In this interview with Roxana Hadad, we discuss the blurring of formal and informal learning within makerspaces and culture, how Roxana’s understanding of education evolved over time, feeling lost when having too much choice with one’s learning, the intersections of makerspaces and equity, problematizing discourse and definitions around computational thinking and computer science, preventing burnout while working on many different projects, feeling a lack of agency in education, the future of communication for academics, and so much more.
In this episode Jared O'Leary reads and unpacks their (2019) publication titled “Assessment Considerations: A Simple Heuristic,” which is intended to serve as a heuristic for creating or selecting an assessment.
In this episode Jared O'Leary unpacks Scott’s (2012) publication titled “Rethinking the roles of assessment in music education,” which summarizes three roles of assessment (assessment of learning, assessment for learning, and assessment as learning) that he discusses in relation to computer science education.
In this episode Jared O'Leary unpacks Payne and Ruthmann’s (2019) publication titled “Music making in Scratch: High floors, low ceilings, and narrow walls,” which problematizes the limitations of making music with Scratch.
In this episode Jared O'Leary unpacks Catalyze Tech Working Group’s (2021) publication titled “The ACT Report: Action to Catalyze Tech, A Paradigm Shift for DEI,” which provides suggestions for businesses that would like to improve DEI in ways that are relevant to CS organizations and educators.