Computers for communication, not calculation: media as a motivation and context for learning
Computers for communication, not calculation: media as a motivation and context for learning
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计算机用于通信，而不是计算：媒体作为学习的动机和环境
DOI：
10.1109/hicss.2004.1265259
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
M. Guzdial
中科院分区：
文献类型：
--
作者：
Andrea Forte;M. Guzdial
随着构成扫盲的技能旨在适应数字媒体，计算机科学教育使自己处于令人遗憾的状态。尽管学生比以往任何时候都更需要计算技能，但计算机科学的保留率显着较低，女性和少数民族的百分比下降。对问题的研究表明，计算机科学课程对抽象的过分强调，技术细节而不是可用性，以及对程序员缺乏创造力的刻板印象。 2003年春季，佐治亚理工学院试用了一项新课程，即媒体计算简介，该课程在媒体创建和操纵的背景下教授编程和计算。学生实施Photoshop风格的过滤器和数字视频特殊效果，剪接声音和搜索网页。该课程仅向佐治亚理工学院的非计算机科学和非工程专业开放，例如文科，管理和建筑专业的学生。该课程是通过使用基于Web的协作环境来支持的，学生积极分享和讨论他们的数字创作。结果是戏剧性的。有120名学生入学，2/3女，只有3名学生撤回。到学期结束时，撤回，失败和D级率达到11.5％，而传统的计算机科学课程中为42.9％。接受媒体计算的学生中有60％报告说，他们有兴趣参加该课程的高级版本。只有6％的人报告说，否则他们将对更多的计算机科学感兴趣。试验的结果表明，媒体计算激发并吸引传统计算机科学课程服务的受众。
As the skills that constitute literacy evolve to accommodate digital media, computer science education finds itself in a sorry state. While students are more in need of computational skills than ever, computer science suffers dramatically low retention rates and a declining percentage of women and minorities. Studies of the problem point to the overemphasis in computer science classes on abstraction over application, technical details instead of usability, and the stereotypical view of programmers as loners lacking creativity. In spring 2003, Georgia Institute of Technology trialed a new course, Introduction to Media Computation, which teaches programming and computation in the context of media creation and manipulation. Students implement PhotoShop-style filters and digital video special effects, splice sounds, and search Web pages. The course is open only to noncomputer science and nonengineering majors at Georgia Tech, such as liberal arts, management and architecture students. The course is supported through the use of a Web-based collaboration environment where students actively share and discuss their digital creations. The results have been dramatic. 120 students enrolled, 2/3 female, and only three students withdrew. By the end of the semester, the combined withdrawal, failure and D-grade rate had reached 11.5% - compared to 42.9% in the traditional introductory computer science course. 60% of the students who took media computation reported that they would be interested in taking an advanced version of the course; only 6% reported that they would otherwise be interested in taking more computer science. Results of the trial indicate that media computation motivates and engages an audience that is poorly served by traditional computer science courses.