Computational Creativity to Improve Computer Science Education for CS and non-CS Undergraduates

计算和创造性思维经常被认为是关键的劳动力属性。这个项目，在内布拉斯加大学林肯分校，将建立在工作之前根据TUES计划（DUE-1122956“整合计算和创造性思维”）资助。项目团队将制作一套经过验证的高质量计算创造力练习（CCEs）和相关的计算创造力课程。他们还将进行严格的研究，以了解CCE的功效，如何通过协作互动和学生学习过程的影响，以及CCE对计算机科学（CS）和科学，技术，工程和数学（STEM）课程的入学和保留的影响。CCE为创造性地解决需要CS原则的问题提供了机会，而无需编写程序代码。 这些练习鼓励创造性能力的发展，并已在一系列具有共同核心内容的CS入门课程中实施，但这些课程根据学生申报的专业为不同的学生群体量身定制。 在这一新项目中，研究小组将扩大社区竞争性教育的传播和实施，并加深对影响演习效果的因素的了解。 除了传播练习和项目成果，以及为感兴趣的教师举办研讨会外，项目的影响将进一步扩大，因为由此产生的计算创造力课程可以通过远程教育提供。 此外，项目团队将更新和增强已部署在谷歌探索计算思维网站上的K-12版本的练习。 这个项目的基础是计算思维和创造性思维都被视为认知工具。 CCE以教学设计原则为基础，如基于问题的学习，书面分析和反思。 CCE对应于统一学习模型的学习原则，统一学习模型是一种来自认知神经科学，认知科学和心理学研究的学习理论。 本计画的主要贡献将是研究何种实施条件会影响练习成效、学生特质如何影响练习成效，以及练习为何会对学习产生影响。 有一个广泛的评价计划，利用多种类型的数据，包括嵌入在练习中的评估、调查和焦点小组、课程和练习成绩以及元数据，这些元数据将提供对课程材料具体内容的参与程度的衡量。除了项目成果和人工制品外，收集的大量数据和元数据数据库也将提供给其他研究人员。

Both computational and creative thinking are frequently cited as critical workforce attributes. This project, at the University of Nebraska-Lincoln, will build on work previously funded under the TUES program (DUE-1122956 "Integrating Computational and Creative Thinking"). The project team will produce a final suite of validated, high quality Computational Creativity Exercises (CCEs) and an associated computational creativity course. They will also carry out rigorous research to understand the efficacy of the CCEs, how that is affected by collaborative interactions and student learning processes, and the impact CCEs have on enrollment and retention in computer science (CS) and science, technology, engineering, and mathematics (STEM) courses. CCEs provide an opportunity to creatively solve problems that require a CS principle without writing program code. The exercises encourage development of creative competencies and have already been implemented across a set of introductory CS courses that have common core content but are tailored for different student populations based on their declared majors. In this new project the research team will expand the dissemination and implementation of the CCEs and gain increased understanding of the factors that influence efficacy of the exercises. In addition to dissemination of the exercises and project outcomes, and a workshop for interested faculty, the project impact will be further broadened because the resulting Computational Creativity Course can be delivered via distance education. In addition, the project team will update and enhance K-12 versions of the exercises that have been deployed on Google's Exploring Computational Thinking site. The foundation of this project is that both computational thinking and creative thinking are viewed as cognitive tools. The CCEs are anchored in instructional design principles such as problem-based learning, written analysis, and reflection. The CCEs correspond to the learning principles of the Unified Learning Model, a learning theory derived from research in cognitive neuroscience, cognitive science, and psychology. The main contribution of this project will be to study what implementation conditions impact exercise effectiveness, how student characteristics impact exercise effectiveness, and why exercises produce an effect on learning. There is an extensive evaluation plan that utilizes many types of data including assessments embedded within the exercises, surveys and focus groups, course and exercise grades, and metadata that will provide measures of engagement with specific elements of course material. In addition to project results and artifacts, the substantial database of data and metadata collected will also be made available to other researchers.