Posts tagged computer
CU Boulder’s video game design research catches fire with students
Feb 15th
to continue video game design research
The University of Colorado Boulder exceeded its own researchers’ expectations with its iDREAMS Scalable Game Design Summer Institute, and that success has been rewarded with a new $1.5 million grant from the National Science Foundation. CU-Boulder researchers are tracking how video game design engages students in computational thinking and STEM simulation design.
STEM simulations are computer programs that model natural and social phenomena, such as how a forest fire spreads from tree to tree. Students design these simulations to learn science, technology, engineering and mathematics, or STEM.
The new NSF-funded Computational Thinking for Teaching Computing grant to computer science Professor Alexander Repenning and co-investigators Kris Gutiérrez and David Webb from the School of Education, will build on previous work the team did on video game design as a motivational tool for computer science education.
That project, called iDREAMS, involved more than 100 teachers and over 8,000 students producing more than 10,000 games and STEM simulations. The project started in Colorado but quickly expanded to Alaska, Ohio, Oregon, South Dakota, Tennessee, Texas and Wyoming where it gave teachers the tools and support needed to take the video game design curriculum into their classrooms. Participation far exceeded initial projections for the iDREAMS research project of about 40 teachers and 1,200 students over three years.
The curriculum, as taught through the Scalable Game Design Summer Institute on the CU-Boulder campus during the past three summers, was found to be highly effective across a wide spectrum of communities, including technology hubs, urban/inner city, rural and remote Native American communities.
The research team was encouraged by the extraordinarily high levels of participation and motivation, especially for girls and underrepresented students: 45 percent of participants were girls and 56 percent were underrepresented minorities. Motivation, expressed by a willingness to take more game design classes, was determined to be 74 percent for boys, 64 percent for girls, 71 percent for white participants and 69 percent for minority students.
In the new project, student performance data using measures of computational thinking will be integrated to further analyze how video game design helps students reason and learn STEM content. The performance data will be used to enhance the Scalable Game Design curriculum and professional development opportunities for teachers.
“I am extremely excited to see the enormous energy of students and teachers involved in the Scalable Game Design project,” said Repenning. “They have shown that it really is possible to bring computer science education to public schools and integrate it into the curriculum. The Scalable Game Design curriculum includes problem solving, logical thinking skills and sophisticated math and science concepts highly relevant to STEM and computer science education.”
CU-Boulder will again host its popular Scalable Game Design Summer Institute for K-12 teachers this summer, June 4-10, as part of its long-term efforts to improve and broaden participation in computer science education.
“We now want to analyze the impact of the research on students’ motivation and what they are learning, continuing the success of the iDREAMS project,” said Webb. “With the new grant, we can build up more robust research instruments that can be used for computer science education. We will continue to be very intentional regarding our research of particular populations and will be broadening the scope of groups studied.”
Project partners include AgentSheets Inc., the Computer Science Teachers Association, the National Center for Women & Information Technology, the Shodor Foundation and SRI International.
For more information visit http://scalablegamedesign.cs.colorado.edu.
CU team to turn on “green” lights in Haiti
Jan 5th
CU ENGINEERING TEAM TO SUPPORT
GREEN ENERGY IN HAITI
A team of University of Colorado Boulder engineers will travel to Haiti this month to support the growth of green energy on the two-year anniversary of the country’s devastating earthquake.
Engineering professors Alan Mickelson and Mike Hannigan and graduate student Matt Hulse will be in Haiti Jan. 8-16 to collaborate with the Neges Foundation school at Leogane to create a vocational training program on the installation, operation and maintenance of renewable energy systems.
“I’m eager to learn about the people of Haiti and the services that they would like energy systems to provide,” said Hannigan, an assistant professor of mechanical engineering. “Historically, the development of energy systems has shaped nations and economies, so the timing is right to pass along what we have learned about those energy systems that are sustainable.”
The Jan. 12, 2010, earthquake that struck Haiti destroyed what little electricity infrastructure had existed in the country, plunging towns across the country into total darkness and forcing households to rely on high-cost diesel generators for power, according to news reports. As a result, families are unable to study or work at night, and the number of assaults, particularly against women and girls, has increased.
Studies point to Haiti’s great potential for renewable energy, including solar, hydro and wind power. “The present lack of a Haitian power grid cries out for a distributed solution — that is, one that grows from small, localized, renewable energy sources,” said Mickelson, associate professor of electrical, computer and energy engineering.
To address these issues, the Engineering for Developing Communities project will:
- Develop a curriculum for vocational training on the operation and maintenance of self-contained, adaptable power sources, and electrical operations and maintenance with a focus on green energy systems.
- Build local capacity to provide vocational training on renewable energy systems using a “train-the-trainers” approach.
- Identify a viable system to create sustainable access to renewable energy that will meet basic household energy needs.
- Develop a strategy for the sustainable scale-up and replication of energy and infrastructure vocational training to support reconstruction efforts, with a focus on private sector investment.
About $35,000 has been provided for the initiative by CU-Boulder’s Mortenson Center for Engineering in Developing Communities, the IEEE Foundation and the CU-Boulder Outreach Committee. The Mortenson Center is seeking additional funding to build upon the initiative and develop additional vocational training curriculum on sustainable and disaster-resistant design and construction.
The Mortenson Center was founded to promote integrated, participatory and sustainable solutions to the engineering challenges of the developing world, with a focus on clean drinking water, sanitation and hygiene; energy; sustainable and disaster-resistant building materials and shelter; and cook stoves and indoor air quality. For more information, go tohttp://ceae.colorado.edu/mc-edc.