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Blending Art and Technology: Two Courses and some MAGIC

Hamid R. Arabnia Azita Bahrami, Leonidas Deligiannidis, George Jandieri, Ashu M. G. Solo, and Fernando G. Tinetti CSREA Press PDF

Int'l Conf. Frontiers in Education: CS and CE | FECS'14 |

239

Blending Art and Technology:

Two Courses and some MAGIC

Ronald P. Vullo, Ph.D.,

Golisano College of Computing and Information Sciences

Andrew Phelps, M.S., Christopher Egert, Ph.D.,

RIT Center for Media, Arts, Games, Interaction & Creativity (MAGIC)

Rochester Institute of Technology

Rochester, New York 14623 and Heather Rowles, M.A.

Northern Virginia Family Service

Oakton, Virginia 22124

Abstract – Universities generally separate art and technology, erecting physical and administrative walls between them. This division is artificial and was not always extant. Leonardo Da Vinci found no division between art and technology, and neither do we. We blend them in both the classroom and in our scholarship. Developing technology requires creativity and art requires understanding technology.

Keywords: Art, Technology, interdisciplinary, curriculum, scholarship, collaborative learning, active learning, STEAM

(Science, Technology, Engineering, Art, & Mathematics)

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Flipping the Classroom by Using Cloud Services and Third Party Online Courses in Traditional Class Settings Enables All Computer Science Students an Equal Education

Hamid R. Arabnia Azita Bahrami, Leonidas Deligiannidis, George Jandieri, Ashu M. G. Solo, and Fernando G. Tinetti CSREA Press PDF

214

Int'l Conf. Frontiers in Education: CS and CE | FECS'14 |

Flipping the Classroom by Using Cloud Services and

Third Party Online Courses in Traditional Class Settings

Enables All Computer Science Students an Equal

Education

1

D. Powell1 and J. Hollingsworth1

Department of Computing Sciences, Elon University, Elon, NC, USA

Abstract - Massive Open Online Courses (MOOCs) and other online educational courses combined with free cloud platform as a service (PAAS) offerings provides a perfect environment for universities, large and small, public and private, to provide an equivalent state of the art undergraduate education to students. Traditional classroom classes can flip the classroom and have students review online content assignments outside of class and use class time for class discussion, assessment and team problem solving exercises.

Elon University flipped the classroom for an Enterprise

Programming Course during the spring 2014 semester using free and low-cost course online content material from codeschool.com and udemy.com with free cloud computing services from CloudBees. The flipped course was successful and will be tried at Elon in the fall with three different courses. This paper presents the advantages, disadvantages and challenges in using online resources and cloud computing as well as a discussion of lessons learned.

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Session - Late Breaking Papers and Position Papers: Computer Science, Applied Computing, and Mathematics Education

Hamid R. Arabnia Azita Bahrami, Leonidas Deligiannidis, George Jandieri, Ashu M. G. Solo, and Fernando G. Tinetti CSREA Press PDF
Medium 9781601323170

Session - Curriculum and Course Development + Related Issues

Hamid R. Arabnia Azita Bahrami, Leonidas Deligiannidis, George Jandieri, Ashu M. G. Solo, and Fernando G. Tinetti CSREA Press PDF
Medium 9781601323170

A Study of Kinesthetic Learning Activities Effectiveness in Teaching Computer Algorithms

Hamid R. Arabnia Azita Bahrami, Leonidas Deligiannidis, George Jandieri, Ashu M. G. Solo, and Fernando G. Tinetti CSREA Press PDF

400

Int'l Conf. Frontiers in Education: CS and CE | FECS'14 |

A Study of Kinesthetic Learning Activities Effectiveness in

Teaching Computer Algorithms

Sara Alraddady, Danny Luong, and G. Young

Computer Science Department, California State Polytechnic University, Pomona, CA 91768

Abstract

Kinesthetic learning is a teaching method that involves students’ physical interaction among each other and the environment. The typical method of teaching, a classroom with an instructor talking and students listening and taking notes, has been the same for centuries. This research attempts to show that the kinesthetic learning activities (KLA) approach can be a viable alternative. In this study, the performance of students from an undergraduate level computer science course, Design and Analysis of Algorithms, is considered. In the winter 2014 quarter, selected topics were taught traditionally. The following spring quarter, these same topics were taught using

KLA approach. The students’ gained knowledge was measured in both quarters through pre / post tests. We hypothesized the

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