My Naturewatch Camera is an inexpensive wildlife camera that we designed for people to make themselves as a way of promoting engagement with nature and digital making. We aligned its development to the interests of the BBC's Natural History Unit as part of an orchestrated engagement strategy also involving our project website and outreach to social media. Since June 2018, when the BBC featured the camera on one of their Springwatch 2018 broadcasts, over 1000 My Naturewatch Cameras have been constructed using instructions and software from our project website and commercially available components, without direct contact with our studio. In this paper, we describe the project and outcomes with a focus on its success in promoting engagement with nature, engagement with digital making, and the effectiveness of this strategy for sharing research products outside traditional commercial channels.

This paper contributes a participatory design case study that used workshops and ideation frameworks to scaffold a conceptualisation of "user data-actuated" plants. The framework combines ideation cards, worksheets and facilitated co-design, guiding non-experts to conceptually connect personal data, health/wellbeing goals, plants and people. We demonstrate how the framework enabled participants to envisage "connected" plants, linking personal data outputs with inputs to actuated growing environments, creating biofeedback. From the results of design work carried out by participants, we synthesise and present four themes. The themes provide a spectrum of values that participants embedded in their connected plants, and in the act of gifting their connected plants to other people. The results of these workshops sign-post a new design space for personal data embodied in plants that could be taken forward by the DIS community.

The Photostroller is a device designed for use by residents of a care home for older people. It shows a continuous slideshow of photographs retrieved from the Flickr™ image website using a set of six predefined categories modified by a tuneable degree of 'semantic drift'. In this paper, we describe the design process that led to the Photostroller, and summarise observations made during a deployment in the care home that has lasted over two months at the time of writing. We suggest that the Photostroller balances constraint with openness, and control with drift, to provide an effective resource for the ludic engagement of a diverse group of older people with each other and the world outside their home.

Using effective teaching practices is a high priority for educators. One important pedagogical skill for computer science instructors is asking effective questions. This paper presents a set of instructional principles for effective question asking during guided problem solving. We illustrate these principles with results from classifying the questions that untrained human tutors asked while working with students solving an introductory programming problem. We contextualize the findings from the question classification study with principles found within the relevant literature. The results highlight ways that instructors can ask questions to 1) facilitate students' comprehension and decomposition of a problem, 2) encourage planning a solution before implementation, 3) promote self-explanations, and 4) reveal gaps or misconceptions in knowledge. These principles can help computer science educators ask more effective questions in a variety of instructional settings.

Identifying effective tutorial strategies is a key problem for tutorial dialogue systems research. Ongoing work in human-human tutorial dialogue continues to reveal the complex phenomena that characterize these interactions, but we have not yet seen the emergence of an automated approach to discovering tutorial dialogue strategies. This paper presents a first step toward establishing a methodology for such an approach. In this methodology, a corpus is first annotated with dialogue acts that are grounded in theories of tutoring and natural language dialogue. Hidden Markov modeling is then applied to discover tutorial strategies inherent in the structure of the sequenced dialogue acts. The methodology is illustrated by demonstrating how hidden Markov models can be learned from a corpus of human-human tutoring in the domain of introductory computer science.

In the quest to find instructional approaches that benefit student learning, engagement, and retention, evidence suggests providing students with hands-on practice is a worthwhile use of class time. This paper presents results from an exploratory study of two different instructional approaches that were encountered in a study of experienced human tutors working with novice computing students engaged in a programming exercise. No difference in average learning gains was found between a moderate approach, in which students were given control of problem solving nearly half the time, and a proactive approach in which the tutor took initiative nearly three-fourths of the time. Implications of this finding for fine-grained instructional strategy, as well as for broader classroom management decisions, are discussed. This paper also makes the case for the value of one-on-one tutoring studies as an exploratory research methodology for the comparative evaluation of computer science teaching strategies.

No abstract available.