Обсуждение:Построение сетевых сообществ

Actrion 1. Collect the text of your own article from objects of different categories, using a query in the language аsk Semantic MediaWiki

	Description	Адрес сообщества
CoMSES	CoMSES Net - Сеть для вычислительного моделирования в социальных и экологических науках. Это - открытое сообщество исследователей и преподавателей. Репозиторий - цифровое хранилище, поддерживающее исследования и передовые методы цитирования программного обеспечения, цифрового хранения, воспроизводимости и повторного использования моделей.	https://www.comses.net/
GitHub	Социальная сеть программистов, с возможностью хранить репозиторий проекта и все его изменения. GitHub - контроль доступа, багтрекинг, управлением задачами и вики для каждого проекта. Используется прежде всего для поддержания версий кода	https://github.com
Glitch	Сообщество для разработки веб-приложений	https://glitch.com/
Habr	Хабр русскоязычный веб-сайт в формате системы тематических коллективных блогов (именуемых хабами) с элементами новостного сайта, созданный для публикации новостей, аналитических статей, мыслей, связанных с информационными технологиями, бизнесом и интернетом.	https://habr.com/ru/all/
Modeling Commons	Сообщество, участники которого создают и обмениваются моделями NetLogo.	http://modelingcommons.org
Roblox	Roblox — игровая онлайн-платформа и система создания игр, позволяющая любому пользователю создавать свои собственные и играть в созданные другими игры.	https://www.roblox.com/
Stack OverFlow	Сеть создания контента в форме вопросов и ответов о программировании.	http://stackoverflow.com/
Сообщество GeoGebra	Социальная сеть, участники которой обмениваются материалами, созданными при помощи программы GeoGebra	https://www.geogebra.org/
Сообщество NetLogo	Сообщество пользователей, которые обмениваются моделями, написанными на языке NetLogo.	http://ccl.northwestern.edu/netlogo/models/community/
Сообщество Scratch	Сетевое сообщество детей и взрослых, обменивающихся своими проектами, написанными на языке Scratch	http://scratch.mit.edu
Сообщество Snap!	Сообщество исследователей, учителей и учащихся, использующих в своей деятельности язык Snap! Участники могут делиться своими проектами (Share, Publish). Создавать коллекции проектов, следить с действиями других участников (following)	http://snap.berkeley.edu/
Сообщество StarLogo	Сообщества обмена моделями и объектами в среде StarLogo Nova. Участники могут использовать код проектов других участников. Создавать свои коллекции и приглашать других участников к работе над версиями своих проектов.	https://www.slnova.org/

Create from scratch or modify a community diagram in dgl or mermaid languages. Use the examples from the Diagram category

Present data from an external dataset on a wiki page using various MediaWiki extensions. Use the examples from the Dataset category

Title	Publication Title	Author	Abstract	URL
Developing Middle School Students' AI Literacy	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	Lee, Irene; Ali, Safinah; Zhang, Helen; DiPaola, Daniella; Breazeal, Cynthia	In this experience report, we describe an AI summer workshop designed to prepare middle school students to become informed citizens and critical consumers of AI technology and to develop their foundational knowledge and skills to support future endeavors as AI-empowered workers. The workshop featured the 30-hour "Developing AI Literacy" or DAILy curriculum that is grounded in literature on child development, ethics education, and career development. The participants in the workshop were students between the ages of 10 and 14; 87% were from underrepresented groups in STEM and Computing. In this paper we describe the online curriculum, its implementation during synchronous online workshop sessions in summer of 2020, and preliminary findings on student outcomes. We reflect on the successes and lessons we learned in terms of supporting students' engagement and conceptual learning of AI, shifting attitudes toward AI, and fostering conceptions of future selves as AI-enabled workers. We conclude with discussions of the affordances and barriers to bringing AI education to students from underrepresented groups in STEM and Computing.	https://doi.org/10.1145/3408877.3432513
SQL2X: Learning SQL, NoSQL, and MapReduce via Translation	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	Wu, Wensheng	A key challenge in designing a database course is how to introduce students to the great variety of data models, query languages, databases, and data processing systems available now. To address this challenge, we propose SQL2X, a novel SQL-centric learning model that teaches students SQL, NoSQL, and MapReduce via translation. For example, translating SQL queries into MapReduce programs to gain insights on how aggregation and join are performed in parallel in MapReduce, and translating SQL queries into REST requests to Firebase to help understand the differences between the query capability of SQL and NoSQL databases. We have applied the model to a graduate database course in our applied data science program. The evaluation and feedback from the students with diverse background indicate the effectiveness of the model in developing students' modeling, querying, and analytical skills over diverse data systems.	https://doi.org/10.1145/3408877.3432541
Event-Driven Programming in Programming Education: A Mapping Review	ACM Trans. Comput. Educ.	Lukkarinen, Aleksi; Malmi, Lauri; Haaranen, Lassi	During the past two decades, event-driven programming (EDP) has emerged as a central and almost ubiquitous concept in modern software development: Graphical user interfaces are self-evident in most mobile and web-based applications, as well as in many embedded systems, and they are most often based on reacting to events. To facilitate both teaching practice and research in programming education, this mapping review seeks to give an overview of the related knowledge that is already available in conference papers and journal articles. Starting from early works of the 1990s, we identified 105 papers that address teaching practices, present learning resources, software tools or libraries to support learning, and empirical studies related to EDP. We summarize the publications, their main content, and findings. While most studies focus on bachelor’s level education in universities, there has been substantial work in K-12 level, as well. Few courses address EDP as their main content—rather it is most often integrated with CS1, CS2, or computer graphics courses. The most common programming languages and environments addressed are Java, App Inventor, and Scratch. Moreover, very little of deliberate experimental scientific research has been carried out to explicitly address teaching and learning EDP. Consequently, while so-called experience reports, tool papers, and anecdotal evidence have been published, this theme offers a wide arena for empirical research in the future. At the end of the article, we suggest a number of directions for future research.	https://doi.org/10.1145/3423956
Supporting Diverse Learners in K-8 Computational Thinking with TIPP&SEE	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	Salac, Jean; Thomas, Cathy; Butler, Chloe; Franklin, Diana	With the growth of Computer Science (CS) and Computational Thinking (CT) instruction in the primary/elementary domain, it is important that such instruction supports diverse learners. Four categories of students – students in poverty, multi-lingual students, students with disabilities, and students who have below-grade-level proficiency in reading and math, may face academic challenges that can hinder their learning in CS/CT curricula. However, little is known about how to support these students in CS/CT instruction, especially at this young age. TIPP&SEE, a meta-cognitive strategy that scaffolds learning by proceduralizing engagement through example code, may offer some support. A quasi-experimental study revealed that the gaps between students with and without academic challenges narrowed when using the TIPP&SEE strategy, indicating its promise in providing equitable learning opportunities in CS/CT.	https://doi.org/10.1145/3408877.3432366
Computational Thinking, Perception, and Confidence in Distance Learning	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	Bao, Yeting; Hosseini, Hadi	One of the key factors for measuring success in distance learning is student interaction with learning materials. Remote instruction has gained substantial traction with the advent of online education, and this attention has increased in the presence of global pandemics. The asynchronous nature of remote learning has deteriorated the quality of education for learners, which calls for the design of novel interactive techniques to promote student engagement. We study the impact of traditional learning tools such as textbooks and videos in contrast with interactive learning media in computational and algorithmic thinking, and investigate students' perception of learning and actual learning comprehension in higher education.	https://doi.org/10.1145/3408877.3439621
Development and Preliminary Validation of the Assessment of Computing for Elementary Students (ACES)	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	Parker, Miranda C.; Kao, Yvonne S.; Saito-Stehberger, Dana; Franklin, Diana; Krause, Susan; Richardson, Debra; Warschauer, Mark	As reliance on technology increases in practically every aspect of life, all students deserve the opportunity to learn to think computationally from early in their educational experience. To support the kinds of computer science curriculum and instruction that makes this possible, there is an urgent need to develop and validate computational thinking (CT) assessments for elementary-aged students. We developed the Assessment of Computing for Elementary Students (ACES) to measure the CT concepts of loops and sequences for students in grades 3-5. The ACES includes block-based coding questions as well as non-programming, Bebras-style questions. We conducted cognitive interviews to understand student perspectives while taking the ACES. We piloted the assessment with 57 4th grade students who had completed a CT curriculum. Preliminary analyses indicate acceptable reliability and appropriate difficulty and discrimination among assessment items. The significance of this paper is to present a new CT measure for upper elementary students and to share its intentional development process.	https://doi.org/10.1145/3408877.3432376
Pivoting in a Pandemic: Transitioning from In-Person to Virtual K-8 Computing Professional Development	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	Burke, Quinn; Iwatani, Emi; Ruiz, Pati; Tackett, Traci; Owens, Aileen	This poster reports on year one of a three-year NSF-funded Research Practitioner Partnership (RPP) to develop a K-8 pipeline for computer science (CS) and computational thinking (CT) education within two rural school districts in Eastern Kentucky : Pikeville Independent School District and Floyd County Schools. Economically devastated by the departure of the coal industry, these communities are committed to developing high-quality computing curricula for all students, beginning in their earliest years. The poster has two components. First, through a mixture of qualitative measures, the poster reports on the genesis and development of the RPP. It focuses on the RPP's origin in leveraging the districts' existing relationship with Pennsylvania's South Fayette School District, which has developed one of the nation's leading programs for teacher professional development (PD) in K-12 computing. The second component of the poster focuses on the development of a series of summer workshops for Kentucky Appalachia K-8 instructors to learn the basics of CS and CT and how to integrate these skills and concepts into existing K-8 coursework. Of course, the RPP faced new challenges with COVID-19 most notably, the need to offer these summer workshops remotely, and adjusting the objectives and research questions accordingly. Through focus groups with the PD instructional team and survey responses from the KY teacher workshop participants, the poster will report on the pedagogical implications of offering teacher PD exclusively online and what the ramifications have been for Pikeville and Floyd County children with the return to school in the Fall of 2020.	https://doi.org/10.1145/3408877.3439665
Leveraging Prior Computing and Music Experience for Situational Interest Formation	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	McKlin, Tom; McCall, Lauren; Lee, Taneisha; Magerko, Brian; Horn, Michael; Freeman, Jason	Computer science educators often use multiple creative computing platforms to motivate and support students learning computer science. Arguably, we understand little about the complementary ways in which the various platforms build on students' prior experiences. This study compares two CS+music platforms used by middle school students in a summer camp to understand the unique affordances of each platform at activating and building upon prior music and computing experiences. We assess interest formation through pre and post student surveys and via interviews on the final day of the camp. The findings suggest that using different approaches to CS+music platform design may help engage students with different levels of prior music and coding experience.	https://doi.org/10.1145/3408877.3432431
The Understanding and Evolution of the Construction Elements of Educational Computing Experiment	2021 2nd International Conference on Computers, Information Processing and Advanced Education	Meng, Ji	A unified understanding of the nature of computation-based education experiment is formed based on education experiment and computational experiment. Through a perspective analysis of the research paradigm of computation-based education experiment, the components of computation-based education experiment are identified, which are computer, network architecture, operating system, high-level programming language, intermediate data processing, external interface, and computational thinking. Their respective features are also described. The forces driving the change of these components are analyzed from two aspects: the change of educational research needs and the development of informatization. Finally, the specific changes of each component are introduced and the nature of change is summarized.	https://doi.org/10.1145/3456887.3456925
Computer Science Education Graduate Students: Defining a Community and Its Needs	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	Peterfreund, Alan; Esaison, Jordan; Smith, Julie M.; Johnston, Brianna	As undergraduate enrollment in computer science (CS) courses continues to expand, concerns surrounding the supply of instructors and the quality of instruction become even more salient. Similarly, computing education and computational thinking programs are expanding in K12 schools but are hampered by concerns over teacher training and curriculum efficacy. This project sought to answer a question: is there a need for a more robust system of networking and resources for computer science education (CSEd) graduate students' The large response to initial community-building efforts indicates that this is likely the case. In just over one year, a global community of 190 graduate students and 90 CS faculty researchers and advisors have registered for a CSEd graduate focused community. Participant funding, while originally intended for in-person conference attendance and face-to-face meetings, has enabled this project to create study groups attended by 73 students and a virtual conference with 101 participants. These activities were established as a result of a needs assessment survey conducted in early 2020. This poster documents the rapid growth of this community and the need students feel for systematic support.	https://doi.org/10.1145/3408877.3439595
You Can't Sit With Us: Exclusionary Pedagogy in AI Ethics Education	Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency	Raji, Inioluwa Deborah; Scheuerman, Morgan Klaus; Amironesei, Razvan	Given a growing concern about the lack of ethical consideration in the Artificial Intelligence (AI) field, many have begun to question how dominant approaches to the disciplinary education of computer science (CS)—and its implications for AI—has led to the current "ethics crisis". However, we claim that the current AI ethics education space relies on a form of "exclusionary pedagogy," where ethics is distilled for computational approaches, but there is no deeper epistemological engagement with other ways of knowing that would benefit ethical thinking or an acknowledgement of the limitations of uni-vocal computational thinking. This results in indifference, devaluation, and a lack of mutual support between CS and humanistic social science (HSS), elevating the myth of technologists as "ethical unicorns" that can do it all, though their disciplinary tools are ultimately limited. Through an analysis of computer science education literature and a review of college-level course syllabi in AI ethics, we discuss the limitations of the epistemological assumptions and hierarchies of knowledge which dictate current attempts at including ethics education in CS training and explore evidence for the practical mechanisms through which this exclusion occurs. We then propose a shift towards a substantively collaborative, holistic, and ethically generative pedagogy in AI education.	https://doi.org/10.1145/3442188.3445914
Unequal Impacts of Augmented Reality on Learning and Collaboration During Robot Programming with Peers	Proc. ACM Hum.-Comput. Interact.	Radu, Iulian; Hv, Vivek; Schneider, Bertrand	Augmented reality (AR) applications are growing in popularity in educational settings. While the effects of AR experiences on learning have been widely studied, there is relatively less research on understanding the impact of AR on the dynamics of co-located collaborative learning, specifically in the context of novices programming robots. Educational robotics are a powerful learning context because they engage students with problem solving, critical thinking, STEM (Science, Technology, Engineering, Mathematics) concepts, and collaboration skills. However, such collaborations can suffer due to students having unequal access to resources or dominant peers. In this research we investigate how augmented reality impacts learning and collaboration while peers engage in robot programming activities. We use a mixed methods approach to measure how participants are learning, manipulating resources, and engaging in problem solving activities with peers. We investigate how these behaviors are impacted by the presence of augmented reality visualizations, and by participants? proximity to resources. We find that augmented reality improved overall group learning and collaboration. Detailed analysis shows that AR strongly helps one participant more than the other, by improving their ability to learn and contribute while remaining engaged with the robot. Furthermore, augmented reality helps both participants maintain a common ground and balance contributions during problem solving activities. We discuss the implications of these results for designing AR and non-AR collaborative interfaces.	https://doi.org/10.1145/3432944
History of Technology and Discovery: A Study Away Experience in Computer Science	J. Comput. Sci. Coll.	Treu, Kevin	This paper describes a study away course in Computer Science on the history of technology and discovery, implemented in various locations in the United Kingdom and Ireland. The author intends for the course to be a possible template for replication as a short-term travel course, or as a component of a comprehensive semester-long program.
Mapping Materials to Curriculum Standards for Design, Alignment, Audit, and Search	Proceedings of the 52nd ACM Technical Symposium on Computer Science Education	Goncharow, Alec; Mcquaigue, Matthew; Saule, Erik; Subramanian, Kalpathi; Payton, Jamie; Goolkasian, Paula	Computing proficiency is an increasingly vital component of the modern workforce, and computer science programs are faced with the challenges of engaging and retaining students to meet the growing need in that sector. However, administrators and instructors often find themselves either reinventing the wheel or relying too heavily on intuition, despite the availability of national curriculum standards. To address these issues, we present CS Materials, an open-source resource targeted at computing educators for designing and analyzing courses for coverage of recommended guidelines, and alignment between the various components within a course, between sections of the same course, or course sequences within a program. The system works by facilitating mapping educational materials to national curriculum standards. A side effect of the system is that it centralizes the design of the courses and the materials used therein. The curriculum guidelines act as a lingua franca that allows examination of and comparison between materials and courses. More relevant to instructors, the system enables a more precise search for materials that match particular topics and learning outcomes, and dissemination of high quality materials and course designs. This paper discusses the system, and analyzes the costs and benefits of its features and usage. While adding courses and materials requires some overhead, having a centralized repository of courses and materials with a shared structure and vocabulary serves students, instructors, and administrators, by promoting a data-driven approach to rigor and alignment with national standards.	https://doi.org/10.1145/3408877.3432388