Facilitating Multiple Programming Languages in One Space

This mini session describes considerations for facilitating multiple programming languages in one space. I provide video examples of what it looks like when young coders select from four different programming languages to create projects of interest. Following an overview of what coders created in the classes I designed and facilitated, I discuss considerations for simultaneously facilitating multiple languages; this discussion includes suggestions for selecting and creating resources, questioning techniques, peer-to-peer mentoring, room setup, and more.

Interest-driven Computer Science Education?

While the adoption of CS standards will broaden participation in CS education, implementation efforts might unintentionally cause some students to lose interest in CS. This session proposes an alternative approach by questioning what CS education might look like if we designed and facilitated learning experiences that centered student interest.

Engineered Inequality and Rethinking our Relationship to CS

Discussions around the digital divide often revolve around inequalities related to a lack of access to technology or CS education; however, access alone does not create equitable learning experiences. This session unpacks some of the (un)intentionally engineered inequities in CS and encourages a rethinking of how we engage with CS and technology by discussing concepts such as the digital divide, rhizomatic learning, technological determinism, and more. Teachers will walk away with several recommended resources (e.g., articles and books) that further unpacks what is introduced in this session.

Moving Beyond Sequential Learning

Sequential learning within computer science classes often assumes an interest in CS or uses external rewards and punishments to motivate students to participate. Such an approach rarely takes into account the individual interests of students who may be required to participate and could cause some students to lose interest in CS. This session challenges the design of sequential learning by modeling and unpacking an approach that centers students' interests in learning. This session will alternate between discussion and participation that begins by problematizing sequential learning, models and discusses options for incorporating choice in CS classes, and then models and discusses what a CS classroom could look like if it were designed around student-interest.

Beyond a Digital Divide: Engineered Inequality and Rethinking Our Relationship to Technology

Discussions around the digital divide often revolve around inequalities related to a lack of access to technology; however, access alone does not create equitable learning experiences. This session unpacks some of the (un)intentionally engineered inequities in technology and encourages a rethinking of how we engage with technology.

Individualized Learning through Rhizomatic Design

While group-based learning through a sequence can be a useful approach for elected classes as it is easier to assume student "buy in" or motivation, group-based learning can be a difficult approach for mandated classes that include students who do not wish to attend the class or are initially uninterested in CS. In addition, group-based learning is often based on the pacing of the average student, which is a pace that is often too fast or slow for students who fall outside of the class average. This poster, and the resulting discussions, posits a rhizomatic approach to curricular and experience design that encourages individualized learning within group settings. Rather than moving through CS concepts and practices in a prescribed sequence, a rhizomatic approach encourages self-directed learning along multiple paths or an entirely undefined path. This poster challenges educators to question in what ways the curricula and pedagogies they are familiar with might be modified to encourage equitable learning for a multitude of axiologies (values) or ontologies (ways of being) by creating a space for interests to guide learning.

Toward Equitable Learning through Rhizomatic Design

Rather than lecturing about rhizomatic design and learning, this session models the approach by exploring the topic rhizomatically. The idea behind this short session is to dip your toes into the topic while simultaneously providing enough resources to dive deeper after the session is over.

Facilitating Multiple Programming Languages in One Space

This lightning talk describes considerations for facilitating multiple programming languages in one space. I provide video examples of what it looks like when young coders select from four different programming languages to create projects of interest. Following an overview of what coders created in the classes I designed and facilitated, I discuss considerations for simultaneously facilitating multiple languages; this discussion includes quick suggestions for selecting and creating resources, questioning techniques, peer-to-peer mentoring, room setup, and more.

Interest-driven Coding Projects

This lightning talk describes considerations for designing interest-driven coding projects. I provide examples of what an interest-driven coding class looks like and how projects are designed for a variety of experience levels and interests within a shared space. I discuss some of the research informing this approach, share examples of interest-driven projects, and provide suggestions for creating interest-driven coding projects and resources.

Ignite/Lightning TalkJared O'LearyFebruary 6, 2018Coding, Computer science, Interest-driven learning, Rhizomatic learningComment

Interest-driven Coding and Learning

The video in this link is a mock version of a three minute showcase on interest-driven coding and learning I presented at the 2017 Apple Distinguished Educators (ADE) US Academy.