L@S 2016: Third (2016) ACM Conference on Learning @ Scale Apr 25, 2016-Apr 26, 2016 Edinburgh, Scotland Uk. You can view more information about this proceeding and all of ACM�s other published conference proceedings from the ACM Digital Library: http://www.acm.org/dl.

Program synthesis is the task of automatically finding a program in the underlying programming language that satisfies the user intent expressed in the form of some specification. Since the inception of artificial intelligence in the 1950s, this problem has been considered the holy grail of Computer Science. Despite inherent challenges in the problem such as ambiguity of user intent and a typically enormous search space of programs, the field of program synthesis has developed many different techniques that enable program synthesis in different real-life application domains. It is now used successfully in software engineering, biological discovery, compute-raided education, end-user programming, and data cleaning. In the last decade, several applications of synthesis in the field of programming by examples have been deployed in mass-market industrial products. This monograph is a general overview of the state-of-the-art approaches to program synthesis, its applications, and subfields. It discusses the general principles common to all modern synthesis approaches such as syntactic bias, oracle-guided inductive search, and optimization techniques. We then present a literature review covering the four most common state-of-the-art techniques in program synthesis: enumerative search, constraint solving, stochastic search, and deduction-based programming by examples. It concludes with a brief list of future horizons for the field.

The purpose of MetFoam conference series is to provide a state-of-the-art review on lightweight porous metals and metallic foams and a forum for discussions and networking opportunities for scientists working in this field. Topics included in this volume include the following: • Fabrication by conventional and novel methods including additive manufacturing • Characterization • Properties of compressed and uncompressed foam • Design of porous metals, metallic foams, and lattice structures• Fluid, heat, and mass transfer • Porous biomaterials• Nanoporous metals• Industrial applications of porous metals and metallic foams

A Science “Reading List for Uncertain Times” Selection “A must-read for anyone with even a passing interest in the present and future of higher education.” —Tressie McMillan Cottom, author of Lower Ed “A must-read for the education-invested as well as the education-interested.” —Forbes Proponents of massive online learning have promised that technology will radically accelerate learning and democratize education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and elementary schools in the poorest neighborhoods. But a decade after the “year of the MOOC,” the promise of disruption seems premature. In Failure to Disrupt, Justin Reich takes us on a tour of MOOCs, autograders, “intelligent tutors,” and other edtech platforms and delivers a sobering report card. Institutions and investors favor programs that scale up quickly at the expense of true innovation. Learning technologies—even those that are free—do little to combat the growing inequality in education. Technology is a phenomenal tool in the right hands, but no killer app will shortcut the hard road of institutional change. “I’m not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be...Reading and talking about Failure to Disrupt should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19.” —Inside Higher Ed “The desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates...many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities.” —Science

While the growth of computational thinking has brought new awareness to the importance of computing education, it has also created new challenges. Many educational initiatives focus solely on the programming aspects, such as variables, loops, conditionals, parallelism, operators, and data handling, divorcing computing from real-world contexts and applications. This decontextualization threatens to make learners believe that they do not need to learn computing, as they cannot envision a future in which they will need to use it, just as many see math and physics education as unnecessary. The Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education is a cutting-edge research publication that examines the implementation of computational thinking into school curriculum in order to develop creative problem-solving skills and to build a computational identity which will allow for future STEM growth. Moreover, the book advocates for a new approach to computing education that argues that while learning about computing, young people should also have opportunities to create with computing, which will have a direct impact on their lives and their communities. Featuring a wide range of topics such as assessment, digital teaching, and educational robotics, this book is ideal for academicians, instructional designers, teachers, education professionals, administrators, researchers, and students.

This Handbook describes the extent and shape of computing education research today. Over fifty leading researchers from academia and industry (including Google and Microsoft) have contributed chapters that together define and expand the evidence base. The foundational chapters set the field in context, articulate expertise from key disciplines, and form a practical guide for new researchers. They address what can be learned empirically, methodologically and theoretically from each area. The topic chapters explore issues that are of current interest, why they matter, and what is already known. They include discussion of motivational context, implications for practice, and open questions which might suggest future research. The authors provide an authoritative introduction to the field which is essential reading for policy makers, as well as both new and established researchers.