SeeMore: An Interactive Kinetic Sculpture Designed to Teach Parallel Computational Thinking

Chowdhury, Bushra; Tawfiq, Bushra; Blanchard, Sam; Cameron, Kirk W.

doi:10.18260/p.24697

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…A 02 Teaching parallel programming and software engineering concepts to high school students [24] A 03 Thinking parallel: The process of learning concurrency [4] A 04 Introducing middle school girls to fault tolerant computing [27] A 05 Learning concurrency: evolution of students' understanding of synchronization [18] A 06 Is teaching parallel algorithmic thinking to high school students possible? One teacher's experience [29] A 07 Parallel computing: at the interface of high school and industry [7] A 08 Exposing High School Students to Concurrent Programming Principles Using Video Game Scripting Engines [28] A 09 EcoSim: a language and experience teaching parallel programming in elementary school [15] A 10 Game design for bioinformatics and cyberinfrastructure learning: a parallel computing case study [22] A 11 Minimum time, maximum effect: Introducing parallel computing in cs0 and stem outreach activities using scratch [13] A 12 Seemore: An interactive kinetic sculpture designed to teach parallel computational thinking [8] A 13 Introducing parallel and distributed computing to K12 [5] 4…”

Section: Resultsmentioning

confidence: 99%

Ensino de Programação Paralela na Educação Básica: Uma Revisão Sistemática da Literatura, Análise Bibliométrica e Agenda para Estudos Futuros

Perez

Oliveira

Lima

et al. 2023

Anais Do III Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2023)

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Na última década, especialmente devido ao aumento do poder computacional, e, por conseguinte a urgência da programação paralela, surgiu a necessidade de profissionais capacitados para desenvolver softwares que utilizam todo o potencial paralelo das máquinas. Com isso, o ensino de programação paralela, por muito tempo exclusivo dos cursos de graduação, abriu espaço para ser trabalhado também na Educação Básica. No entanto, antes de começar a propor abordagens especificas para o ensino de programação paralela na Educação Básica, é necessário entender o estado da arte nesse domínio. Para enfrentar esse desafio, foi conduzida uma Revisão Sistemática da Literatura com o objetivo de i) identificar quais abordagens têm sido empregadas no ensino de programação paralela na Educação Básica; ii) detectar quais linguagens de programação são utilizadas; iii) levantar quais conceitos são abordados; iv) apontar em quais fases de ensino são aplicadas essas abordagens; e v) identificar como tem sido a experiência dos estudantes na aprendizagem. Como resultado, é possíve identificar que i) o número de publicações ainda é limitado; ii) a maioria dos estudos são conduzidos em oficinas de curta duração; iii) a maioria dos estudos são conduzidos apenas nos Estados Unidos da América; iv) a maioria dos estudos usa abordagens tradicionais de ensino; v) não há consenso em relação ao uso de linguagens de programação no ensino de programação paralela; vi) a maioria dos estudos foram conduzidos no Ensino Médio; e vii) em geral, a experiencia dos estudantes foi positiva. Os resultados contribuem especialmente para a área de Educação em Computação, abrindo espaço para o desenvolvimento de novas abordagens para o ensino de programação paralela.

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Section: Resultsmentioning

confidence: 99%

Ensino de Programação Paralela na Educação Básica: Uma Revisão Sistemática da Literatura, Análise Bibliométrica e Agenda para Estudos Futuros

Perez

Oliveira

Lima

et al. 2023

Anais Do III Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2023)

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“…The result was a 30-node, more portable version of the full SeeMore cluster. Lil' SeeMore has made several exhibit appearances and was the subject of a previous study [4] of a select group of 8th graders. were selected for functionality, form factor and color (i.e.…”

Section: Prototype II -Lil' Seemorementioning

confidence: 99%

“…For the MapReduce demonstration, we wanted an interface that resonated with the New York audience and was obviously connected to what was happening on the kinetic sculpture during the parallel computation.For this exhibit of SeeMore, we identified a geospatial database maintained by the New York City Open Data project4 . This database contains geospatial coordinates for points of interest in the 5 boroughs of New York City.…”

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confidence: 99%

SeeMore: A kinetic parallel computer sculpture for educating broad audiences on parallel computation

Mooring

Blanchard

et al. 2017

Journal of Parallel and Distributed Computing

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We discuss the design, implementation, and evaluation of a 256-node Raspberry-Pi cluster with kinetic properties. Each compute node is attached to a servo mechanism such that movement results from local computation. The result is SeeMore, a kinetic parallel computer sculpture designed to enable visualization of parallel algorithms in an effort to educate broad audiences as to the beauty, complexity, and importance of parallel computation. The algorithms and interfaces were implemented by students from various related courses at Virginia Tech. We describe these designs in sufficient detail to enable others to build their own kinetic computing sculptures to augment their experiential learning programs. Our evaluations at exhibitions indicate 63% and 84% of visitors enjoyed interacting with SeeMore while 69% and 87% believed SeeMore has educational value.

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“…I have conducted a pilot study (in a CT general education class) in Fall 2014. At that same time I was also part of a separate study that investigated how a physical sculpture consisting of multiple Raspberry Pi computers can teach parallel computing concepts to non-CS students [1]. Recently, In Spring 2015, I have collected data of novice learners collaboratively learning computational concepts in a classroom setting.…”

Section: Program Contextmentioning

confidence: 99%

Understanding Collaborative Computational Thinking

Chowdhury

2015

Proceedings of the Eleventh Annual International Conference on International Computing Education Research

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In this paper I discuss my doctoral research which aims to better understand collaborative computational thinking (CT). In order to be successful in the 21 st century, skills such CT (understanding and applying computational concepts) are indispensable for people across all ages and disciplines. One can learn computational concepts by taking a traditional course offered in a school or by self-guided learning through an online platform. Whatever the form of learning, computational concepts can be difficult to fully comprehend for novices. Collaborative learning has been considered effective in reducing learner's anxiety and in helping struggling learners overcome common learning difficulties. The proposed dissertation study aims to investigate how collaboration impacts learning of CT across both classroom setting and in an online learning community. This paper briefly describes the motivation and outline of my proposed dissertation study, the overarching research questions, the data currently collected, and my data analysis methodologies.

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SeeMore: An Interactive Kinetic Sculpture Designed to Teach Parallel Computational Thinking

Cited by 3 publications

References 11 publications

Ensino de Programação Paralela na Educação Básica: Uma Revisão Sistemática da Literatura, Análise Bibliométrica e Agenda para Estudos Futuros

Ensino de Programação Paralela na Educação Básica: Uma Revisão Sistemática da Literatura, Análise Bibliométrica e Agenda para Estudos Futuros

SeeMore: A kinetic parallel computer sculpture for educating broad audiences on parallel computation

Understanding Collaborative Computational Thinking

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