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Alright, round two! LIVESTREAM of panel on "Teaching Computer Science for All": helloworld.mit.edu/agendas/teach/…

#HappeningNow #CS4ALL #Education
Anant Agarwal opens by mentioning there are 1.4 million jobs in computing now and that our CS classrooms are PACKED
Agarwal mentions digital, modular education as a solution (eg edX which has 800 CS courses, and 1.5 unique million high schoolers enrolled!)
Agarwal: 82% of Georgia Tech students prefer the online version of CS1301 to the in person campus version
Agarwal makes a comparison between machine learning classroom real estate at MIT to Cambridge real estate which is 🔥 and accurate
Agarwal: many students are not going to go back and get a second bachelor degree and do not have the time to full online masters degree. Thus, we need modular programs (eg micro masters). Modular programs are also “stackable.”
Regina Barzilay reminds us that machine learning used to only be taught to graduate students, now we teach it to undergraduate non-majors.
Barzilay: what do we do about non majors who have higher machine learning dropout rates/lower grades than computer science majors?
Barzilay: We need to enable users of machine learning to really think about modeling. We need them to know how to pick a technology and which ones are useful.
Barzilay: Interpretabily, transfer, sparse data, causality, and evaluation are key concepts in modeling that students need to understand when applying machine learning
Barzilay: Lecture material is online and we use class time to discuss and think about applications
Marie desJardin to talk about K12 CS education. It's important to think about what content we should be delivering to K12 audiences, but we also need to think about how we are going to get content into the classrooms.
desJardin: This is a hard because education is distributed in the United States. Each state has to find a solution, and each school within the state.
desJardin: If we really want to change the face of computing and have better representation, we have to get kids into computer science early.
desJardin proposes five principles to make CS accessible in schools
desJardin: CS is not it's own department in most states. Usually math or science teachers are the ones who have to take initiative to teach CS in K12 schools.
desJardin: You have to have a shared goal to effect change. Teachers in Maryland agreed all high schools should offer a rigorous CS college prep class as a stepping stone to having the state require a CS curriculum
desJardins: "Grassroots are how change starts, deep roots are how change lasts."
desJardins: If anyone is in Massachusetts and is interested in helping with a nascent K12 CS activity in MA, reach out to her! MA should be a leader in CS for K12!
W. Eric L. Grimson talks about Intro to CS at MIT. Almost all students taken and it is intended for students with little to no experience (although they are finding that more and more students coming in have some CS experience)
Grimson: The first half of the course is computational thinking and second half is focused on data science and computational experiments
Grimson: We don't encourage students with experience to take the class because we don't want them to intimidate the students with less experience
Grimson: We want to enable students with algorithmic thinking, to take any problem and say "how can I break this problem down into smaller, simpler problems?"
Grimson: You can discover that computer science is a cool thing to do.
(side note: this is the second time I've seen Rodin's The Thinker as an image in a slide deck today, Rodin had no idea his sculpture would become a computing mascot)
James Kurose mentions three #CS4All topics: broadening participation in computing, K12 education, and undergraduate education
Kurose: I want to be the fourth person today to talk about K12 education. #CS4All is about equity.
Kurose: How do we scale #CS4All? He says the CS Principles exam was the solution.
Kurose talks about data on diversity and notes that more women and minorities are taking the AP computer science exam.
Kurose: What are the challenges going forward? He mentions the "tsunami of students" that is a known problem, but also the "tsunami of computing interests", that students are entering undergraduate programs with a greater breadth of interests that relate to computing
Kurose says "You have an opportunity here." and asks "Who are your students? Who are you designing curriculums for?" What about lifelong students? What about diverse students? Students with different backgrounds? He says the world is watching MIT. #CS4All #diversity #inclusion
desJardins to a question: It's a moral imperative that we do this [handling surges in enrollment issues in CS] in an equitable way, and partnering across departments is one way to do this.
Agarwal talks about that many educators are online, specifically on YouTube, and are able to inspire students.
Barzilay: I think the future is combining the two [both online and in person courses] and finding out what each can provide. What is the most effective way of combining the technology to make the best use of human resources?
Grimson: I don't think any student will raise his hand in front of a class at 600 and ask a question saying he doesn't understand, which is a strength of online courses
Grimson: Flipped classrooms give students more control.
Agarwal: My dream is that in the future online education will be like legos and build customized degrees.
And again, that's a wrap, folks!
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