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Technology can play a key role in finding solutions to big problems. First, we have to build diverse teams of innovators to lead the way. Hackathons provide a great opportunity for anyone to experience coding and see how technology can be used to address serious issues. As I contemplate my New Year's resolutions, I hope to do all that I can to encourage everyone who has an interest in computing to participate in a hackathon—as either a hacker or a sponsor.
Microsoft Research was pleased to be a sponsor and supporter of Americas Datafest, a hackathon that took place in November 2013. The hackathon was organized by Teresa Bouza, Deputy Bureau Chief of EFE and Knight Fellow at Stanford University. Teresa believes that the rapid spread of mobile broadband has the potential to help us address the challenges facing society in a data-driven manner. To explore this potential, she brought together programmers, engineers, journalists, NGOs, data scientists, and others for a weekend of intense, multi-city collaboration to address important issues related to migration in the Americas.
The hackathon demonstrated that technology experts, working in partnership with subject matter experts, could generate creative and promising ideas that can make a difference. We know that events like these not only help grow the next generation of diverse computer scientists and innovators, but also communicate the message that technology can help solve the world’s greatest problems.
I'd like to hand this over to Teresa to discuss the event in more detail.
—Rane Johnson-Stempson, Director, Education and Scholarly Communication, Microsoft Research Connections
Before I begin, I would like to say a few words about the issue we wanted to address with Americas Datafest. While immigration to the United States may be the most visible aspect of migration in the Americas, human flows throughout the region are complex and evolving. For example, Mexico is becoming a destination country, thanks to its growing economy and there are significant patterns of population movement within Latin America.
The idea behind the hackathon was to inspire contestants to build apps that make public and crowd-sourced data accessible and useful for migrants. We also wanted to create tools that facilitate outreach and data collection by NGOs and researchers. Ultimately, such efforts can provide evidence to inform immigration policies across the region. I invited subject matter experts from the United Nations, the World Bank, and NGOs in the United States and Latin America to submit challenge topics, which our participants then used as a basis for brainstorming project ideas.
The event was held simultaneously in 20 cities across 11 countries and each location nominated two top teams for our global awards. Their projects covered a diverse range of ideas. Harvard students focused on facilitating immigrants’ integration. Other students from the United States, Venezuela, Mexico, and Brazil built tools that can help migrants in general, whether they move domestically or abroad.
Health was another prominent subject. The team at Fusion, the new joint venture between ABC News and Univision, created a project that will allow the TV network’s audience to gather their personal data to improve their understanding of their own health; the aggregate data can be used to examine the major health issues within the demographic. Like this project, many of the projects can be adapted for other parts of the world.
The winning projects were:
¿Dónde estás?: A measurement and mapping tool to search for Central American migrants in Mexico
Health24: An application that helps migrants receive basic diagnoses and correctly identify and use over-the-counter drugs
Invio: A secure and easy-to-use mobile application that gives immigrants control over how and to whom their remittances are distributed
Migratio: A safety-focused database of migrants that includes tracking and geomapping features
Salvaviajes: An SMS/web communication platform for crowdsourcing alerts on migration-related issues within Central America and southern North America.
—Teresa Bouza, Deputy Bureau Chief at EFE, and Knight Fellow, Stanford University
Readers may be interested to note that the Microsoft Research International Women's Hackathon 2014 is scheduled to take place April 25 to 27, 2014, on university campuses around the world and live at the USA Science and Engineering Festival in Washington, DC. At this year's event, participating women students have the opportunity to design a software application to address one of the following challenges: (1) increase women’s participation in STEM (science, technology, engineering, and math) majors, or (2) put a halt to texting while driving. For more information or get involved, visit International Women's Hackathon 2014.
Last week, from November 22 to 24, I was in St. Louis, Missouri, at the annual conference of the National Council for the Social Studies (NCSS), helping to promote the terrific work of our international partners in creating open-source technologies and free curricula to support history education. I spent two days in the NCSS exhibit hall demoing ChronoZoom, an interactive, multimedia timeline of the history of everything, which won the SXSW Interactive Award for Best Educational Resource last year.
I wasn’t the only ChronoZoom fan in St. Louis. Three of our collaborators presented at the conference, which draws 3,000 to 4,000 social studies educators each year. One of our pilot projects is actually in St. Louis, and its presentation was given by 13 high schoolers, all advanced-placement history students, who shared their collaborative timeline of world religions—and the power of ChronoZoom.
The pedagogical value of ChronoZoom was apparent in their comments, such as this from Dimitri Rucker, one of the all advanced-placement high schoolers:
“ChronoZoom changed the way I thought about history because of the format it’s displayed in. With the zooming capabilities, you can quickly and visually learn about history all the way from cosmos to humanity now and I think that’s very interesting about this educational tool. With ChronoZoom, we incorporated the timeline of religion and philosophy and how they have affected history throughout time. And by using ChronoZoom, it is easier to show the large timeline of events to help explain how religion has affected the world.”
My goal at the conference was to increase awareness of ChronoZoom and to encourage teachers to try it and provide feedback. In particular, we are interested in sharing the new authoring tools that provide a simple, intuitive means of creating timelines and then creating presentations around those timelines in a fashion similar to PowerPoint or Prezi. Our engineering teams will be prioritizing their work according to teacher requests, so this is an excellent opportunity for teachers to shape a piece of technology designed specifically for educational use.
I gave a lot of demos to share our technical work around ChronoZoom, but our big news was the non-digital, standards-aligned curriculum we released in partnership with the NCSS, the American Historical Association, the University of North Carolina at Chapel Hill, and a team of amazing curriculum developers and subject matters experts. As I said repeatedly at the conference, the easiest thing about creating educational technology is creating the educational technology. Once that is done, the hard work begins: creating the pedagogical support necessary to make the technology comprehensible and easy for educators and students to use.
The curriculum consists of three core units that cover different approaches to teaching historical thinking: (1) The Causes of World War I, which teaches about causality and multiple perspectives; (2) Atlantic Encounters, which presents a more abstract introduction to historical thinking by studying the moments when two cultures meet and how the meeting changes both cultures; and (3) The ChronoZoomers Guild, which provides lesson templates and associated materials to create an immersive experience involving time travel and the alteration of pivotal events in world history. Read more about these three units.
Middle-school history teacher Samantha Shires helped develop the World War I curriculum and piloted it with her class of seventh and eighth graders in Greensboro, NC. What stood out for her was ChronoZoom’s usefulness as a presentation and assessment tool. “There’s a certain amount of messiness to history that can make it a challenge to fully understand,” she said. “ChronoZoom provides a visual representation that helps my students make sense of the messiness and act as an operator of history, rather than merely a bystander.”
Each of the lesson plans is designed to be open-ended with enough room for individual educators to flex their creative muscles. In each lesson, teachers guide the students to answer basic research questions by using authoritative primary sources that are curated by subject matter experts. Then, students are invited to use ChronoZoom to build timelines and presentations based on their research. This allows students to demonstrate their understanding of the subject matter as well as their mastery of historical thinking principles outlined in the C3 social studies standards and the upcoming Common Core standards.
We encourage history teachers to download the curriculum, experiment with ChronoZoom, and join our community. If you like the ChronoZoom curriculum, let us know through the website forums. If you don’t like it, definitely let us know. Your feedback is essential to help ensure that we provide a curriculum that suits your needs.
So again, please try ChronoZoom and let us know what you think. I look forward to possibly working with you as we continue to evolve ChronoZoom, striving to make it a great example of what the future of education might be.
—Donald Brinkman, Program Manager for Digital Humanities, Microsoft Research Connections
The curriculum for teaching historical thinking with ChronoZoom
Lesson 1: Causes of World War IThis unit focuses on the events of 1874 to 1914 that led up to the onset of World War I. The focus of this unit is causality and multiple perspectives. The material is taught by using non-digital techniques in the classroom. Students can subsequently use ChronoZoom to create timelines based on what they have learned, and present these learnings to their classmates and teacher.
Lesson 2: Atlantic EncountersThis unit explores the difference between encounters and contacts. It poses such questions as “Do cultures have a moment when they collide, when the world is changed forever and seemingly inevitably? Or do cultures interact and mingle over longer periods of time?” It challenges students to show causation, contingency, and consequences, and introduces them to historical thinking by studying encounters among cultures from across the Atlantic and the outcomes of these interactions. By exploring the question "How did Atlantic encounters shape North America?", students will understand that these encounters among indigenous Americans, Africans, and Europeans were major turning points in the history of the world. Drawing upon primary and secondary sources, students create and analyze exhibits collaboratively on ChronoZoom timelines.
Lesson 3: ChronoZoomers GuildThe third unit is a foundation to support historical thinking and is truly content-agnostic. The material from the World War I unit is used to demonstrate the principles, but the unit is intended to be “plug and play” for any history content, allowing students to populate the templates with whatever historical information the class is studying. This unit provides lesson templates and associated materials to immerse students in an epic narrative that revolves around the class being contacted by a secretive organization from the future that uses time travel to alter pivotal events in world history. Students must master fundamental historical thinking concepts and meet Common Core historical literacy standards. They are then invited to create a timeline in ChronoZoom and present it as a proposal to change past events in order to create a better future.
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It’s time to revise the traditional “three Rs” of education in the United States. In addition to “reading, ‘riting, and ‘rithmetic,” we need to add computer science. Yeah, I know it doesn’t even contain an “r,” but computer science is just as important as those fundamental “r” skills. And that brings me to the topic of this blog: Computer Science Education Week (CSEdWeek), an annual US event that stresses the need to teach computer science basics to every student. This year, CSEdWeek runs from December 9 to 15.
I am especially excited to work in partnership with Code.org, a new non-profit organization that initiated one of CSEdWeek’s prime events: the “Hour of Code.” The event aims to introduce 10 million students of all ages to computer science ideas and tools—and to let them try coding for one hour—while also demonstrating to parents, teachers, and policymakers how accessible coding can be. And at a deeper level, we hope it will drive demand for expanded computer science courses and activities in secondary schools.
As part of CSEdWeek, I am in central Oregon at the Culver Middle School and Culver High School, introducing students to programming through an hour of coding by using TouchDevelop, a free Microsoft Research mobile application development tool. I’ll also host an all-school assembly on “How Computer Science Can Solve the World’s Greatest Challenges.” In addition, I get to spend a day devoted to my greatest passion: sparking young girls’ interest in computer science. I will meet with 93 Culver Middle School girls, introducing them to computer science research and the importance of user experience design. Too many young people only hear about the difficulty of programming; I strive to show them the art, creativity, and satisfaction involved in making an application that meets the end user’s needs. They’ll learn about the storyboarding process and how to design an application, and then they’ll help create the user interface for Games Learning Society, a research project I’m working on with Constance Steinkuehler at the University of Wisconsin. I will also give them a preview of a program we will announce this week—so stay tuned to learn about great partnerships and an event that will entice even more young women to pursue computer science careers.
Middle school students learn coding with help from Rane Johnson-Stempson during Computer Science Education Week.
Despite the excitement of CSEdWeek, my commitment to and passion for what it represents doesn’t begin and end during this week. Early last week, I met with 75 high school students from the Auburn (WA) Mountainview High School IT Academy Program and shared Kodu, .NET Gadgeteer, WorldWide Telescope, and other Microsoft Research technologies with them. They also learned about the exciting future of computing from bright young Microsoft employees who are in an accelerated career development program.Later in the month, I will head to Redmond (OR) Middle School to conduct a TouchDevelop programming event with all of the students and to introduce middle school girls to user experience design. And I’m not alone in this outreach effort; several of my Microsoft Research colleagues are also volunteering at elementary, middle, and high schools to excite students about computer science. Judith Bishop is in South Africa to expose students to TouchDevelop, and Arul Menezes, Krysta Svore, and Peli de Halleux are visiting Seattle-area middle and high schools to help students experience an hour of coding. Why is coding so important? The digital age has transformed how we work and live, making computer science and the technologies it enables central to our daily lives. By 2020, an estimated 4.6 million computer-related jobs will be available for those with skills in computer science—jobs that will address such issues as climate change, healthcare provision, and economic development. Unfortunately, many educational institutions in the United States have not been able to keep pace with technological advances, leaving students without fundamental computer science skills: of the more than 42,000 high schools in the United States, fewer than 3,250 were certified to teach advanced-placement computer science courses in 2013. Only 14 states count computer science courses toward a student’s graduation requirements in math and science, and no states require a computer science course as a condition of graduation. This must change if we want students from the United States to have future career opportunities in global computer science fields.By the way, you don’t have to work at Microsoft Research to be part of this effort: to learn about more free tools you can share with students to interest them in computing, visit Research tools. —Rane Johnson-Stempson, Director, Education and Scholarly Communication, Microsoft Research ConnectionsLearn more