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Instructional Design & Technology
INSTRUCTIONAL DESIGN & TECHNOLOGY IDT 200X INSTRUCTIONAL DESIGN MODELS Syllabus August 2018 Start About the course This course will explore how learning theory and motivation can be applied to the instructional process to make more engaging and practical for diverse learning audiences. The focus of the course is on two areas: 1) the theoretical principles that have contributed to the field of Instructional Design (ID), and 2) how those principles can be applied within practical settings of select professional settings. Course Facilitators LeAnn Derby, Ph.D. Dr. Derby holds a doctorate in education, teaching and learning from the Ohio State University and has over eleven years’ experience teaching French, leading curriculum design for blended learning environments and working with faculty development. She uses her background in pedagogy, paired with technical expertise of hardware and software, to teach graduate courses on topics of instructional design, leading educational technology change, and designing multimedia learning environments. Her research interests include computer adaptive testing and online teaching and learning. Teaching assistants Danica Justsen, M.Ed. Instructional Technology. Ms. Justsen is a freelance instructional technology specialist, designer, and an English teacher in Prince Georges County Public Schools, MD, USA. Prerequisites There are no prerequisites for this course. The course is designed to allow participation by all interested students. All course materials are presented in English. Schedule The course will open on August 12, 2018 and run for 8 weeks. Each week, new content will be released. Weekly knowledge checks and discussions will be released along with course content. The course ends October 6, 2018, EST USA. -
Algorithmic Design and Techniques at Edx: Syllabus
Algorithmic Design and Techniques at edX: Syllabus February 18, 2018 Contents 1 Welcome!2 2 Who This Class Is For2 3 Meet Your Instructors2 4 Prerequisites3 5 Course Overview4 6 Learning Objectives5 7 Estimated Workload5 8 Grading 5 9 Deadlines6 10 Verified Certificate6 11 Forum 7 1 1 Welcome! Thank you for joining Algorithmic Design and Techniques at edX! In this course, you will learn not only the basic algorithmic techniques, but also how to write efficient, clean, and reliable code. 2 Who This Class Is For Programmers with basic experience looking to understand the practical and conceptual underpinnings of algorithms, with the goal of becoming more effective software engi- neers. Computer science students and researchers as well as interdisciplinary students (studying electrical engineering, mathematics, bioinformatics, etc.) aiming to get more profound understanding of algorithms and hands-on experience implementing them and applying for real-world problems. Applicants who want to prepare for an interview in a high-tech company. 3 Meet Your Instructors Daniel Kane is an associate professor at the University of California, San Diego with a joint appointment between the Department of Com- puter Science and Engineering and the Department of Mathematics. He has diverse interests in mathematics and theoretical computer science, though most of his work fits into the broad categories of number theory, complexity theory, or combinatorics. Alexander S. Kulikov is a senior research fellow at Steklov Mathemat- ical Institute of the Russian Academy of Sciences, Saint Petersburg, Russia and a lecturer at the Department of Computer Science and Engineering at University of California, San Diego, USA. -
2021 Edx Impact Report
Accelerating Our Movement 2021 edX Impact Report Welcome learners, educators, and friends, As online education became not just optional, but essential, edX became the In 2012, we started an education movement in movement for the moment — and we seized pursuit of a world where every learner can access education, without the barriers of cost or the chance to give our community a place to location. The COVID-19 pandemic brought grow. With our network, we forged ahead unexpected challenges this year, but it also opened up new opportunities for us to come together and brought the transformative together and support one another. power of education to those who needed it. As we look back at the past year, we’re thankful for the global network of contributors who helped us support our learners in every way we could. Join me as we explore how together we united our global community of learners, addressed urgent needs in higher education, and helped businesses foster resilience and employability. Anant Agarwal edX Founder and CEO The edX story: From Experiment to Global Movement Our first experiment began in 2012. While the internet was enabling innovation at scale across a vast array of industries, higher education was reaching only a tiny fraction of the world’s curious minds. One afternoon in an MIT lab, Professor Anant Agarwal and his colleagues from MIT and Harvard sketched out a long shot experiment: a platform that would offer their courses online, open to any person up to the challenge, for free. In February of 2012, Professor Agarwal’s MIT Circuits and Electronics course was launched. -
Daniel D. Garcia
DANIEL D. GARCIA [email protected] http://www.cs.berkeley.edu/~ddgarcia/ 777 Soda Hall #1776 UC Berkeley Berkeley, CA 94720-1776 (510) 517-4041 ______________________________________________________ EDUCATION MASSACHUSETTS INSTITUTE OF TECHNOLOGY Cambridge, MA B.S. in Computer Science, 1990 B.S. in Electrical Engineering, 1990 UNIVERSITY OF CALIFORNIA, BERKELEY Berkeley, CA M.S. in Computer Science, 1995 Ph.D. in Computer Science, 2000. Area: computer graphics and scientific visualization. Brian Barsky, advisor. TEACHING AWARDS • Outstanding Graduate Student Instructor in Computer Science (1992) • Electrical Engineering and Computer Science Outstanding Graduate Student Instructor (1997) • Computer Science Division Diane S. McEntyre Award for Excellence in Teaching (2002) • Computer Science Division IT Faculty Award for Excellence in Undergraduate Teaching (2005) • UC Berkeley “Everyday Hero” Award (2005) • Highest “teaching effectiveness” rating for any EECS lower division instructor, ever (6.7, since tied) (2006) • CS10: The Beauty and Joy of Computing chosen as 1 of 5 national pilots for AP CS: Principles course (2010) • CS10: The Beauty and Joy of Computing chosen as a University of California Online Course Pilot (2011) • Association of Computing Machinery (ACM) Distinguished Educator (2012) • Top 5 Professors to Take Classes with at UC Berkeley, The Black Sheep Online (2013) • CS10 becomes first introductory computing class at UC Berkeley with > 50% women (2013,2014) • Ten Most Popular MOOCs Starting in September 2015 and January 2016, Class Central (2015, 2016) • LPFI's Lux Award for being “Tech Diversity Champion” (2015) • NCWIT’s Undergraduate Research Mentoring (URM) Award (2016) • NCWIT’s Extension Services Transformation Award, Honorable Mention (2016) • CS10 becomes first introductory computing class at UC Berkeley with > 60% women (2017) • SAP Visionary Member Award (2017) • Google CS4HS Ambassador (2017) • CS10 becomes first introductory computing class at UC Berkeley with > 65% women (2018) Updated through 2018-07-01 1 / 28 Daniel D. -
Free Online Courses by Universities
450 FREE Ivy League Online Courses Subject Course University Course LInk Computer Science CS50's Introduction to Computer Science Harvard University https://www.classcentral.com/course/edx-cs50-s-introduction-to-computer-science-442?utm_source=fcc_medium&utm_medium=web&utm_campaign=ivy_league_courses_2020 Computer Science Algorithms, Part I Princeton University https://www.classcentral.com/course/algs4partI-339?utm_source=fcc_medium&utm_medium=web&utm_campaign=ivy_league_courses_2020 Computer Science Algorithms, Part II Princeton University https://www.classcentral.com/course/algs4partII-340?utm_source=fcc_medium&utm_medium=web&utm_campaign=ivy_league_courses_2020 Computer Science Bitcoin and Cryptocurrency Technologies Princeton University https://www.classcentral.com/course/bitcointech-3655?utm_source=fcc_medium&utm_medium=web&utm_campaign=ivy_league_courses_2020 Computer Science Machine Learning for Data Science and Analytics Columbia University https://www.classcentral.com/course/edx-machine-learning-for-data-science-and-analytics-4912?utm_source=fcc_medium&utm_medium=web&utm_campaign=ivy_league_courses_2020 Computer Science Machine Learning Columbia University https://www.classcentral.com/course/edx-machine-learning-7231?utm_source=fcc_medium&utm_medium=web&utm_campaign=ivy_league_courses_2020 Computer Science Artificial Intelligence (AI) Columbia University https://www.classcentral.com/course/edx-artificial-intelligence-ai-7230?utm_source=fcc_medium&utm_medium=web&utm_campaign=ivy_league_courses_2020 Computer Science Reinforcement -
CS50 Web Programming with Python &Javascript
CS50 Web Programming with Python &JavaScript Lecture 0: Intro to Git, HTML/CSS Used for version control—collaborating on code, deploying it to testing then production, checking back on changes you made over time. Git synchronises code between people working on the same code automatically. Git is a version control system, and GitHub is the way in which you access the repositories people make using Git. A GitHub repository is just where you store and keep track of all the code in your project. You must type Git code into the command interface (terminal), whereby it does things with your code, including uploading it to GitHub. Commands: git clone <url> // downloads the file associate with that URL onto your computer git add (*) <filename> // saves code that you’ve written, to later commit to a repository on GitHub when you next save git commit -m “message”// this just essentially moves the code you’ve written on your computer to a web server repository, with a message detailing what the code does/adds to the existing versions. what this does is have Git save a snapshot of this new version of the code (with the change, as well as older versions) git push // this will send all commits to be saved on your GitHub profile automatically git status // this tells you where you are relative to the master file last saved on GitHub—you can configure this master file to be whichever repository you want by linking your computer to your GitHub account on the terminal window. If someone makes a change to the code— either pushing from their computer, or changing directly within GitHub, you can use git pull to download the new code onto your computer. -
Online Master of Science in Analytics Online Information Session Agenda
Online Master of Science in Analytics Online Information Session Agenda Meet the Team Why Georgia Tech? Program Curriculum Program Format edX MicroMasters Foundational Course Opt-Out Program Prerequisites Application Requirements (including English Proficiency Requirement) Program Cost Summary (key points already covered) Q&A Online Master of Science in Analytics Questions not answered during the session should be sent to http://bit.ly/contact-omsanalytics Agenda Meet the Team Why Georgia Tech? Program Curriculum Program Format edX MicroMasters Foundational Course Opt-Out Program Prerequisites Application Requirements (including English Proficiency Requirement) Program Cost Summary (key points already covered) Q&A Online Master of Science in Analytics Questions not answered during the session should be sent to http://bit.ly/contact-omsanalytics Meet the Team Dr. Joel Sokol Director, Master of Science in Analytics Professor, Stewart School of ISyE Jennifer Wooley Director, Academic Programs & Student Services Professional Education Online Master of Science in Analytics Questions not answered during the session should be sent to http://bit.ly/contact-omsanalytics Meet the Team Yvonne McKinnon Heather Paige Katie Beccue Academic Program Academic Advisor Academic Advisor Manager Justin LaFantano Robyn Presley Tiara Anderson Academic Advisor Academic Advisor Academic Advisor Online Master of Science in Analytics Questions not answered during the session should be sent to http://bit.ly/contact-omsanalytics Agenda Meet the Team Why Georgia Tech? -
Mark Guzdial School of Interactive Computing, College of Computing, Georgia Institute of Technology Thursday, January 31, 2013 9:00-10:00Am State Room East, IMU
Mark Guzdial School of Interactive Computing, College of Computing, Georgia Institute of Technology Thursday, January 31, 2013 9:00-10:00am State Room East, IMU Topic: Three Lessons in Teaching Computing To Everyone My colleagues and I have been studying how to teach computer science, to CS majors, Abstract: to non-CS undergraduates, and to adult professionals. In this talk, I’ll talk about some of what we’ve learned, organized around three lessons. Lesson #1: We typically teach computer science too abstractly, and by teaching it in a context (e.g., media, robots, Nintendo GameBoys, Photoshop), we can dramatically improve success (retention and learning) for both traditional and non-traditional CS learners. Lesson #2: Collaboration can create opportunities for learning, but classroom culture (e.g., competition) trumps technology (Wikis). Lesson #3: Our greatest challenge in computer science education is improving teaching, and that will require changes in high schools, in public policy, and in universities. Biography: Mark Guzdial is a Professor in the School of Interactive Computing in the College of Computing at Georgia Institute of Technology. His research focuses on learning sciences and technology, specifically, computing education research. He has published several books on the use of media as a context for learning computing. He was the original developer of the "Swiki" which was the first wiki designed for educational use. He was awarded a joint Ph.D. degree in Education and Computer Science from the University of Michigan in 1993. He serves on the ACM's Education Council and the Special Interest Group in CS Education (SIGCSE) Board, and is on the editorial boards of the "Journal of the Learning Sciences," "ACM Transactions on Computing Education," and "Communications of the ACM." With his wife and colleague, Barbara Ericson, he received the 2010 ACM Karl V. -
42 a Systematic Investigation of Replications in Computing
A Systematic Investigation of Replications in Computing Education Research QIANG HAO, DAVID H. SMITH IV, NAITRA IRIUMI, and MICHAIL TSIKERDEKIS, Western Washington University AMY J. KO, University of Washington As the societal demands for application and knowledge in computer science (CS) increase, CS student en- rollment keeps growing rapidly around the world. By continuously improving the efficacy of computing education and providing guidelines for learning and teaching practice, computing education research plays a vital role in addressing both educational and societal challenges that emerge from the growth of CS students. Given the significant role of computing education research, it is important to ensure the reliability ofstudies in this field. The extent to which studies can be replicated in a field is one of the most important standards for reliability. Different fields have paid increasing attention to the replication rates of their studies, butthe replication rate of computing education was never systematically studied. To fill this gap, this study inves- tigated the replication rate of computing education between 2009 and 2018. We examined 2,269 published studies from three major conferences and two major journals in computing education, and found that the overall replication rate of computing education was 2.38%. This study demonstrated the need for more repli- cation studies in computing education and discussed how to encourage replication studies through research initiatives and policy making. CCS Concepts: • Social and professional topics → Computing education; Additional Key Words and Phrases: Computing education, replications, computer science education, replica- tion rate, assessment, evaluation, content analysis, educational policy, research methodology ACM Reference format: Qiang Hao, David H. -
Add Mitx Credentials to Resume and Linkedin.Pptx
Add MITx MicroMasters Credential in SCM to Resume and CV Enter the individual course certificate, or MicroMasters credential in the education, certifications or accomplishments section of your resume or cv. Sample Text: Possible Section Header: “Professional Credentials” or “Professional Development” or “Certifications” Or place within education section by saying “Education and Credentials” • MITx MicroMasters in Supply Chain Management MOOC – Massachusetts Institute of Technology on edX (2017) • Developed competency in Supply Chain theory and practice through xxx hours of online coursework • Created models and solved problems in SC analytics, design, dynamics and related technologies micromasters.mit.edu/scm MIT Center for 1 Transportation & Logistics Add MITx Credential to and LinkedIn Enter the individual course certificate , or MicroMasters credential under “Education” or “Accomplishments” on LinkedIn. These endorsers, logos, and marks are valid MITx MicroMasters in SCM The logo marks below are NOT valid for the MITx MicroMasters in SCM. They are reserved for in-person and on-campus programs only. micromasters.mit.edu/scm MIT Center for 2 Transportation & Logistics 1. Navigate to your profile – Add new profile section micromasters.mit.edu/scm MIT Center for 3 Transportation & Logistics 2. Choose either: Education - or - Accomplishments > Certifications - or - micromasters.mit.edu/scm MIT Center for 4 Transportation & Logistics 3. Choose your certification by course or MicroMasters Certification Name Begin to enter MITx on edX and it will appear Enter your unique license number Choose your dates Enter your cert URL. More on URLs here. micromasters.mit.edu/scm MIT Center for 5 Transportation & Logistics. -
Georgia Institute of Technology Advisor Advisor Thesis
College of Computing Georgia Institute of Technology 801 Atlantic Dr NW, Atlanta, GA 30332 [email protected] kantwon.com Robotics Broadening Participation in Computing Education Technology Artificial Intelligence Assistive Technology GEORGIA INSTITUTE OF TECHNOLOGY Present Human Computer Interaction & Learning Sciences and Technology ADVISOR Dr. Ayanna MacCalla Howard, Chair of the School of Interactive Computing 2016-2018 ADVISOR Dr. Mark Guzdial, Interactive Computing THESIS Nudges Aren’t Enough! Measuring and Influencing Self-efficacy and Belongingness of Students in Introductory Computer Science Courses 2015-2016 VLSI, Packaging, and Digital Design 2011-2015 VLSI and Digital Design GOOGLE Summer 2019 Designed, developed, and executed user study and data analysis for eye-tracking research project within the education realm. LEVELED UP Summer 2018 Start-up designed to create a one-stop-shop of STEM opportunities for minority students. Recipient of $20,000 seed funding from Georgia Tech INTEL CORPORATION Summer 2018 Designed Python-based network visualizations used by over 50 engineers in the Xeon supercomputer architecture team Proposed future system-design recommendations to increase the usability and efficiency of graph visualizations Summer 2017 Created educational lesson plans for Intel’s Future Skills program to expose underrepresented minority students to STEM. Topics include internet of things, drones, and introductory programming. Curricula have been shipped nation-wide and are used by hundreds of learners. Summer 2016 Designed and implemented JavaScript and AngularJS based features in task organization web application used by over 30,000 Intel employees. Summer 2015 Produced data-mining TCL script to analyze design change lists to increase efficiency of chip-design timing convergence INSTRUCTOR Fall 2016-Present 1,000+ student undergraduate course focused on introducing programming concepts including data manipulation, data visualization, algorithm design, and graph theory. -
MIRANDA C. PARKER, PH.D. Postdoctoral Scholar University of California, Irvine [email protected] Mirandacparker.Com
MIRANDA C. PARKER, PH.D. Postdoctoral Scholar University of California, Irvine [email protected] mirandacparker.com EDUCATION Ph.D., Human-Centered Computing August 2014 - December 2019 Georgia Institute of Technology, Atlanta, GA Advisor: Mark Guzdial Dissertation Title: \An Analysis of Supports and Barriers to Offering Computer Science in Georgia Public High Schools" Dissertation Committee Members: Betsy DiSalvo, Rebecca E. Grinter, Willie Pearson, Jr., Leigh Ann DeLyser Bachelor of Science, Computer Science August 2010 - May 2014 Harvey Mudd College, Claremont, CA Graduated with Honors in Computer Science PROFESSIONAL AND RESEARCH EXPERIENCE 2020-present University of California, Irvine Irvine, CA Postdoctoral Scholar, School of Education (with Mark Warschauer) Spring 2020 Georgia Institute of Technology, Atlanta, GA Postdoctoral Fellow, Constellations Center 2014-2019 Georgia Institute of Technology, Atlanta, GA Graduate Research Assistant, School of Interactive Computing (with Mark Guzdial) Summer 2016 Code.org Research Intern, K-12 Computer Science Framework RESEARCH PUBLICATIONS AND PRESENTATIONS Peer-Reviewed Conference Papers Miranda C. Parker, Amber Solomon, Brianna Pritchett, David A. Illingworth, Lauren E. Margulieux, Mark Guzdial. \Socioeconomic Status and Computer Science Achievement: Spatial Ability as a Mediating Variable in a Novel Model of Understanding," ICER, 2018. Miranda C. Parker, Kantwon Rogers, Barbara J. Ericson, Mark Guzdial. \Students and Teachers Use An Online AP CS Principles EBook Differently: Teacher Behavior Consistent with Expert Learners," ICER, 2017. Miranda C. Parker, Leigh Ann DeLyser. \Concepts and Practices: Designing and Developing A Modern K{12 CS Framework," SIGCSE, 2017. Miranda C. Parker, Mark Guzdial, Shelley Engleman. \Replication, Validation, and Use of a Language Inde- pendent CS1 Knowledge Assessment," ICER, 2016.