Last summer, I wrote about the creative ways learners in my spring 2020 Honors College course (HONR 296) exhibited and documented their knowledge and understanding of the course's material. The course title was "Computer Science and Algorithms to Live By." The course final project, in summary, was to create a tangible artifact that recorded their responses to the course’s essential questions, as it related to their chosen major(s) and/or minor(s). I am reporting about the creativity of the fall 2020 learners in this post.
The fall 2020 learners ended up creating visual art (3), writing a computer program (1), writing an essay or report (5), writing a journal article (1), creating or arranging music (2), developing a PowerPoint presentation (5), writing a script (1), writing a short story (1), and recording a video (3). I asked all of the students if they were willing for me to share their work. Ten of them responded positively, and the rest of this post is devoted to showcasing what they produced.
I encourage you to read to the end of this post, and click on all the images and links to experience the full breadth of how these students understood computer science and algorithms to impact their current and future lives. In the interest of brevity, I have not provided any commentary on them, but rather have provided a very brief description and an image or link for you to investigate further. They are not listed in any particular order.
Bobbie Burton created a string and nail composition of a human brain meant to explore the connections between computer science and psychology. She also provided a report explaining the connections. An example of the connections she drew includes the following.
My artifact depicts a computer (an outline of the human brain), inputs from the environment (circles of nails beyond the borders of the brain), and connections between these pieces (string connecting all of them together) that go into information processing.
Caitlin May wrote a report taking a look at the essential questions from the perspective of a future wildlife biologist using anecdotes, current events, and other evidence. Part of her report conclusion states:
In conclusion, the widespread introduction of technology to the field of wildlife biology has brought innovation, but also disruption. Though many forms of technology and algorithms have positively influenced the field, such as the use of trail cameras for anti-poaching efforts, the use of these same devices by the public has begun to create a public relations issue. How can this issue be resolved? The solution lies within the problem: engaging the public.
Cameron Keough wrote an essay exploring algorithms and teaching social studies. In the essay he stated:
Applying this to broader student development, the habits and concepts that serve as “Algorithms” in the field of social studies can become a foundation for students so that they may be responsible, caring citizens. ... As algorithms and computing continue to advance the internet, we need to keep in mind elements of “computational kindness” and truth so that we can all work and collaborate more effectively.
Erin Thomas created a woodwind quintet arrangement of the song, "I Hear a Symphony," by Cody Fry. She was able to detail and explain how the process of creating this arrangement addressed the course's essential questions relating to computer technology and algorithms. You may listen to her arrangement here.
Cassie Pomierski created a digital art piece which explored the course’s essential questions by encompassing several examples of what computer science looks like in a work place environment, and how humans use and discover algorithms without always being aware of it. Since we talked a lot about connecting computer science topics to our future careers throughout the semester, she wanted to incorporate a work environment into her image that demonstrated how humans utilize algorithms to complete tasks aside from simply using a typical computer device.
Kameron Rogers wanted to create something that was visually engaging while adequately answering the essential questions of the course. His major, Data Analytics, is about gathering data and communicating it to clients in a user-friendly way, so he thought it was fitting that his final artifact would aim to achieve the same goal. Watch his fast-paced video here.
Eli Skokeland wrote a machine learning computer program that uses a video camera to "read" the letters of the YMCA dance by recognizing a human body in the four poses. Try running his program here.
Carlie Merriweather responded to the course's essential questions in the form of a scientific journal article titled "Computer Science As it Pertains to Psychology" wherein she explored the points of intersection between psychology and computer science and, ultimately, the relationship between the two. An example follows.
How do we use algorithms in our daily lives? Psychology and computer science agree on this point, in that both fields generally hold that we use algorithms/behaviors daily. However, computer science is concerned more so with the “how” we carry out algorithms/behaviors whereas psychology is concerned with the “why.”
Rachael Garland, being a Telecommunications major, wanted to be able to create some type of video to represent her understanding of our class’ essential questions. She compiled several sources to create one coherent video that touches on the development and impact of both computers and algorithms. She explains the basics of each topic, but she believes the visuals are the most important part of this project as they could easily stand on their own and do the topics justice. You may watch her video here.
Cassie Moreau developed a presentation wherein she related computer science and algorithms to her major of exercise science. Although she stated there are many positives about technology, she wondered if there may be job shortages because of technology replacing people.
So, there you have it. Ten different responses to the same prompt. Leaving an assignment open (as opposed to strictly defined) provides the learner an opportunity to explore their passions, and thus they are likely to more fully engage with the assignment. It also makes the evaluation of the assignment a lot more interesting, since they are not cookie cutters of each other, and often I learn something new as well. Learner-centered teaching for the win.
What interesting assignments have you had? Describe it in a comment below.
Image credits: All images were provided by their creators.
