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  1. Leen-Kiat Soh
  2. http://cse.unl.edu/~lksoh
  3. Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Nebraska - Lincoln
  1. Elizabeth Ingraham
  2. http://www.mappingnebraska.com
  3. Emeritus Faculty
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Nebraska - Lincoln

IUSE: Design, Development, and Implementation Projects: Computational Creativ...

NSF Awards: 1431874

2018 (see original presentation & discussion)

Grades 6-8, Grades 9-12, Undergraduate

Computational Creativity Exercises (CCEs) have been shown to significantly improve student learning and achievement in introductory and advanced CS courses. CCEs address core aspects of computational thinking while exposing students to creative thinking skills, and can be adapted for use in your own courses. Activities such as writing a story in separate chapters and then merging the chapters to form a coherent whole, creating quilt-like patterns with written descriptions, or designing testing strategies for an alien health machine require students to apply computational thinking to unorthodox contexts and situations promoting creative application of CS knowledge and skills. CCEs are group-based, promote active learning, and are designed to foster collaborative problem solving necessary in today’s diverse workplace. Our project has developed a suite of CCEs with different variants for K-12 and post-secondary education, for STEM and non-STEM alike.  Our project has also developed and validated knowledge tests and survey questionnaires to help assess and measure student learning, performance, and attitude.  We have also offered CCEs solely as a course, both in-person and online, accumulating experiences in administering the exercises online, designing grading rubrics, and analyzing data collected.  Our comprehensive studies have shown that the CCEs have a positive linear dosage effects such that the more exercises student do, the better their performances are in our tests.

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