From the page: During this unprecedented time of temporary and sustained school closings, educators across the globe are quickly transitioning to remote learning. This webinar series is designed by educators for educators and based on educator input from a recent survey capturing current challenges. Any educator is invited to join. There’s no cost for participating. The webinar topics are detailed below with links to sign up.
My talk is: Teaching Online: Ten Suggestions for Success As you shift from traditional instruction to online instruction, learn from Dr. Michael Soltys the things you should consider and actions you should to take for a successful transition. Don’t think of this move to online teaching as a one-off. Think of it as an opportunity to build an online offering that can serve your department and students for years.
From the abstract: This paper re-examines the content of a standard advanced course in Cybersecurity from the perspective of Cloud Computing. More precisely, we review the core concepts of Cybersecurity, as presented in a senior undergraduate or graduate class, in light of the Amazon Web Services (AWS) cloud.
This paper has three goals: (i) to aid faculty in cloudifying a Cybersecurity offering; (ii) to re-examine Cybersecurity in light of the new paradigm of Cloud Computing; and, (iii) as a guide for preparing for the AWS Security Specialty certification. The paper presents an outline of Cybersecurity, with topics examined in the context of AWS, and with a long bibliography for a more in-depth study of each topic.
It should be mentioned that this paper is a second paper in a sequence on cloudification with AWS; the first one, Cloudifying the Curriculum with AWS, can be found here: https://arxiv.org/abs/2002.04020, and it was mentioned in this blog post.
From the abstract: The Cloud has become a principal paradigm of computing in the last ten years, and Computer Science curricula must be updated to reflect that reality. This paper examines simple ways to accomplish curriculum cloudification using Amazon Web Services (AWS), for Computer Science and other disciplines such as Business, Communication and Mathematics.
In this paper we present the cloudification journey at our institution, California State University Channel Islands, where we have thriving programs under the department of Computer Science, that include Computer Science, Information Technology, Mechatronics Engineering, and a Masters program in Computer Science. We have partnered with AWS Academy and AWS Educate to bring cloud expertise to the students we serve – about 600 majors, in a campus of over 7,000 students. The paper gives the details.
U.S. colleges can track hundreds of thousands of students using short-range phone sensors and campus-wide Wi-Fi networks to assess their academic performance, monitor their conduct, or rate their mental health. Academicians and education advocates are concerned such monitoring and supervision will infantilize students and make them accept surveillance as a normal part of life. The schools rely on networks of Bluetooth transmitters and wireless access points to piece together students’ movements. School and technology company officials say location tracking allows schools to intervene before problems crop up, but some institutions calculate “risk scores” based on factors such as how often pupils visit the library. Critics contend such policies could undermine student independence and discourage non-academic pursuits. The University of California, San Diego’s Erin Rose Glass said, “We’re reinforcing this sense of powerlessness … when we could be asking harder questions, like: why are we creating institutions where students don’t want to show up?”
The systems highlight how widespread surveillance has increasingly become a fact of life: Students “should have all the rights, responsibilities and privileges that an adult has. So why do we treat them so differently?”
I confess that I used carbon paper and white-out when I typed my college essays. So I may be the least likely champion of computer science education.
However, I have come to understand that computer science standards don’t promote excessive screen time for kids, or turn our schools into coding boot camps for the tech industry. Rather, they help children become problem solvers and creative thinkers for the 21st Century.
I am a former English teacher, and the mother of two daughters who are teachers now. In 2016 when I served in the Assembly, I saw the need for an implementation plan for computer science standards.
Initially, I wondered if the idea of setting computer science standards would add to the work of teachers. Yet it became clear that we could not afford to leave millions of children without the skills they need to lead successful lives.
This is an interesting article. CI is inexpensive ($15K/year, with a lot of students receiving scholarships). But beside that, this article makes me think about how to give our students “more value” for their time invested in our Computer Science department at CI.
The Case for Dropping Out of College
written by Samuel Knoche
During the summer, my father asked me whether the money he’d spent to finance my first few years at Fordham University in New York City, one of the more expensive private colleges in the United States, had been well spent. I said yes, which was a lie.
I majored in computer science, a field with good career prospects, and involved myself in several extracurricular clubs. Since I managed to test out of some introductory classes, I might even have been able to graduate a year early—thereby producing a substantial cost savings for my family. But the more I learned about the relationship between formal education and actual learning, the more I wondered why I’d come to Fordham in the first place.
* * *
According to the not-for-profit College Board, the average cost of a school year at a private American university was almost $35,000 in 2017—a figure I will use for purposes of rough cost-benefit analysis. (While public universities are less expensive thanks to government subsidies, the total economic cost per student-year, including the cost borne by taxpayers, typically is similar.) The average student takes about 32 credits worth of classes per year (with a bachelor’s degree typically requiring at least 120 credits in total). So a 3-credit class costs just above $3,000, and a 4-credit class costs a little more than $4,000.
Lured by the prospect of high-salary, high-status jobs, college students are rushing in record numbers to study computer science.
Now, if only they could get a seat in class.
On campuses across the country, from major state universities to small private colleges, the surge in student demand for computer science courses is far outstripping the supply of professors, as the tech industry snaps up talent.
A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price. What is his profit?
2. Teaching Maths In 1970s
A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price, or $80. What is his profit?
3. Teaching Maths In 1980s
A logger sells a truckload of lumber for $100. His cost of production is $80. Did he make a profit ? Yes or No
4. Teaching Maths In 1990s
A logger sells a truckload of lumber for $100. His cost of production is $80 and his profit is $20. Your assignment: Underline the number 20.
5. Teaching Maths In 2000s
A logger cuts down a beautiful forest because he is selfish and inconsiderate and cares nothing for the habitat of animals or the preservation of our woodlands. He does this so he can make a profit of $20. What do you think of this way of making a living?
Topic for class participation after answering the question: How did the birds and squirrels feel as the logger cut down their homes? (There are no wrong answers, feel free to express your feelings e.g, anger, anxiety, inadequacy, helplessness etc.)
Should you require debriefing at conclusion of exam there are counsellors available to assist you to adjust back into the real world.