Stuff that occurs to me

All of my 'how to' posts are tagged here. The most popular posts are about blocking and private accounts on Twitter, also the science communication jobs list. None of the science or medical information I might post to this blog should be taken as medical advice (I'm not medically trained).

Think of this blog as a sort of nursery for my half-baked ideas hence 'stuff that occurs to me'.

Contact: @JoBrodie Email: jo DOT brodie AT gmail DOT com

Science in London: The 2018/19 scientific society talks in London blog post

Showing posts with label CS - computer science. Show all posts
Showing posts with label CS - computer science. Show all posts

Thursday, 12 January 2017

Is there a list of places that employ Computer Science graduates?


Back in 2003 I wanted to find out what was available to someone (me!) new to the world of science communication. It's a huge field that encompasses museum explainers, people working in press and PR in medical research charities, bloggers / journalists / science writers, scientists and researchers working in educational or corporate institutions who want to talk to non-specialists about their work etc. I began making a note of "organisations that might employ science communicators" with a focus on London which is where I live.

As my list got bigger it naturally fell into themed areas (charities, learned societies, universities etc) and in 2009 I published what I had found, and others suggested new organisations and new thematic areas. It's a resource for people looking for work 'now' or for those who are 'prospecting' and want to find out what sort of things are available.

Where London science communicators might work (July 2009)

I wondered, on reading the Shadbolt Review (of computer science degree accreditation and graduate employability) if there might be something similar for people interested in working with computers or 'in computing'.
"We have gathered evidence that, outside of the large and well-known technology companies, the potential computer-related careers paths on offer to graduates can often be unclear and that graduate outcomes can be impacted through a lack of knowledge about the industries in which they could make effective use of their skills and knowledge." - 7.29, p77 of 91 in the Shadbolt review (below)

One of the recommendations, Recommendation 5, looks at careers advice and visibility of graduate opportunities - bemoaning the fact that students (and perhaps pre-students wondering what direction to head in) don't really have a good overview of what's available. In science communication I see that quite a few job openings are circulated within small groups - I wonder if prospective applicants (and, in this case, computer science students) are aware of that infrastructure, if those jobs aren't more widely findable.

Computer science degree accreditation and graduate employability: Shadbolt review (May 2016) 



Computing is an even wider field than science communication because almost every profession has its own software, and individuals skilled in unrelated matters might use software for their business needs. Employers like banks, charities, Google, Microsoft, Apple - not to mention startups - provide employment for people who are good at computers. Many of those employed will likely have or need a Computer Science degree but since there are plenty of self-taught computer geniuses in the maker / tinkering community too.

There's this, but the page is too vague for what I'm after https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/computer-science-it but it is from ACGAS who are mentioned in the report (p78 of 91).

Edit: 12 January
I wrote this post yesterday (11 Jan 20117) then somehow inadvertently managed to revert it to a draft and delete the text within an hour or two of publication. Given that the Blogger platform is owned by Google and Google crawls Blogger blog posts very regularly I assumed I'd be able to find a cached copy, but alas it wasn't to be, so I've had to remember what I wrote, and then rewrite it. Silly mistake really.




Tuesday, 26 November 2013

UCL Computer Science opens its doors to the public - 9 Dec 2013

I have basically churnalised and adapted this from an email sent round to people at UCL :)

CS Unveiled
Monday 9 December
2pm-9pm
UCL Computer Science Department
Website:  http://www.cs.ucl.ac.uk/events/events_listing/cs_unveiled/
Tickets:  http://www.eventbrite.co.uk/e/cs-unveiled-tickets-9184688651



Ever wanted to know what goes on in one of the biggest Computer Science departments in the world? What new inventions are emerging? What innovative teaching is taking place? And what Computer Science will be about in the year 2020?

On Monday 9 December, UCL Computer Science Department opens its doors to the general public, giving an exclusive peek at the cutting edge research and teaching facilities that will change the world in the future. You will discover what makes computers tick and people touch. You will learn how Computer Science will continue to underpin every aspect of our lives.

UCL Computer Science has a long and impressive history. For example, we were the first to host the Internet outside the US, we have developed photographic technology that transforms every camera image, we have revolutionized online safety and the privacy of data and we are working on the robots of the future. We’re also developing tools to help teachers in the classroom so Computer Science will become mainstream in all primary and secondary schools.

The event will de-mystify the discipline and showcase the challenges and opportunities. You will have the opportunity to speak with leading researchers, students and innovators in Computer Science. This is your opportunity to see tomorrow's technology today - book now at http://csunveiled.eventbrite.co.uk/ .

For more details about the day see here http://www.cs.ucl.ac.uk/events/events_listing/cs_unveiled/. Please send any questions to stephen.marchant@ucl.ac.uk


What's happening?
2pm Unveiling CS in Industry
Find out more about our collaborations with multinatational companies and tech start-ups and hear from students who have rolled out projects to industry.

3pm CS tours and demos
To include the CAVE: Immersive Virtual Environments Laboratory for 3-D simulations; Human-Computer Interaction Laboratory; Secure Data Laboratory: a new £1m facility launched this year.

5pm Unveiling CS Research Impact
Hear about our cutting edge research through our latest case studies and see the impact it has on society beyond academia. Followed at 6pm with a reception and chance to meet our impact story authors and learn more about their work and how it changes lives.




 

Thursday, 14 November 2013

Calling for the intersection of [teachers] in [London] who teach [Computer Science] & want to know about [CPD courses]

Where I work (QMUL) teaches Continuing Professonal Development (CPD) courses for teachers who'll be showing their pupils how to do Computer Science 'stuff' including programming and whatnot for the new GCSEs in Computer Science. This is a sort of train the trainers type of thing.

We've just sent out the latest issue of the cs4fn (Computer Science For Fun) magazine and included a note in it about the courses and a number of teachers have got in touch asking to be kept informed when new courses become available.

At the moment we're in Week 7 of a 10 week course and we're sorting out dates for the next courses. We've also secured some funding from the Mayor's Office as part of the London Schools Excellence Fund (LSEF) to run courses jointly with King's College London.

If you're a teacher in London (the courses are ONLY for teachers in London as that's what we're funded for) who would like to learn programming and also how to teach programming then ping me an email on cs4fn @ eecs.qmul.ac.uk and I'll add you to the list.

We've a blog http://qmcpd.blogspot.co.uk/ which has details of our previous courses and some other bits and pieces.

Of course we're not the only people who are teaching CPD courses to teachers - Computing At School (CAS) is collating information on programming courses around the UK, at http://community.computingatschool.org.uk/events




Wednesday, 6 November 2013

What information is there about GCSE results in Computer Science, in London?

Colleagues of mine at Queen Mary run courses for teachers who want to learn programming skills so that they can pass that on to their pupils. Although A-level Computer Science has been around for a while the GCSE courses are relatively newer and I think began in about 2010 so I suppose I should be able to find some results and statistics by now.

From previous experience of looking for statistics on Government websites it's never all that straightforward and you end up trawling through umpteen tabs in umpteen spreadsheets before finding the data formatted in the way you want it. In fact I actually created a website to help me remember how I'd managed to find stats information about diabetes when I worked as a Science Info Officer at Diabetes UK.

A press release1 from Next Generation Skills had a useful table for the numbers of pupils taking A-level Computer Science in London. It seems that 376 London pupils took an A-level in Computer Science in 2012 with 42 in Lewisham and none in Camden.

This data2 comes from data tables hosted at the GOV.UK website, from the Department of Education. Dishearteningly there are lots of 'tables and additional tables', eight in fact, perhaps I shouldn't be so defeatist about spreadsheets ;)

I think the info I'm after, for A-levels, is in Table 12a (Number of GCE A level entries by state-funded students aged 16 to 18 by subject and local authority) which can be found in 'Additional Tables 3: SFR05/2013' or sfr05-2013t12abc.xls but where should I go looking for the GCSE stuff? 

According to ‘How teachers are preparing for the new computer science GCSE’ in The Guardian (published 13 September 2012) the AQA launched their GCSE in Computing in the previous week (~7 September 2012).

These are the courses I'm aware of...

Other useful links I need to investigate 


See also the pictures in these tweets, from @NextGenSkills


References
1 Low take up Computing across country and London hurts hi-tech growth, says Next Gen Skills (13 January 2013): http://www.nextgenskills.com/computing-a-level-entries-fall-again-worries-for-hi-tech-talent-in-england-and-london/

2 Statistics - national statistics: Revised A level and equivalent examination results in England: academic year 2011 to 2012 (Published 24 January 2013)
Collections: Statistics: 16 to 19 attainment and Statistics: A/AS levels (key stage 5)



Wednesday, 18 September 2013

Programming and more - short courses for teachers of GCSE computing at @QMUL

Programming and more: CPD* for GCSE computing 
*CPD = continuing professional development

This is the third short course run by my colleagues at Queen Mary, University of London. The first ran over Wednesday evenings for 10 weeks and there was a second intensive week-long course over the Summer. My only real contribution is boiling water for the tea and some light admin, as I can neither program nor teach it ;)

The third follows the pattern of the first and so starting on Wednesday 2 October 2013 at 5pm teachers can come and learn some Python and tinker with a Raspberry Pi. The format is a short lecture to start with and then a session of programming.

There'll be free tea/coffee and biscuits too and there's a Sainsbury's across the road from the venue and a Co-op next to Stepney Green station for something a bit more substantial. That's not free alas ;)

Programming and more: CPD for GCSE computing
http://computingcpdautumn13-eorg.eventbrite.co.uk/
Queen Mary, University of London
Wednesday, 2 October 2013 at 17:00 - Wednesday, 4 December 2013 at 19:00
London, United Kingdom

Registration Information

Registration Type       Sales End      Price       Fee     
Course registration     2 Oct 2013     £150.00     £9.65     
Group discount          2 Oct 2013     £100.00     £6.65

Event details
This course is for teachers preparing to teach Computing at GCSE or beyond. The course focuses on programming using a textual language and on understanding the essential concepts of the workings of a computer.



The course will run for ten weeks, including during half term. Each session will last for two hours, from 5pm to 7pm. It will take place in the Engineering Building at Queen Mary, University of London, E1 4NS.

Programming Language: The main course language is Python, a popular language in schools, although the concepts you will learn using Python will be applicable to other languages.

Prerequisites: Programming will be taught from scratch but we recommend that you should have tried at least a little programming beforehand (for example, using Scratch, Kodu, Alice or a similar tool). It is not essential to have used a textual programming language before. 

Highlights include:

  • The course fee includes a Raspberry Pi for each teacher to keep, used for programming and exploring computers, both during the course and in your own time.
  • The course leaders are from Computer Science at Queen Mary, University of London, the home of cs4fn, a respected resource for teachers and students about computing. As well as teaching undergraduate computer science, they have experience of talking in schools and producing fun computing activities for students.
  • Flexible Study Pattern: Material will be available on QMUL’s VLE, which is accessible from anywhere and includes recorded lectures, forums and online tests. The study pattern provides flexibility, allowing for occassional unavoidable absence. The weekly sessions at QMUL will focus on practical programming work. To get the best out of the course, participants should expect to do additional study using the VLE.  
Topic outline

Week
Programming
How Computers Work
1
Python expressions and variables.
Component of the Raspberry Pi
2
Writing scripts; simple input and output.
The Operating System
3
Conditional statement; boolean expressions
Boolean logic and truth tables 
4
While loops; finding faults
Binary representation
5
Dry running a program
Memory and storage
6
Arrays (lists)
CPU, caching and performance
7
Testing
Communication principles
8
Pseudo code and flowcharts
Internet components
9
Functions. Problem solving
Logic gates and boolean algebra
10
Using files; designing programs for file I/O
Binary adder circuits

 

Friday, 19 April 2013

#CS CPD for teachers preparing to teach Computing at GCSE or beyond - 10wk course at QMUL w Python & Raspberry Pi

Edit 20 May - not sure why but this post is suddenly receiving a lot of hits. If you're a teacher wanting to get to grips with anything to do with the Computing curriculum in the UK please keep an eye on Computing At School's (CAS) website in particular its events page which has all sorts of free and low-cost events on Python, micro:bit, crumbles, computational thinking etc -
all events
official CAS events

Original post continues below...



I discovered yesterday that some of my colleagues are running this, finger on the pulse me ;)

Rather tempted to do the course myself but alas I can't because I'm not a teacher - although I'll see if I can persuade them to run one for randoms like me.

ONLY FOR TEACHERS not for Jos...

Have copied and pasted the text below.

Programming and more: CPD for GCSE computing
http://computingcpdspring13-eorg.eventbrite.co.uk/#

Queen Mary, University of London

Runs on Wednesdays 4.30pm-7pm (BST) from 8 May 2013 - 17 July 2013

London, United Kingdom


This course is for teachers preparing to teach Computing at GCSE or beyond. The course focuses on programming using a textual language and on understanding the essential concepts of the workings of a computer.

The course will run for ten weeks, excluding half term. Each session will last for 2.5 hours, from 4.30pm to 7pm. It will take place in the ITL Building at Queen Mary, University of London, E1 4NS.

The main course language is Python, a popular language in schools. Programming will be taught from scratch but we recommend that you should have tried at least a little programming beforehand (for example, using Scratch, Kodu, Alice or a similar tool). The ideas you will learn using Python will be applicable to other languages; we will make some comparisons.

Highlights include:
  • The course fee includes a Raspberry Pi for each teacher to keep, used for practical programming both during the course and in your own time.
  • The course is supported by practising school teachers who will be available to answer questions about classroom practice.
  • The course leaders are from Computer Science at Queen Mary University of London, the home of cs4fn, a respected resource for teachers and students about computing. As well as teaching undergraduate computer science, they have experience of talking in schools and producing fun computing activities for students.
  • Material will be available on QMUL’s VLE, which is accessible from anywhere.

Thursday, 6 December 2012

Trying to familiarise myself with the 'Computer Science teaching in schools' literature

As I'm helping out a bit more on another project at Queen Mary (on my boss Paul Curzon's cs4fn project) I'm trying to find out a bit more about 'the literature' relating to various outreach programmes that aim to engage school pupils in the world of computer science.

As I'm not familiar with either the literature, or the search strategies I should be employing to winkle it out (very familiar with life sciences / medical database searching, less so with computer science other than the ACM Digital Library and generic Web of Knowledge) I feel I'm fiddling about more than necessary.

Here are some papers I've found (some are written by my colleagues) on the topic, but what I'm particularly after is information about surveys of CS teachers - what do they want / need? There are already some looking at awareness of CS among high school children and first year students (who studied maths and were required to take a CS module, which they seemed to rather like) but I've not found many that have asked teachers.

I've also just discovered the CSTA (Computer Science Teachers' Association) which does have one or two surveys up its sleeves, so will be hunting there too.
http://www.csta.acm.org/Research/sub/CSTAResearch.html
and http://www.csta.acm.org/Research/sub/ExternalResearch.html

But my question so far (and it may not even be the right question of course!) is - what do computer science teachers want or need to help them teach computer science and encourage pupils to think computationally?

Bibliography - not systematic I'm afraid, mostly foraged and follow-on from citations. Many will prove to be not that relevant but the process of finding that out for myself has been useful! The order below is the order in which I downloaded PDFs or noted the citation. I've added links which should help anyone to track the papers down although I can't guarantee that you'll be able to access them (they open on my computer because I'm within an academic institution that is subscribed to most of them).

1. Published papers
2. Parliamentary discussions / reports to Government


1. Published papers
01 Myketiak (2012)
cs4fn: a flexible model for computer science outreach
http://dl.acm.org/citation.cfm?id=2325366


02 Curzon (2009)
Computational thinking (CT): on weaving it in
http://dl.acm.org/citation.cfm?id=1562941


03 Curzon (2008)
Engaging with computer science through magic shows

http://dl.acm.org/citation.cfm?id=1384320

04 Bell (2011)
Introducing students to computer science with programmes that don't emphasise programming

http://dl.acm.org/citation.cfm?id=1999904

05 Curzon (2007)
Serious fun in computer science

http://dl.acm.org/citation.cfm?id=1268785

06 [Multiple authors - conference proceedings]
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education

07 Thies (2012)
Reflections on outreach programs in CS classes: learning objectives for "unplugged" activities
http://dl.acm.org/citation.cfm?id=2157136.2157281


08 Taub (2012)
CS Unplugged and Middle-School Students’ Views, Attitudes, and Intentions Regarding CS
http://dl.acm.org/citation.cfm?id=2160551

09 Blum (2007)
CS4HS: an outreach program for high school CS teachers
http://dl.acm.org/citation.cfm?id=1227320


10 Carter (2006)
Why students with an apparent aptitude for computer science don't choose to major in computer science
http://dl.acm.org/citation.cfm?id=1121352


11 Liu (2011)
A Survey on Computer Science K-12 Outreach: Teacher Training Programs
http://dl.acm.org/citation.cfm?id=2192607.2193197


12 Ragonis (2010)
A Survey of Computer Science Teacher Preparation Programs in Israel Tells Us: Computer Science Deserves a Designated High School Teacher Preparation!

http://dl.acm.org/citation.cfm?id=1734402

13 Porta (2010)
Dec-CS: The Computer Science Declining Phenomenon

http://www.iaeng.org/publication/WCECS2010/WCECS2010_pp1173-1178.pdf

14 Guzdal (2011)
Learning How to Prepare Computer Science High School Teachers
http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=6036102&tag=1


15 Moura (2011)
Teaching a CS introductory course: An active approach

http://dl.acm.org/citation.cfm?id=1879857

16 Donathan (2011)
Successful K-12 Outreach Strategies
http://dl.acm.org/citation.cfm?id=1953211


17 Ragonis (2011)
A Study on Attitudes and Emphases in Computer Science Teacher Preparation
http://dl.acm.org/citation.cfm?id=1953320


18 Tillman
(year not given on preprint, est > 2010)
Pex4Fun: Teaching and Learning Computer Science via Social Gaming
http://research.microsoft.com/apps/pubs/default.aspx?id=164417


19 Altinkurt, Y., & Yilmaz, K. (2012). Prospective science and mathematics teachers’ computer anxiety and learning styles. Energy Education Science and Technology Part B: Social and Educational Studies, 4(2), 933–942.

20 Sherrell (2012)

Tri-P-LETS: Changing the Face of High School Computer Science. Journal of Computers in Mathematics and Science Teaching, 31(1), 61-85. Chesapeake, VA: AACE.
http://www.editlib.org/p/38493

21  Curzon (2008)

Securing the future of computer science: computer science for fun
In:
9th Annual Conference of the Subject Centre for Information and Computer Sciences

22 Curzon (2009, though year not given on preprint)
cs4fn.org: Enthusing students about computer science
http://www.dcs.qmul.ac.uk/~pc/publications/2009/PCJBLRMPWCIEEIV2009preprint.pdf


23 Lapidot (2007)
The Israeli Summer Seminars for CS Leading Teachers

http://dl.acm.org/citation.cfm?doid=1268784.1268885

24 Cutts (2007)
Enthusing and informing potential computer science students and their teachers
http://dl.acm.org/citation.cfm?id=1268842


25 Major (2011)
Experiences of prospective high school teachers using a programming teaching tool
http://www.academia.edu/1110423/Experiences_of_Prospective_High_School_Teachers_Using_a_Programming_Teaching_Tool


26 Lapidot (2007)
Supporting the Growth of CS Leading Teachers

http://dl.acm.org/ft_gateway.cfm?id=1268895&type=pdf

27 Denning (2005)
Recentering computer science
http://dl.acm.org/citation.cfm?id=1096018


28 Cutts (2011)
Computing as the 4th "R": a general education approach to computing education

http://dl.acm.org/citation.cfm?id=2016938

29 Roberts (2005)


30 Gal-Ezer (2010)


31 Arkansas Legislation (2007)


32 Pontier (1996)


2. Parliamentary discussions / reports to Government
13 January 2012
Royal Society report

Computing in schools: Shut down or restart?
http://royalsociety.org/education/policy/computing-in-schools/report/

"There is a need to improve understanding in schools of the nature and scope of Computing. In particular there needs to be recognition that Computer Science is a rigorous academic discipline of great importance to the future careers of many pupils. The status of Computing in schools needs to be recognised and raised by government and senior management in schools."
"Every child should have the opportunity to learn Computing at school, including exposure to Computer Science as a rigorous academic discipline."
 And from the Summary document (Paul Nurse, foreword):
"It is becoming increasingly clear that studying Computer Science provides a ‘way of thinking’ in the same way that mathematics does, and that there are therefore strong educational arguments for taking a careful look at how and when we introduce young people to the subject."


9 February 2012
Schools: ICT
Education
http://www.theyworkforyou.com/wrans/?id=2012-02-09a.94280.h

13 March 2012
Schools: Computer Science
Northern Ireland Assembly
2.30pm
http://www.theyworkforyou.com/ni/?id=2012-03-13.0.137

"Given that the school viability audits use the percentage of pupils attaining grades A to C at GCSE as an indicator of a quality educational experience, and that it is generally recognised that ICT would give a better chance of pupils achieving a higher grade than other subjects such as computer science, does the Minister agree that schools are unlikely to choose to offer the more challenging option, unless they are actively encouraged to do so?"

22 March 2012
Digital Economy
Oral Answers to Questions — Culture, Media and Sport
10:30 am
http://www.theyworkforyou.com/debates/?id=2012-03-22b.916.3

" I am concerned about getting more young people involved in the industry, given that the number of people studying computer science is lower now than it was a decade ago and the proportion of women doing computer science has gone down to only 14%."

9 November 2012
ICT
Education
http://www.theyworkforyou.com/wrans/?id=2012-11-09a.126601.h

"...we are now consulting on withdrawing the existing ICT Programmes of Study and Attainment Targets from September 2012. This will free schools to develop more innovative ICT curricula with a greater focus on computer science, drawing on support from industry and other expert groups.

ICT will however remain a compulsory subject at all key stages, pending the outcome of the current review of the national curriculum in England." 







Tuesday, 20 November 2012

Google in Education: Paul Curzon on 'Inspiring students about computing'

Today I lurked on a Google Hangout. It worked amazingly - OK there were a couple of glitches (getting booted out but really quick to get back in again) but I was amazed at several aspects of it. Whenever someone spoke the camera switched to them - I didn't know it did this, having two windows open (the camera image and presentation slides) worked very well for the viewer (although a bit fiddly for the presenter) and when finished the completed recording was on Google's site within minutes. Impressive.

I think you'll have to go here to see the video though, I suspect it's not possible to 'embed' a Google Hangout in a blog but I may be wrong (if you know please tell me).

Google in Education: Paul Curzon on 'Inspiring students about computing'

Background information

cs4fn (Computer Science for fun) is the name of the project.


The text below is just lifted from what I wrote about it on the Google pages, with better links.

Today my boss Paul Curzon talked about sharing stories to get across ideas of how to get school children thinking about computation and human factors in computer science teaching. He used examples of "I'm thinking of someone, can you guess who it is?" and the types of questions you'd need to ask to work it out.

It wouldn't help to keep asking "Is it A?", "Is it B?" as you'd be asking questions forever. Instead it's better to ask 'halving' questions that reduce, with each question, the number of possibles. So "are they still alive?" or "is it a man or a woman?" are good questions to ask.

He gave the example of strategies used by the author of the Diving Bell and the Butterfly (the author, Jean-Dominique Bauby, had locked-in syndrome after a stroke and could only communicate by blinking an eye) and his writing assistant to make transcribing his thoughts easier. Rather than having to blink once when the relevant letter was read (a, b, c, d, e, f, g [blink] = g) they used the frequency of letters in the language to speed up his dictation.

There are other strategies too, eg ask someone to blink if the letter is in the first half of the alphabet, then 'halve' again.

It's not just about algorithms of course. It's easy to design a system that does something well but it's important to remember the people who are going to be using it... (nb: wikipedia link)

I really enjoyed hearing my boss tell stories and I also enjoyed the bit setting things up before. We realised that the webcam was particularly sensitive to the 50Hz flicker of tube lighting so went off to source some 'red head' lights which have a nice warm light. It turns out that we have, at QMUL, the most amazing resources for filming - thanks to Richard Kelly for helping us with tripods and whatnot. And thanks to Google for setting this up in the first place and Jonathan B for roping me in for some geeky fun :)

The slight irony is that I couldn't participate in the Google Hangout myself because it would have caused interference and confusion, and I won't be able to join in much on tomorrow's one either (more coming on that) because I have the official role of Camera Op Two. It really means holding the webcam steady but I am rather looking forward to it...