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| author | elioat <elioat@tilde.institute> | 2023-08-23 07:52:19 -0400 |
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| committer | elioat <elioat@tilde.institute> | 2023-08-23 07:52:19 -0400 |
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diff --git a/js/games/nluqo.github.io/~bh/papers.html b/js/games/nluqo.github.io/~bh/papers.html new file mode 100644 index 0000000..6d30f1a --- /dev/null +++ b/js/games/nluqo.github.io/~bh/papers.html @@ -0,0 +1,143 @@ +<HTML> +<HEAD> +<TITLE>papers on computers and education</TITLE> +</HEAD> +<BODY> +<H1>Papers on computers and education</H1> +<CITE>Brian Harvey<BR>University of California, Berkeley</CITE> + +<UL> + +<LI><a href="HOPL.pdf">History of Logo</a> (C. Solomon et al.) I'm one of eight +listed authors and a cast of thousands who helped with this paper for the ACM +History of Programming Languages journal and conference. + +<LI><a href="snap/baby3.pdf">"Why Do We Have to Learn This Baby Language?"</a>. +An answer to high school students in the Beauty and Joy of Computing course +who complain about having to use what they think is just the Scratch they +learned when they were eight. + +<LI><A HREF="BJC.pdf">"The Beauty and Joy of Computing: Computer Science for +Everyone"</A>, Constructionism 2012, Athens. About the development of CS 10, +Berkeley's new CS breadth course for non-majors. + +<LI><A HREF="sicp.html">Why <cite>Structure and Interpretation of +Computer Programs</cite> matters</A> In 2011, to celebrate the 150th +anniversary of MIT, the <i>Boston Globe</i> made a list of the most +important MIT innovations, and they asked me to explain the importance +of SICP. This is what I sent them. + +<LI><A HREF="BYOB.pdf">"Bringing 'No Ceiling' to Scratch: Can One Language +Serve Kids and Computer Scientists?"</A> (with Jens Mönig, a talk at the +Constructionism 2010 conference in Paris). Scratch is the brilliant +grandchild of Logo, from the MIT Media Lab, that uses drag-and-drop visual +programming to achieve, truly at last, the "no threshold" half of Logo's +famous promise, combined with a half-million-strong social network of kid +programmers sharing projects and working collaboratively. But Scratch +deliberately drops the "no ceiling" part. How hard would it be to do both +at once? Not hard at all, we think, if we remember Lisp's core idea of +procedure as data. <A HREF="https://people.eecs.berkeley.edu/~bh/byob">BYOB</A> (Build Your Own Blocks) is an +experimental implementation of this goal. +<LI><A HREF="grad05.html">"Speech at UCB CS Graduation, 2005"</A>At +Berkeley every department has its own graduation ceremony. At the one +for the Computer Science majors in the College of Letters and Science, +there are a bunch of student speakers, then a faculty speaker, and then +a famous-outsider speaker. This year I gave the faculty speech, about +the sorry state of the world. +<LI><A HREF="alliance.html">"Harmful to Children? The <CITE>Alliance +for Childhood</CITE> Report"</A> (a talk at the 2001 EuroLogo conference +in Linz). A first pass at a response to <CITE>Fool's Gold,</CITE> a +report condemning the use of computers in primary education. Some of +the points in the report are as applicable to Logo as to other forms of +educational computing, but Logo escapes from other criticisms in the report. +<LI><A HREF="logic.html">"Reasoning with Computers"</A> (a talk at the +1997 EuroLogo conference in Budapest). One of the programming projects +I used in my Logo-based computer science books is a program that solves +logic puzzles. This paper explores different approaches to such puzzles +(inference and backtracking) and how the program could be extended. +There are general purpose inference systems far more advanced, but this +limited program may make the ideas more accessible to a beginner. +<LI><A HREF="capitalist.html">"Logo: Capitalist Tool?"</A> (a talk at +the 1995 EuroLogo conference in Birmingham). A recent development at +the MIT Logo lab has been Mitch Resnick's program StarLogo, a version +featuring extreme parallelism (thousands of turtles). Results from +this very good technical work have been used as the basis for what I +consider dubious analogies, in Resnick's own book and in Seymour Papert's +latest book, that purport to prove the joys of "free"-market capitalism. +Here I debunk those analogies. +<LI><A HREF="obsolete.html">"Is Programming Obsolete?"</A> (A talk I've +given at a few conferences in 1994.) No, it isn't, even though there's +slick "courseware" available these days. +<LI><A HREF="multi.html">"Against Multimedia"</A> (Computer Professionals +for Social Responsibility newsletter, 1994), in which I explain why it's +all a bad idea. +<LI><A HREF="elogo.html">"Symbolic Programming vs. Software Engineering--Fun +vs. Professionalism--Are These the Same Question?"</A> (a talk at the 1993 +EuroLogo conference in Athens). Sorry about the long title; they asked me +for a title before I'd decided what to talk about! It turned out to be about +the word "Logo-like" that people use these days to describe an enormous range +of educational environments. I consider what makes Logo Logo, and some of +the different ways in which things can be like or unlike that. +<LI><A HREF="gary.html">"The Role of Logo in Secondary and Post-Secondary +Computer Science"</A> (a talk at the 1993 International Logo Conference +in Melbourne). What language should we use to teach computer science? +I compare Logo with its competitors: Scheme, Pascal, and visual languages +such as Visual Basic and (in a different way) Hypertalk. +<LI><A HREF="noss.ps">"Avoiding Recursion"</A> (in <CITE>Learning +Mathematics and Logo</CITE>, Celia Hoyles +and Richard Noss, editors, MIT Press, 1992). Functional languages +such as Logo and Scheme generally use recursion as the main control +mechanism, rather than iterative constructs such as <CODE>while</CODE> +and <CODE>for</CODE>. Many beginning programmers find the idea of +recursion difficult, and that gives these languages a bad reputation. +Here I suggest that the use of higher-order procedures can allow a +wide range of interesting programs to be written before the learner +must confront the challenge of recursion. +<LI><A HREF="ifsnecc.ps">"Beyond Programming: A Two-Summer +Computer Science Institute for Secondary Teachers"</A> (a talk at the 1992 +National Educational Computing Conference in Dallas). From 1989 to 1992 +I taught high school teachers Logo and computer science +in a summer program at Kent State University. The program was heavy on +experiential learning; the talk describes some of the technical and +pedagogic issues that arose. +<LI><A HREF="bridge.html">"Symbolic Programming vs. the AP Curriculum"</A> +(in <CITE>The Computing Teacher</CITE>, 1991). I argue that learning +to program should be fun, not primarily focused on avoiding errors; that +can come later. +<LI><A HREF="four.html">"Abstracts for Four Papers +I'm Gonna Write Someday"</A>. The 1989 national convention of +Computer Professionals for Social Responsibility came just after +the famous Internet worm that disabled all the computers in the world +for a day or so. There was a lot of discussion about it, as you +might imagine. I thought that a lot of people's ideas about moral +education were naive, and this is a collection of musings that I +wrote for CPSR members. +<LI><A HREF="hackers.html">"Computer Hacking and Ethics"</A>, a +position paper I brought to an ACM `Select Panel on Hacking' in +1985. I argue that moral development is different from +locking the door and throwing away the key. This paper has +two appendices: +<UL> +<LI><A HREF="hacker.html">What is a Hacker?</A> The word was +a compliment until <CITE>Newsweek</CITE> took it over. +<LI><A HREF="lsrhs.html">A Case Study</A> A description of the +computer lab I set up at the Lincoln-Sudbury Regional High School. +</UL> +<LI><A HREF="stop.html">"Stop Saying `Computer Literacy'!"</A>, +a (badly edited) version of which was published in <CITE>Classroom +Computer News</CITE> in 1983. During the first wave of hysteria to +get computers into schools and homes, I argued that that wasn't going +to make everyone rich. And phrases like "computer literacy" and +"media literacy" and so on weaken the original, important meaning +of the word "literacy." +<LI><A HREF="freedom.html">"Using Computers for Educational Freedom"</A>, +a talk I gave at Lesley College in 1980. It's about the philosophy +behind the way I set up my high school computer lab: giving kids keys +to the room and root access and stuff. +</UL> + +<P><ADDRESS> +<A HREF="index.html"><CODE>www.cs.berkeley.edu/~bh</CODE></A> +</ADDRESS> +</BODY> +</HTML> |