Gayithri DP Feedback

ABSTRACT Kind of fuzzy what the challenges are, and therefore why physical construction toolkits might help. Following this, there’s

How do you plan to use the construct of ’notional machine’? As a lens for inquiry, or as an empirical proposition?

So a notional machine is a model of program execution?

Glass-boxing runtime / program execution feels pretty disconnected from e-textiles.

Is literacy the right framing here?

PCS / physical computing systems. Acronym not needed here.

Need background on programming interfaces designed to support/ visualize notional machines. See Kelleher & Pausch, Proctor & Blikstein 2018.

Is the notional machine visible in the machine? Physical notional machine or runtime? AND isn’t the notional machine of a physical computing system still invisible? This seems like a design opportunity.

Really like the pedagogical approach on notional machines. Can you unify these? Vygotskyian or activity-system approach?

RE: Methods. How will you convince the computer scientists to care? Is the development of notional machines linked to better performance?

PRESENTATION Don’t start with “Why do we need this study.” You haven’t addressed yet what is the study. –> How are you using notional machine? –> Use more modern images of notional machine…

WHOA, notional machine as a “mediating artifact” we need to hear more about the ontology of notional machines. Are they artifacts? Teaching strategies? Mental models? Clusters of practices? I want to know why you are working with the idea of a notional machine, perhaps by comparing them to alternatives.

I also want to know whether you are thinking of “machine” in the hardware sense or in the “turing machine” sense.

PROGRAM EXECUTION and PROGRAM OUTPUT are regarded very differently. HARDWARE CONFIGURATION is something else entirely. –> NO PCS acronym.

“problem space distributed across physical artifact and the computational system” WHAT ABOUT distributed across students and teacher understandings? –> Don’t give examples without giving us something to look at.

METHODS QUESTIONS Why no quantitative outcomes? CS ed people will want this. You can explain how this fits into larger project; importance of learning sciences in CS ed in general.

But I still want to know how your qualitative findings will be linked to claims.

Constant com

Go deeper into Vygotsky. Want to hear more about the kind of argument you’re planning to make.

What is like a notional machine in other disciplines? Generative model in statistics? Threat model in security?