisco San Francisco CA USA. Symbiosis Center for Medical Image Analysis Symbiosis International University Pune Maharashtra India. Department of Neuroimaging and Interventional Radiology National Institute of Mental Health and Neurosciences Bangalore Karnataka India. Department of Radiology School of Medicine and Public Health University of Wisconsin Madison WI USA. Department of Medical Physics School of Medicine and Public Health University of Wisconsin Madison WI USA. Leeds Teaching Hospitals Trust Department of Radiology Leeds UK. Department of Radiology Brigham and Women's Hospital Harvard Medical School Boston MA USA. Athinoula A. Martinos Center for Biomedical Imaging Massachusetts General Hospital Charlestown MA USA. Catalan Institute of Oncology Badalona Spain. Consorci MAR Parc de Salut de Barcelona Catalonia Spain. Department of Radiology (IDI

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LevelSpaceGUI - Scaffolding novice modelers' inter-model explorations 15

LevelSpaceGUI - Scaffolding novice modelers' inter-model exp...

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14th International Conference on Interaction Design and Children, IDC 2015

作者： Hjorth, Arthur Head, Bryan Brady, Corey Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Department of Learning Sciences Northwestern Institute on Complex Systems Northwestern University 2120 Campus Drive EvanstonIL United States

ISBN: (纸本)9781450335904

We present an interface for programming relationships between two or more NetLogo [18] models running concurrently. The interface is designed specifically to help high school aged novices explore and define computational relationships between agentbased models, and to investigate how prompting learners to reason about the relationships between complex systems may change how they reason about the systems individually. Copyright is held by the owner/author(s).

关键词： complexity systems complex systems science education novice programming multi-level modeling education agent-based modeling

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Computational and technical approaches to improve the implementation of prevention programs

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Implement Sci 2015年第SUPPL 1期10卷 A28-A28页

作者： C Hendricks Brown Craig PoVey Arthur Hjorth Carlos G Gallo Uri Wilensky Juan Villamar Departments of Psychiatry and Behavioral Sciences Preventive Medicine and Medical Social Sciences Fienberg School of Medicine Northwestern University Chicago IL 60611 USA Utah Department of Substance Abuse and Mental Health Salt Lake City UT 84116 USA Center for Connected Learning & Computer-Based Modeling Northwestern University Evanston IL 60208 USA

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Finding forms of flocking: Evolutionary search in ABM parameter-spaces

Finding forms of flocking: Evolutionary search in ABM parame...

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Lecture Notes in computer Science

作者： Stonedahl, Forrest Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States

ISBN: (纸本)9783642183447

While agent-based models (ABMs) are becoming increasingly popular for simulating complex and emergent phenomena in many fields, understanding and analyzing ABMs poses considerable challenges. ABM behavior often depends on many model parameters, and the task of exploring a model's parameter space and discovering the impact of different parameter settings can be difficult and time-consuming. Exhaustively running the model with all combinations of parameter settings is generally infeasible, but judging behavior by varying one parameter at a time risks overlooking complex nonlinear interactions between parameters. Alternatively, we present a case study in computer-aided model exploration, demonstrating how evolutionary search algorithms can be used to probe for several qualitative behaviors (convergence, non-convergence, volatility, and the formation of vee shapes) in two different flocking models. We also introduce a new software tool (BehaviorSearch) for performing parameter search on ABMs created in the NetLogo modeling environment. © 2011 Springer-Verlag.

关键词： Genetic algorithms

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When does simulated data match real data? 11

When does simulated data match real data?

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13th Annual Genetic and Evolutionary Computation Conference - Companion Publication, GECCO 2011 Companion

作者： Stonedahl, Forrest Anderson, David Rand, William EECS Dept. Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States Decisions Operations and Information Technology University of Maryland College Park MD United States Dept. of Marketing Center for Complexity in Business University of Maryland College Park MD United States

ISBN: (纸本)9781450306904

Agent-based models can replicate real-world patterns, but finding parameters that achieve the best match can be difficult. To validate a model, a real-world dataset is often divided into a training set (to calibrate the parameters) and a test set (to validate the calibrated model). The difference between the training and test data and the simulated data is determined using an error measure. In the context of evolutionary computation techniques, the error measure also serves as a fitness function, and thus affects evolutionary search dynamics. We survey the effect of five different error measures on both a toy problem and a real world problem of matching a model to empirical online news consumption behavior. We use each error measure separately for calibration on the training dataset, and then examine the results of all five error measures on both the training and testing datasets. We show that certain error measures sometimes serve as better fitness functions than others, and in fact using one error measure may result in better calibration (on a different measure) than using the different measure directly. For the toy problem, the Pearson's correlation measure dominated all other measures, but no single error measure was Pareto dominant for the real world problem. © 2011 Authors.

关键词： Toys

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