#CSK8 Podcast
Making Sense of Making: Defining Learning Practices in MAKE Magazine
In this episode, Jared O'Leary unpacks Brahms and Crowley’s (2016) publication titled “Making sense of making: Defining learning practices in MAKE magazine,” which is a content analysis that uses communities of practice as a framework for exploring maker practices evident within MAKE magazine.
Suggestions for Starting or Expanding Your Program with Dianne O'Grady-Cunniff
In this interview with Dianne O'Grady-Cunniff, we discuss some suggestions for starting or expanding your program, as well as other topics for novice and veteran CS educators.
Mindful Makers: Question Prompts to Help Guide Young Peoples' Critical Technical Practices in Maker Spaces in Libraries, Museums, and Community-based Youth Organizations
In this episode, Jared Oleary unpacks Bowler and Champagne’s (2009) publication titled “Mindful makers: Question prompts to help guide young peoples' critical technical practices in maker spaces in libraries, museums, and community-based youth organizations,” which "examines question prompts as a means to scaffold reflection and reflexivity in the design, development, and use of technological artifacts in maker spaces for youth at public libraries, museums, and community-based organizations" (abstract).
AI4ALL, Curriculum Development, and Gender Discourse with Sarah Judd
In this interview with Sarah Judd, Jared O'Leary disscusses what Sarah learned both in the classroom and as a CS curriculum writer, the curriculum Sarah continues to develop for AI4ALL, advice and philosophies that can guide facilitating a class and designing curriculum, some of our concerns with discourse on gender in CS, my recommended approach to sustainable professional development, and much more.
Talking About [Computer Science]: Better Questions? Better Discussions!
In this episode, Jared O'Leary unpacks Allsup and Baxter’s (2004) publication titled “Talking about music: Better questions? Better discussions!” which is a short article that discusses open, guided, and closed questions, as well as a framework for encouraging critical thinking through questions. Although this article is published in a music education journal, I discuss potential implications for computer science educators.
