Suchergebnisse

This paper investigates cultural differences in a comparison of the educational and research environments in two different countries: USA and Germany. These countries were chosen because they represent very converse approaches. A number of examples are used to argue that the differences
are deeply anchored in different cultural values and may even reflect different personality type distributions in both countries. Thus, a working style is found that is more oriented toward cooperation in the USA and more toward individual work in Germany. Though currently countries are integrating
each other's approaches and thus are converging, society is also faced with the challenge of keeping and supporting individual strengths.

This is an open access book that covers the complete set of experiences and results of the FemTech.dk research which we have had conducted between 2016-2021 – from initiate idea to societal communication. Diversity in Computer Science: Design Artefacts for Equity and Inclusion presents and documents the principles, results, and learnings behind the research initiative FemTech.dk, which was created in 2016 and continues today as an important part of the Department of Computer Science at the University of Copenhagen's strategic development for years to come. FemTech.dk was created in 2016 to engage with research within gender and diversity and to explore the role of gender equity as part of digital technology design and development. FemTech.dk considers how and why computer science as a field and profession in Denmark has such a distinct unbalanced gender representation in the 21st century. This book is also the story of how we (the authors) as computer science researchers embarked on a journey to engage with a new research field – equity and gender in computing – about which we had only sporadic knowledge when we began. We refer here to equity and gender in computing as a research field – but in reality, this research field is a multiplicity of entangled paths, concepts, and directions that forms important and critical insights about society, gender, politics, and infrastructures which are published in different venues and often have very different sets of criteria, values, and assumptions. Thus, part of our journey is also to learn and engage with all these different streams of research, concepts, and theoretical approaches and, through these engagements, to identify and develop our own theoretical platform, which has a foundation in our research backgrounds in Human–Computer Interaction broadly – and Interaction Design & Computer Supported Cooperative Work specifically.

Diversity has become increasingly relevant in computer science and technology development, both in terms of inclusive design teams and as a concept used to design "diversity-aware" technologies. The latter part has received less attention and notions of diversity leveraged to design technologies remain understudied. This paper critically examines diversity concepts employed by computer scientists and designers by reviewing 120 articles in two subfields of computer science: personalized recommendations and human–computer interaction. Drawing on Black feminism and critical race theory-inspired literature, I offer a critique of demographic and cultural user representations and underscore the shortcomings of diversity as a strategy to increase user satisfaction and fairness. Particularly concerning is the unreflected use of binary, static, and individual-level diversity concepts in the design of technologies. Such concepts render structural inequalities between and within groups of users invisible and thereby risk reinforcing existing injustices. The paper closes with considerations on whether and how diversity concepts can be leveraged by designers in a social justice–oriented manner.

At the very beginning of compiling a bibliography, usually only basic information, such as title,
authors and publication date of an item are known. In order to gather additional information about a specific item, one typically has to search the library catalog or use a web search engine.
This look-up procedure implies a manual effort for every single item of a bibliography. In this
technical report we present a proof of concept which utilizes Linked Data technology for the
simple enrichment of sparse metadata sets. This is done by discovering owl:sameAs links between
an initial set of computer science papers and resources from external data sources like DBLP, ACM and the Semantic Web Conference Corpus. In this report, we demonstrate how the link discovery tool Silk is used to detect additional information and to enrich an initial set of records in the computer science domain. The pros and cons of silk as link discovery tool are summarized in the end.

This paper reports on a statewide "Computer Science for All" initiative in Oregon that aims to democratize high school computer science and broaden participation in an academic subject that is one of the most segregated disciplines nationwide, in terms of both race and gender. With no statewide policies to support computing instruction, Oregon's legacy of computer science education has been marked by both low participation and by rates of underrepresented students falling well-below the already dismal national rates. The study outlined in this paper focuses on how teacher education can support educators in developing knowledge and agency, and impacting policies and practices that broaden participation in computing. In particular, this research seeks to understand two questions. First, how do teachers experience equity-focused professional development in preparation for teaching an introductory course in computer science? Second, this study queries, how do teachers understand their own agency in influencing policies and practices that broaden participation in their specific schools and classrooms? To answer these questions, this inquiry employed a mixed method approach, drawing from surveys, observations, and interview data of two cohorts of teachers who participated in the Exploring Computer Science professional development program. To show the variety of school contexts and situate computer science education in local and place-based policies and practices, three teacher case studies are presented that illustrate how individual teachers, in diverse geographic and demographic settings, are building inclusive computer science opportunities in their schools. The findings reveal that centering equity-focused teacher professional development supports teachers in formulating the confidence, knowledge and skills that lead to inclusive computer science instruction, computer science content, and equity-centered pedagogy. The findings also highlight how school reform in computer science requires not only technical and pedagogical supports and structures, but also a systemic rethinking and reworking of normative and political forces that are part of the fabric of schools. Based on these findings of teacher knowledge and agency, the paper concludes with a presentation of particular statewide policies and practices that are generative in broadening belief systems and expanding political capacity of computer science education to reach all students.

This paper shows several actions that address the use and development of open educational resources (OERs) and the utilisation of open source machine virtualization tools for Moodle course instantiation in a Computer Science-based Teacher Training course. The training is dedicated to show the basic characteristics and tools present in e-learning environments and to transmit the knowledge to develop educational resources and personalize different learning environments. The learning activities have been designed following the constructive approach, in the form of practical tasks that ensure the training of students in the self-implementation and personalisation of e-learning courses embedded into virtual machines. Students learn how to do the pedagogical design, to set up a delivery, and perform to develop their own resources and re-use from others. Finally, students have to assess the quality of the OERs following the UNE71362 standard. As a transversal pedagogical objective of the Master's course, the learning aims to help the dissemination and awareness of the UNESCO's Sustainable Development Goal 4 (SDG4) which ensures inclusive and equitable quality education and fosters lifelong learning opportunities for all. In this sense, specific OER development for gender inclusion and accessibility for all learners has been promoted.