Computing in Context

上下文计算

• 批准号: 1141209
• 负责人: Robert Beck
• 金额: $ 19.92万
• 依托单位: Villanova University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-15 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1141209&HistoricalAwards=false
• 关键词: Computing; Context

This project supports four small teams of experts in key areas of applied computing to synthesize the results from a number of related projects and create curricular exemplars focusing on "computing in context." These can then be used in conjunction with the Computer Science 2013 curriculum guidelines and in other widely disseminated materials to support the breadth of relationships between computing and other disciplines. By exploring these relationships, students understand how the power of computing informs and shapes ideas throughout the academy and society. The project focuses on four areas of collaboration: computational finance, computing and music, computational linguistics, and web science. The modules developed each utilize at least one active-learning technique such as problem-based learning (PBL), process-oriented guided inquiry (POGIL), or a classroom response system (clicker) format that facilitates effective learning for students working on interdisciplinary teams. Full group and small topic area project faculty workshops support consistency and evaluation of the developed materials. Additional faculty are engaged in reviewing and testing the materials, resulting in the participation of approximately 40 faculty over the life of the project. A multi-faceted evaluation of the curricular guidelines, course structures, and pedagogical approaches developed is led by an external evaluator assessing both the process of developing the materials and the resulting products.

该项目支持四个应用计算关键领域的专家小组，以综合一些相关项目的结果，并创建专注于“上下文计算”的课程范例。“然后，这些可以与计算机科学2013年课程指南和其他广泛传播的材料结合使用，以支持计算和其他学科之间关系的广度。通过探索这些关系，学生了解计算的力量如何在整个学术界和社会的通知和形状的想法。该项目侧重于四个合作领域：计算金融，计算和音乐，计算语言学和网络科学。开发的每个模块都利用至少一种主动学习技术，如基于问题的学习（PBL），过程导向的指导探究（POGIL）或课堂反应系统（点击器）格式，以促进跨学科团队学生的有效学习。全组和小主题领域项目教师研讨会支持开发的材料的一致性和评估。更多的教师从事审查和测试的材料，导致约40名教师参与整个项目的生命。一个多方面的课程指导方针，课程结构和教学方法开发的评估是由外部评估人员领导的开发材料和由此产生的产品的过程。