‘I’m good, but not that good’: digitally-skilled young people’s identity in computing

Computers and information technology are fast becoming a part of young people’s everyday life. However, there remains a difference between the majority who can use computers and the minority who are computer scientists or professionals. Drawing on 32 semi-structured interviews with digitally-skilled young people (aged 13-19), we explore their views and aspirations in computing, with a focus on the identities and discourses that these youngsters articulate in relation to this field. Our findings suggest that, even among digitally-skilled young people, traditional identities of computing as people who are clever but antisocial still prevail, which can be unattractive for youths, especially girls. Digitally-skilled youths identify with computing in different ways and for different reasons. Most enjoy doing computing but few aspired to being a computer person. Implications of our findings for computing education are discussed, especially the continued need to broaden identities in computing, even for the digitally-skilled

The locus of legitimate interpretation in Big Data sciences : Lessons for computational social science from -omic biology and high-energy physics

This paper argues that analyses of the ways in which Big Data has been enacted in other academic disciplines can provide us with concepts that will help understand the application of Big Data to social questions. We use examples drawn from our Science and Technology Studies (STS) analyses of -omic biology and high energy physics to demonstrate the utility of three theoretical concepts: (i) primary and secondary inscriptions, (ii) crafted and found data, and (iii) the locus of legitimate interpretation. These help us to show how the histories, organisational forms, and power dynamics of a field lead to different enactments of big data. The paper suggests that these concepts can be used to help us to understand the ways in which Big Data is being enacted in the domain of the social sciences, and to outline in general terms the ways in which this enactment might be different to that which we have observed in the ‘hard’ sciences. We contend that the locus of legitimate interpretation of Big Data biology and physics is tightly delineated, found within the disciplinary institutions and cultures of these disciplines. We suggest that when using Big Data to make knowledge claims about ‘the social’ the locus of legitimate interpretation is more diffuse, with knowledge claims that are treated as being credible made from other disciplines, or even by those outside academia entirely

Human and Machine Learning

In this paper, we consider learning by human beings and machines in the light of Herbert Simon’s pioneering contributions to the theory of Human Problem Solving. Using board games of perfect information as a paradigm, we explore differences in human and machine learning in complex strategic environments. In doing so, we contrast theories of learning in classical game theory with computational game theory proposed by Simon. Among theories that invoke computation, we make a further distinction between computable and computational or machine learning theories. We argue that the modern machine learning algorithms, although impressive in terms of their performance, do not necessarily shed enough light on human learning. Instead, they seem to take us further away from Simon’s lifelong quest to understand the mechanics of actual human behaviour

Why don't some CS0 students succeed? How important are background, experience, culture, aptitude, habits and attitude?

There are always some students who succeed and some students who don't. Our four panelists are committed to the success of all students, but have different explanations for students' lack of success. This panel discussion will highlight both their shared beliefs and disagreements between veteran CS educators Stuart Reges and Dan Garcia, CS education researcher Colleen Lewis, and Professor of History and Philosophy of Science Nathan Ensmenger. We hope this lively discussion will bring together divergent and complementary positions and expertise, as well as invite significant audience participation

Self-explanatory capabilities in intelligent decision support systems in resource management

Rumsamrong, MM ORCiD: 0000-0002-7993-4468Self-explanations in decision support systems need to be presented in parallel with considering and understanding the outcomes of advice from the expert system. This advice can realise benefits such as increased user acceptance and confidence in the adoption of the improved system. There are numerous categories of explanation, including the following. In order for an expert system to reach a conclusion, there needs to be: (1) justification and a record of the inferential steps; (2) an explicit knowledge of the underlying argument, or (3) explanation of the rationale behind each inferential measure taken by the expert system. This recommendation will result in more persuasive justification and lead to satisfaction, and acceptance of advice. For this reason, it is proposed to announce a discourse semantics approach to an Intelligent Decision Support System framework by the inclusion of a discourse layer. In this paper, the discourse semantics layer approach will be demonstrated to show the mechanism of how a fuzzy logic based expert system utilises justification techniques for advice offered in the problem of control and resource management. © 2020, Springer Nature Switzerland AG

ICT Changes Everything! But Who Changes ICT?

Information and communication technology (ICT) has a changing power and digitalization is gradually changing society in all aspects of life. Across the western world, men are in majority in the ICT industry, thus, the computer programs that change “everything” are most often made by men. Unless questioned, this male dominance can be perceived as a “norm” and becomes invisible. Against this background, this paper will provide three examples of how a feminist gaze can contribute to raise important questions and produce an awareness of how exclusion mechanisms have produce a highly homosocial tendency in design of ICT systems in the western world. The three cases illustrate how a feminist gaze leading to feminist interventions can make a difference in various ways. The first author presents a case study of a pilot for involving programming in public education in secondary schools in Norway, where a complete lack of gender awareness makes this an offer for boys in most schools. Author two presents a case study comparing the situation in the IT business in the UK and India, finding challenges not only to the situation in the western world, but also to white western feminism. Author three discusses alternative ways of involving women in ICT work, through practices of feminist pedagogy, emphasizing hands-on work