Imagineering Inauthentic Imagineering Inauthentic Legitimate Peripheral Legitimate Peripheral

ParticipationParticipation

Mark Guzdial and Allison TewMark Guzdial and Allison Tew

AbstractAbstract

When computer science educators are asked to When computer science educators are asked to teach non-CS majors, we are often placed in the teach non-CS majors, we are often placed in the position of teaching in alignment with a position of teaching in alignment with a community of practicecommunity of practice that does not (or does not that does not (or does not yetyet) exist. In that sense, our teaching is ) exist. In that sense, our teaching is inauthentic. We use the example of two classes inauthentic. We use the example of two classes at Georgia Tech that seem successful by several at Georgia Tech that seem successful by several measures, yet suffer this inauthenticity. We measures, yet suffer this inauthenticity. We propose that a useful tool for understanding how propose that a useful tool for understanding how these classes work is the Disney Corporation’s these classes work is the Disney Corporation’s imagineering:imagineering: Their process of story-telling in Their process of story-telling in three-dimensions.three-dimensions.

Legitimate Peripheral ParticipationLegitimate Peripheral Participation

A general theory of learning (Lave & A general theory of learning (Lave & Wenger, 1991)Wenger, 1991)Views learning as becoming more Views learning as becoming more connected to a community of practice.connected to a community of practice.Students move from peripheral Students move from peripheral participation that is still legitimate (useful, participation that is still legitimate (useful, important) to more central roles.important) to more central roles.– Examples: West African tailors, midwives, Examples: West African tailors, midwives,

Alcoholics AnonymousAlcoholics Anonymous

Teaching “aligned” with CoPTeaching “aligned” with CoP

We’ll call teaching that We’ll call teaching that students students perceive perceive as leading to a Community of Practice that as leading to a Community of Practice that they want to belong to as “they want to belong to as “alignedaligned” ” teachingteaching

Teaching that is aligned CoP is perceived Teaching that is aligned CoP is perceived as more as more relevantrelevant to students (Joseph & to students (Joseph & Nacu)Nacu)

Is Authenticity the same as Is Authenticity the same as Alignment?Alignment?

Shaffer and Resnick claim that there are four Shaffer and Resnick claim that there are four kinds of authenticity:kinds of authenticity:– Activities aligned with outside worldActivities aligned with outside world– Assessment aligned with instructionAssessment aligned with instruction– Topics aligned with what learners want to knowTopics aligned with what learners want to know– Methods of inquiry aligned with disciplineMethods of inquiry aligned with discipline

1, 3, and 4 seem to be about alignment with 1, 3, and 4 seem to be about alignment with CoP’s that students recognizeCoP’s that students recognize

Hypothesis (Assumption here)Hypothesis (Assumption here)

If educational activities are not authentic, If educational activities are not authentic, relevant, relevant, alignedaligned, , students won’t learn.students won’t learn.– Notice that this is about student perception.Notice that this is about student perception.– Some students may Some students may imagineimagine an alignment an alignment

that even the teacher doesn’t see.that even the teacher doesn’t see.

ClaimClaim

Students learn computer science in Students learn computer science in CS1315 CS1315 Introduction to Media Introduction to Media ComputationComputation and CS1316 and CS1316 Representation Representation of Structure and Behavior of Structure and Behavior (the two “Media (the two “Media Computation” classes) because they Computation” classes) because they perceive it to be aligned.perceive it to be aligned.But it’s not. It’s inauthentic.But it’s not. It’s inauthentic.The issue isn’t that we lied to the students,The issue isn’t that we lied to the students,It’s It’s “How did we get away with it“How did we get away with it?”.?”.

Media Computation: Teaching in a Media Computation: Teaching in a Relevant ContextRelevant Context

Presenting CS topics with Presenting CS topics with media projects and examplesmedia projects and examples– Iteration as creating negative Iteration as creating negative

and grayscale imagesand grayscale images– Indexing in a range as Indexing in a range as

removing redeyeremoving redeye– Algorithms for blending both Algorithms for blending both

images and soundsimages and sounds– Linked lists as song fragments Linked lists as song fragments

woven to make musicwoven to make music– Information encodings as Information encodings as

sound visualizationssound visualizations

CS1315 CS1315 Introduction to Media Introduction to Media ComputationComputation

Goal: Make computing relevant, social, and creativeGoal: Make computing relevant, social, and creative

Averaging 300 students/term since Spring 2003Averaging 300 students/term since Spring 2003– Overall, CS1315 has been 51% femaleOverall, CS1315 has been 51% female– Required in Architecture, Management, Ivan Allen College of Required in Architecture, Management, Ivan Allen College of

Liberal Arts, and BiologyLiberal Arts, and Biology

Focus: Learning programming and CS concepts within the Focus: Learning programming and CS concepts within the context of media manipulation and creationcontext of media manipulation and creation– Converting images to grayscale and negatives, splicing and Converting images to grayscale and negatives, splicing and

reversing sounds, writing programs to generate HTML, reversing sounds, writing programs to generate HTML, creating movies out of Web-accessed content.creating movies out of Web-accessed content.

– Computing for communications, not calculationsComputing for communications, not calculations

Selecting Python as the Selecting Python as the programming languageprogramming language

SignificantSignificant issue: Non-CS issue: Non-CS faculty, who don’t program, faculty, who don’t program, but should choose for their but should choose for their students.students.Check Google: General Check Google: General opinion counts.opinion counts.Looks likeLooks like other programming other programming languageslanguages– Potential for transferPotential for transferUse in commercial contexts Use in commercial contexts authenticates the choiceauthenticates the choice– IL&M, Google, Nextel, etc.IL&M, Google, Nextel, etc.

Rough overview of SyllabusRough overview of SyllabusDefining and executing functionsDefining and executing functionsPicturesPictures– Psychophysics, data structures, defining functions, Psychophysics, data structures, defining functions, forfor loops, loops,

ifif conditionals conditionals– Bitmap vs. vector notationsBitmap vs. vector notations

SoundsSounds– Psychophysics, data structures, defining functions, Psychophysics, data structures, defining functions, forfor loops, loops,

ifif conditionals conditionals– Sampled sounds vs. synthesized, MP3 vs. MIDISampled sounds vs. synthesized, MP3 vs. MIDI

TextText– Converting between media, generating HTML, database, and Converting between media, generating HTML, database, and

networkingnetworking– A little trees (directories) and hash tables (database)A little trees (directories) and hash tables (database)

MoviesMoviesThenThen, Computer Science topics (last 1/3 class), Computer Science topics (last 1/3 class)

Some Computer Science Topics Some Computer Science Topics inter-mixedinter-mixed

We talk about We talk about algorithmsalgorithms across mediaacross media– Sampling a picture (to scale it) is Sampling a picture (to scale it) is

the samethe samealgorithm as sampling a sound (to algorithm as sampling a sound (to shift frequency)shift frequency)

– Blending two pictures (fading one Blending two pictures (fading one into the other) and two sounds is into the other) and two sounds is the same algorithm.the same algorithm.

We talk about We talk about representations representations and and mappings mappings (Goedel)(Goedel)– From samples to numbers (and From samples to numbers (and

into Excel), through a mapping to into Excel), through a mapping to pixel colorspixel colors

We talk about design and We talk about design and debuggingdebugging– But they mostly don’t hear usBut they mostly don’t hear us

Computer Science TopicsComputer Science Topicsas solutions to as solutions to theirtheir problems problems

““Why is PhotoShop so much faster?”Why is PhotoShop so much faster?”– Compiling vs. interpretingCompiling vs. interpreting– Machine language and how the computer worksMachine language and how the computer works

““Writing programs is Writing programs is hard!hard! Are there ways to make it Are there ways to make it easier? Or at least shorter?”easier? Or at least shorter?”– Object-oriented programmingObject-oriented programming– Functional programming and recursionFunctional programming and recursion

““Movie-manipulating programs take a Movie-manipulating programs take a longlong time to time to execute. Why? How fast/slow can programs be?”execute. Why? How fast/slow can programs be?”– Algorithmic complexityAlgorithmic complexity

Examples of Student WorkExamples of Student Work

Soup-Audio Collage

Canon- LinkedList of (MIDI) Music

Does the class Does the class work?work?

Since Spring 2004, the Since Spring 2004, the developers aren’t the developers aren’t the teachers.teachers.

We are getting transfers We are getting transfers intointo the CS major. the CS major.

For traditional CS1, For traditional CS1, Sp2005 had 95 students, Sp2005 had 95 students, 70.0% success rate.70.0% success rate.– Engineering CS1 Engineering CS1

Spring 2005: 833 Spring 2005: 833 students, 76% students, 76% success rate.success rate.

EnrollmentEnrollment Success Success RateRate

Georgia Tech’s CS 1Georgia Tech’s CS 1

2000 - 2002 2000 - 2002 (average)(average)

930930 71.2%71.2%

Media ComputationMedia Computation

Spring 2003Spring 2003 120120 90.0%90.0%

Fall 2003Fall 2003 303303 86.5%86.5%

Spring 2004Spring 2004 395395 86.9%86.9%

Summer Summer 20042004 120120 73.3%73.3%

Fall 2004Fall 2004 366366 80.3%80.3%

Spring 2005Spring 2005 317317 84.5%84.5%

WDF Rates by MajorWDF Rates by Major

Follow-up Survey:Follow-up Survey:Did it have a lasting impact?Did it have a lasting impact?

In Spring 2004, conducted an email survey In Spring 2004, conducted an email survey with students from Spring 2003 (with students from Spring 2003 (nn=120) =120) and Fall 2003 (and Fall 2003 (nn=303) students.=303) students.

59 responses59 responses– 11 (19%) had written a Python program on 11 (19%) had written a Python program on

their own since the class had ended.their own since the class had ended.– 27% had edited media that they hadn’t 27% had edited media that they hadn’t

previously.previously.

““Did the class change how you Did the class change how you interact with computers?”interact with computers?”

20% said no.20% said no.80% said yes, but it was also more about 80% said yes, but it was also more about changing how they changing how they thoughtthought about computers. about computers.– ““Definitely makes me think of what is going on behind the Definitely makes me think of what is going on behind the

scenes of such programs like Photoshop and Illustrator.”scenes of such programs like Photoshop and Illustrator.”– 'I understand technological concepts more easily now; I am

more willing and able to experience new things with computers now’

– 'I have learned more about the big picture behind computer science and programming. This has helped me to figure out how to use programs that I've never used before, troubleshoot problems on my own computer, use programs that I was already familiar with in a more sophisticated way, and given me more confidence to try to problem solve, explore, and fix my computer.’

CS1316 CS1316 Representing Structure Representing Structure and Behaviorand Behavior

Driving question: Driving question: “How did the “How did the wildebeests wildebeests stampede in stampede in The The Lion King?Lion King?””

Spring 2005: 31 Spring 2005: 31 students, 75% students, 75% female, 91% female, 91% success rate.success rate.

SyllabusSyllabus

Introduction to Java and Media ComputationIntroduction to Java and Media Computation– Manipulating turtles, images, MIDI, sampled sounds.Manipulating turtles, images, MIDI, sampled sounds.– Insertion and deletion (with shifting) of sampled Insertion and deletion (with shifting) of sampled

sounds (arrays).sounds (arrays).

Structuring MusicStructuring Music– Goal: A structure for flexible music compositionGoal: A structure for flexible music composition– Put MIDI phrases into linked list nodes.Put MIDI phrases into linked list nodes.

Use Weave and Repeat to create repeating motifs as found Use Weave and Repeat to create repeating motifs as found in Western Musicin Western MusicAt very end, create a two-branched list to start on trees.At very end, create a two-branched list to start on trees.

CanonSwan

Bells Fur Elise

Syllabus (Continued)Syllabus (Continued)

Structuring ImagesStructuring Images– Using linearity in linked list to Using linearity in linked list to

represent ordering (e.g., left to represent ordering (e.g., left to right)right)

– Using linearity in linked list to Using linearity in linked list to represent layering (as in represent layering (as in PowerPoint)PowerPoint)

– Mixing positioned and layered Mixing positioned and layered in one structure, using abstract in one structure, using abstract super classes.super classes.

– Structuring a scene in terms of Structuring a scene in terms of branches—introducing a branches—introducing a scene scene graphgraph (first tree) (first tree)

Syllabus (Cont’d)Syllabus (Cont’d)Structuring SoundStructuring Sound– Collecting sampled Collecting sampled

sounds into linked sounds into linked lists and trees, as lists and trees, as with images.with images.

But all traversals are But all traversals are recursive.recursive.

– Use different Use different traversals of same traversals of same tree to generate tree to generate different sounds.different sounds.

– Replace a sound in-Replace a sound in-placeplace

Generalizing lists and Generalizing lists and treestrees– Create an abstract class Create an abstract class

“Linked List Node” “Linked List Node” (LLNode) on top of the (LLNode) on top of the sound and image class sound and image class hierarchieshierarchies

Make all image and Make all image and sound examples work sound examples work the samethe same

Syllabus (Cont’d)Syllabus (Cont’d)

GUIs as treesGUIs as trees– We introduce We introduce

construction of a construction of a Swing frame as Swing frame as construction of a tree.construction of a tree.

– Different layout Different layout managers are then managers are then different renderers of different renderers of the same tree.the same tree.

JFrame

JPanel

JLabel “This is panel1!”

JPanel

JButton “Make a sound”

JButton “Make a picture”

Syllabus (cont’d)Syllabus (cont’d)

Lists that LoopLists that Loop– Introduce circular linked lists as a way of create Introduce circular linked lists as a way of create

Mario-Brothers’ style cel animations.Mario-Brothers’ style cel animations.– Introduce trees that loop as a way of introducing Introduce trees that loop as a way of introducing

graphs.graphs.

gal1-rightface.jpg gal1-

right2.jpg

gal1-right1.jpg

gal1-rightface.jpg

Syllabus (cont’d)Syllabus (cont’d)

Introducing SimulationsIntroducing Simulations– Introduce continuous and discrete event simulations, and Introduce continuous and discrete event simulations, and

Normal and uniform probability distributionsNormal and uniform probability distributions– We do wolves and deer,We do wolves and deer,

disease propagation,disease propagation,political influence.political influence.

– Create a set of classes for simulation, then re-write our Create a set of classes for simulation, then re-write our simulations for those classes.simulations for those classes.

– Writing results to a file for later analysisWriting results to a file for later analysis

Finally, Making the Wildebeests and VillagersFinally, Making the Wildebeests and Villagers– Mapping from positions of our turtles to an animation frame.Mapping from positions of our turtles to an animation frame.– Creating an animation from a simulation.Creating an animation from a simulation.

Syllabus (cont’d)Syllabus (cont’d)

Introduction to Discrete Event SimulationsIntroduction to Discrete Event Simulations– Create a discrete event simulation of trucks, Create a discrete event simulation of trucks,

factories, salespeople, and markets.factories, salespeople, and markets.– Use turtles to create an animated display.Use turtles to create an animated display.– Now, the real focus is the simulation, and the Now, the real focus is the simulation, and the

animation is just a mapping from the animation is just a mapping from the simulation.simulation.

Animation becomes yet another medium in which Animation becomes yet another medium in which we can review results, like data in an Excel we can review results, like data in an Excel spreadsheet, music, or sound.spreadsheet, music, or sound.

Student Comments on CS1316Student Comments on CS1316

(Early on.) “I am most looking forward to learning some Java, so I (Early on.) “I am most looking forward to learning some Java, so I can at least understand some of what my CS major friends are can at least understand some of what my CS major friends are saying.”saying.”““the collage is about the same amount of difficulty in java as it was the collage is about the same amount of difficulty in java as it was in python.”in python.”““What I like about CS1316 so far is that it's an appropriate difficulty What I like about CS1316 so far is that it's an appropriate difficulty level. It's a good follow-up to 1315, because I'm never entirely lost level. It's a good follow-up to 1315, because I'm never entirely lost and eventually get all of it, but it's still a challenge at times. Usually a and eventually get all of it, but it's still a challenge at times. Usually a course is too easy or too hard, but this one seems good to me! :)”course is too easy or too hard, but this one seems good to me! :)”““I like the pacing of this class. It's a little slow sometimes, but that's I like the pacing of this class. It's a little slow sometimes, but that's good for people like me who are computer-impared. The CS 1321 good for people like me who are computer-impared. The CS 1321 class tried to cover too much in too little time and expected a level of class tried to cover too much in too little time and expected a level of computer knowledge I felt was too high for begineer programming. computer knowledge I felt was too high for begineer programming. This class is great”This class is great”

Student comment on languagesStudent comment on languages

““““I've used both Python(well, Jython, Close enough) and MATLAB. I I've used both Python(well, Jython, Close enough) and MATLAB. I would put Java in the middle. Java is better than MATLAB in my would put Java in the middle. Java is better than MATLAB in my opinion(especially since MATLAB rarely points out mistakes in detail opinion(especially since MATLAB rarely points out mistakes in detail like Java/Python. It just tells you there is a mistake to fix) and Java like Java/Python. It just tells you there is a mistake to fix) and Java is more versitile than MATLAB. However, I'm having more problems is more versitile than MATLAB. However, I'm having more problems programming in Java than I ever had in Python. I don't know if its programming in Java than I ever had in Python. I don't know if its the Java classes or how Java requires more to install/run(It took me the Java classes or how Java requires more to install/run(It took me at least 2 hours to set up, and I'm still having problems), but I at least 2 hours to set up, and I'm still having problems), but I actually like Python a little better. Plus, some error messages in actually like Python a little better. Plus, some error messages in Java don't make any sense to a beginner programmer like students. Java don't make any sense to a beginner programmer like students. I got one that said something about version 48.0 instead of 49.0, I got one that said something about version 48.0 instead of 49.0, and I have no idea what that's about. But, I would say Java is in the and I have no idea what that's about. But, I would say Java is in the middle, just a bit below Python and way ahead of MATLAB.”middle, just a bit below Python and way ahead of MATLAB.”

Posted on my Facebook “Wall” Posted on my Facebook “Wall” last nightlast night

Does it prepare students for a Does it prepare students for a regular CS course?regular CS course?

But it’s not authenticBut it’s not authentic

NobodyNobody in the real world processes media in the real world processes media at the level of pixels and samples in at the level of pixels and samples in Python.Python.– Almost nobody writes programs to manipulate Almost nobody writes programs to manipulate

media at all! Applications dominate.media at all! Applications dominate.

People in the real world who make People in the real world who make animations animations don’t usedon’t use Java. Java.

How did we get away with the lie?How did we get away with the lie?

How did we get away with it?How did we get away with it?

It’s not instructional designIt’s not instructional design– Traditional instruction design ignores contextTraditional instruction design ignores context

It’s not marketingIt’s not marketing– We’re not talking about pricing or distribution or We’re not talking about pricing or distribution or

promotion.promotion.– It’s not about a single concept (Coke “Real,” Avis “We It’s not about a single concept (Coke “Real,” Avis “We

try harder.”)try harder.”)

It’s storytelling, but over a 15 week semester.It’s storytelling, but over a 15 week semester.– How do we do that?How do we do that?

Imagineering:Imagineering:Telling a Story in a Theme ParkTelling a Story in a Theme Park

1. Start from the Story1. Start from the Story

2. Start from where the expectations are2. Start from where the expectations are

3. Pay attention to Details3. Pay attention to Details

4. Where necessary, change reality4. Where necessary, change reality

5. Pay attention to Transitions5. Pay attention to Transitions

6. Make the Cast part of the Story6. Make the Cast part of the Story

Using these in CS1315 and Using these in CS1315 and CS1316CS1316

We’re not building a theme park.We’re not building a theme park.

But we are telling a story in three-But we are telling a story in three-dimensions over 15 weeks.dimensions over 15 weeks.

1. Start from the Story 1. Start from the Story

Everything at Disney theme parks starts Everything at Disney theme parks starts with a story.with a story.Even changes to vendor booths start from Even changes to vendor booths start from a story.a story.Examples:Examples:– TomorrowlandTomorrowland– Big Thunder RailroadBig Thunder Railroad– Splash MountainSplash Mountain– EmporiumEmporium

1. Start from the Story1. Start from the Story

In CS1315, we tell a consistent storyIn CS1315, we tell a consistent story– All media are going digitalAll media are going digital– Digital media are manipulated in softwareDigital media are manipulated in software– Knowing how to program is an advantage in a Knowing how to program is an advantage in a

profession that manipulates media.profession that manipulates media.

In CS1316, it’s all about the wildebeests In CS1316, it’s all about the wildebeests (and the villagers)(and the villagers)

2. Start from where the 2. Start from where the expectations areexpectations are

2. Start from where the 2. Start from where the expectations areexpectations are

Partially, this is about peripheral Partially, this is about peripheral participationparticipationThese students have been peripherally These students have been peripherally participating in media manipulation cultureparticipating in media manipulation culture– All collect mediaAll collect media– Many use PhotoshopMany use Photoshop– Some work with MIDI and sound (“Acid”)Some work with MIDI and sound (“Acid”)

We start with the media and manipulations We start with the media and manipulations they know.they know.

3. Pay Attention to Details3. Pay Attention to Details

3. Pay Attention to Details3. Pay Attention to Details

The The lectureslectures match the match the bookbook which matches the which matches the assignmentsassignments (which (which are about media manipulation)are about media manipulation)which match the which match the GalleriesGalleries in the CoWeb. in the CoWeb.The story is told consistently and are self-The story is told consistently and are self-supporting pieces of evidence.supporting pieces of evidence.– ““Of course people manipulate media with Of course people manipulate media with

Python! Go look at all the great things in the Python! Go look at all the great things in the CoWeb Galleries!”CoWeb Galleries!”

4. Where necessary, change 4. Where necessary, change realityreality

Three story buildings in Disney World aren’t really three stories.

Another Example: Cinderella’s Castle

-The View

-The Tunnel

4. Where necessary, change 4. Where necessary, change realityreality

Python does not support media manipulation.Python does not support media manipulation.– So we wrote a set of libraries and tools.So we wrote a set of libraries and tools.– We embedded them into the programming We embedded them into the programming

environment so that students never even see the environment so that students never even see the media libraries being imported.media libraries being imported.

– Now, obviously, Python supports media manipulation.Now, obviously, Python supports media manipulation.

Java’s media support is complicated.Java’s media support is complicated.– We never teach it.We never teach it.– We teach Picture, Sound, Pixel, and SoundSamples.We teach Picture, Sound, Pixel, and SoundSamples.

5. Pay Attention to Transitions5. Pay Attention to Transitions

5. Pay Attention to Transitions5. Pay Attention to Transitions

At each new topic, we relate the transition At each new topic, we relate the transition to the story.to the story.– We don’t start teaching string processing,We don’t start teaching string processing,

we start teaching HTML.we start teaching HTML.– We don’t teach linked lists,We don’t teach linked lists,

we teach how to dynamically and creatively we teach how to dynamically and creatively insert and remove media elements.insert and remove media elements.

6. Make the Cast Part of the 6. Make the Cast Part of the StoryStory

6. Make the Cast part of the 6. Make the Cast part of the StoryStory

““This is a great collage on the Gallery this This is a great collage on the Gallery this week. Who did it?week. Who did it?You?You?How’d you do it? How’d you get this great How’d you do it? How’d you get this great effect?”effect?”

TA’s get sucked in.TA’s get sucked in.– Some of the best media on the Gallery pages Some of the best media on the Gallery pages

are by the TA’s (“as examples”)are by the TA’s (“as examples”)

Conclusion: Getting the Story Conclusion: Getting the Story WrongWrong

There’s evidence that students in CS1315 There’s evidence that students in CS1315 don’t buy the story.don’t buy the story.– They don’t buy that learning to hack media is They don’t buy that learning to hack media is

useful for their career/profession.useful for their career/profession.– But instead, they think it’s part of being a But instead, they think it’s part of being a

media consumer.media consumer.

Suggestive evidence #1: Re-read those Suggestive evidence #1: Re-read those follow-up survey comments.follow-up survey comments.– That’s not about work. That’s about life.That’s not about work. That’s about life.

Suggestive Evidence #2Suggestive Evidence #2

Homework was not perceived as particularly “relevant”Homework was not perceived as particularly “relevant”– 39.2% - Georgia Tech39.2% - Georgia Tech

– 31.2% - Gainesville31.2% - Gainesville

But majority of students at both institutions perceived But majority of students at both institutions perceived skills would be useful later in lifeskills would be useful later in life– 59.9% - Georgia Tech59.9% - Georgia Tech– 56.2% - Gainesville56.2% - Gainesville

Georgia Tech students saw greater relevance of course Georgia Tech students saw greater relevance of course material for careermaterial for career– 45.5% - Georgia Tech45.5% - Georgia Tech– 37.5% - Gainesville37.5% - Gainesville