Computing A Second Course
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Medical Image Computing and Computer Assisted Intervention – MICCAI 2023
The ten-volume set LNCS 14220, 14221, 14222, 14223, 14224, 14225, 14226, 14227, 14228, and 14229 constitutes the refereed proceedings of the 26th International Conference on Medical Image Computing and Computer-Assisted Intervention, MICCAI 2023, which was held in Vancouver, Canada, in October 2023. The 730 revised full papers presented were carefully reviewed and selected from a total of 2250 submissions. The papers are organized in the following topical sections: Part I: Machine learning with limited supervision and machine learning – transfer learning; Part II: Machine learning – learning strategies; machine learning – explainability, bias, and uncertainty; Part III: Machine learning – explainability, bias and uncertainty; image segmentation; Part IV: Image segmentation; Part V: Computer-aided diagnosis; Part VI: Computer-aided diagnosis; computational pathology; Part VII: Clinical applications – abdomen; clinicalapplications – breast; clinical applications – cardiac; clinical applications – dermatology; clinical applications – fetal imaging; clinical applications – lung; clinical applications – musculoskeletal; clinical applications – oncology; clinical applications – ophthalmology; clinical applications – vascular; Part VIII: Clinical applications – neuroimaging; microscopy; Part IX: Image-guided intervention, surgical planning, and data science; Part X: Image reconstruction and image registration.
Computer Supported Collaborative Learning 2005
The Computer Supported Collaborative Learning (CSCL) conference has become an internationally-recognized forum for the exchange of research findings related to learning in the context of collaborative activity and the exploration of how such learning might be augmented through technology. This text is the proceedings from CSCL 2005 held in Taipei, Taiwan. This conference marked the 10th anniversary of the first CSCL Conference held at Indiana University in 1995. Subsequent meetings have been held at the University of Toronto, Stanford University, University of Maastricht (Netherlands), University of Colorado at Boulder, and the University of Bergen (Norway).Just as the first CSCL conference was instrumental in shaping the trajectory of the field in its first decade, the conference in Taipei will play an important role in consolidating an increasingly international and interdisciplinary community and defining the direction of the field for the next 10 years. This volume, and the papers from which it is comprised, will be an important resource for those active in this area of research and for others interested in fostering learning in settings of collaboration.
Learner-Centered Design of Computing Education
Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. This book presents the argument that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching everyone to program? When we target a broad audience, should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? This book proposes use of a learner-centered design approach to create computing education for a broad audience. It considers several reasons for teaching computing to everyone and how the different reasons lead to different choices about learning goals and teaching methods. The book reviews the history of the idea that programming isn't just for the professional software developer. It uses research studies on teaching computing in liberal arts programs, to graphic designers, to high school teachers, in order to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach. The conclusion describes how we might create computing education for everyone.