Making Learning Visible in Computer Science Classrooms Keywords: DIY, HCI, Learning, Making, Studio Pedagogy, Augmented Reality Making Learning Visible in Computer Science Classrooms Betsy DiSalvo, PhD

Why? What Problem are you solving? Computer Science classrooms: Have low retention rates Are defensive environments, don’t support a community of learners Have traditional teaching methods that rely on top down instruction Focus on individual work, rather than group work Are lead by teachers who frequently believe there is a “geek gene” What are your educational objectives? To make students’ work visible and persistent in the classroom through physical computing and augmented reality (AR) projections. increasing reflection developing metacognition increasing interaction creating better learning communities

When? NSF Award in 2014 to study Maker Oriented Learning in Undergraduate CS Education Undergrad maker curricula in two courses: Mobile and Ubiquitous Computing (MUC), 2013, 2014, 2015, 2016 Human-Computer Interaction (HCI), 2015, 2016 “This has changed the way I teach. I won’t ever teach like I did before.” Dr. Gregory Abowd, Full Professor Design and study of AR tools in one course: Computational Media (CM), 2016

Where? Georgia Tech: Work closely with 5 faculty collaborators teaching MUC, HCI and Computational Media. Presented at GVU luncheon to 50+ attendees. Interaction Design for Children (IDC) Conference: Taught a course on maker based approach to teaching interaction design to faculty from 5 institutions. Microsoft: Presented AR technology and studio arts pedagogy to Microsoft employees promoting and interest in developing AR technology for the classroom Internationally: Presented related research at conferences on computer science education (SIGCSE), learning sciences (ICLS), and interaction design (IDC). In Development Georgia Tech: Developing new classes for the use of augmented reality projection. Nationally: Working with industry partners to further develop educational breadboards for prototyping in classrooms. Internationally: Developing a course for CHI and Ubiquitous Computing conferences on teaching with a maker based approach.

What? Scaffolding for Classroom Critiques Hands on Activities: BitBlox Deconstructing and reverse engineering handheld devices Physical prototyping with interactive lamp Wearable prototyping for specific body part BitBlox a breadboard for educational settings Heuristics For toolkits and workbenches For classroom layout AR Projection Technology for Classroom

Dr. Mark Guzdial, Full Professor Prognosis? Evaluation Scaling Students noticed and commented on their peers work Training support for faculty Developing physical artifacts Students gained inspiration from each other “The technology allowed me to shift the focus of attention to the students, and away from the teacher's screen...students could get a sense of the range of possibilities by just looking around them.” Students could measure their progress and seek help if needed. “You could see who had already fully understood the topic and who had completed the task and then you could ask them for help if you needed too, or people who are struggling you could help them.” student Dr. Mark Guzdial, Full Professor Challenges Faculty do not want to move to a more active learning approach Physical computing is new and intimidating to many faculty