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#CSK8 Podcast

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CSK8 - Zoom Fatigue - apr 5

Nonverbal Overload: A Theoretical Argument For The Causes of Zoom Fatigue

In this #CSK8 episode, Jared O'Leary unpacks Bailenson’s (2021) publication titled “Nonverbal overload: A theoretical argument for the causes of Zoom fatigue,” which describes four potential causes for Zoom fatigue.

csk8 - april 1 2021

"I can't read, but I can code": Using puppets to teach C++ to pre-readers

In this bonus episode Jared O'Leary unpacks Rollerstein’s (2021) publication titled “‘I can't read, but I can code’: Using puppets to teach C++ to pre-readers: A quasi-experimental critical” which investigated the use of puppets to teach C++ to pre-readers in pre-K CS classes.

CSK8 - shiobahn grady -mar29

Healthy Boundaries with Siobahn Grady

In this interview with Siobahn Grady, we discuss the importance of self care and healthy boundaries, the impact of education, misconceptions and problematic assumptions people make with HBCUs, misconceptions and misunderstandings of being a professor in CS, lessons learned using machine learning to identify authorship of tweets, exploring the implications of social media and technology with students, the intersections of arts and CS, improving equity and inclusion in computing through action, and much more.

CSK8 - mar 22 - how early does cs gender gap emerge

How Early Does The CS Gender Gap Emerge

In this episode Jared O'Leary unpacks Tsan, Boyer, and Lynch’s (2016) publication titled “How early does the CS gender gap emerge? A study of collaborative problem solving in 5th grade computer science,” which investigates the potential impact of gendered groups on the quality of completed Scratch projects in an in-school computer science class for 5th grade students.

CSK8 Katie Henry Catherina Bornhorst, jon Stapleton

Rhizomatic Learning with Catherine Bornhorst, Jon Stapleton, and Katie Henry

In this panel discussion with Catherine Bornhorst, Jon Stapleton, and Katie Henry, we discuss what rhizomatic learning is and looks like in formalized educational spaces, affordances and constraints of rhizomatic learning, how to support individual students within a group setting, standards and rhizomatic learning, why few people know and use rhizomatic learning approaches, how to advocate for and learn more about rhizomatic learning, and much more.

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