Self-disclosing design tools: a gentle introduction to end-user programming
Proceedings of the 1st conference on Designing interactive systems: processes, practices, methods, & techniques
A media computation course for non-majors
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Rediscovering the passion, beauty, joy and awe: making computing fun again
Proceedings of the 39th SIGCSE technical symposium on Computer science education
The Elements of Computing Systems: Building a Modern Computer from First Principles (History of Computing S.)
Objects first using Alice to introduce object constructs in CS1
ACM SIGCSE Bulletin
Using Alice 2.0 as a first language
Journal of Computing Sciences in Colleges
Developing a validated assessment of fundamental CS1 concepts
Proceedings of the 41st ACM technical symposium on Computer science education
Rediscovering the passion, beauty, joy, and awe: making computing fun again, part 5
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Proceedings of the 43rd ACM technical symposium on Computer Science Education
ACM/IEEE computer science 2013 exemplar-fest
Proceeding of the 44th ACM technical symposium on Computer science education
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As the Media Computing approach has shown, writing programs that make images excites a wide variety of students. In this paper, we report on five years of experience with a new approach to media computation, which we call "media scripting". In our introductory class, students build images by interactively scripting an application, so they can experiment easily and mix work "by hand" and "by code"; we collaborate with studio art faculty, so students build works meeting design criteria; and we emphasize multiple paradigms, so students make images using functional, declarative, imperative, and object-oriented techniques. Our approach has proven quite successful--enrollments are up (at least 33% in CS1, 50% in CS2) and we attract more women (currently 40% of the students in the first course, 25% of those in the second course). Other outcomes are equally positive. For example, comparative data show that our students gain significantly more confidence in their abilities than students in other introductory science courses.