Creative Computing
Professor: Serita Scott Office 241 Telephone 7712982
Office Hours: Monday and Thursday 11:30 to 12:30PM in the lab or by appointment for another time in my office.
Texts:
Learning to Program with Alice, Final Version ISBN: 0131872893
Wanda P. Dann, Ithaca College
Stephen Cooper St. Joseph's University
Randy Pausch, Carnegie Mellon University
For a free download of Alice software see these websites:
http://www.ithaca.edu/wpdann/Alice/
AND
Web Wizzard's Guide to Dreamweaver ISBN: 0321142659
James G Lengel
Reference:
Bentley, Peter, and Corne, David. 2002. Creative evolutionary systems. San Diego, CA: Academic Press.
Nilsson, Nils. 1998. Artificial Intelligence: A New Synthesis. Elsevier.
Polk, Thad and Seifert, Colleen. 2001. Cognitive Modeling. MIT Press.
Sandefur, James. 2003. Elementary Mathematical Modeling: A Dynamic Approach. Brooks/Cole.
Ward, Lawrence. 2001. Dynamical Cognitive Science. MIT Press.
Course Description
This course explores the
frontier of computation, especially in connection to human creativity involving
art, music, language,
as well as other forms of human activities and
cognition. Students will have substantial handson experience in an integrated
laboratory environment, using computers as a tool and a model. No prior
programming experience is presumed.
Notes
1. The programming language will be Alice.
2. This course satisfies the Quantitative Reasoning (QR) component of the TCNJ liberal learning.
Learning Goals
Purpose Statement
Human creativity has always been one of the most amazing phenomena we experience every day. It is easily observed in art, music, language, as well as many other forms of human activities, all of which involve human mind and cognition at the heart. Although such phenomena are purely human creation, it is also becoming more and more common that even these creative activities depend on the use of computers. More and more arts, music, and writing are created using computers. At the same
time, researchers are trying to model all sorts of human cognition including creativity, again, using computers. Thus, it is important for many of us to explore the connection between human creativity and computation.
In this liberal learning course, students will develop (1) simple computational tools for creative activities and (2) simple computational models of human cognition. In both of these areas, the essential skills are the principles of Quantitative Reasoning (QR). For example, to develop computational tools, students will analyze the requirements, design a computational representation, implement the design, and evaluate the performance. On the other hand, to develop computational models, they will analyze the phenomenon, translate it to a computational model, implement the model, and evaluate its behavior. In order to accomplish these tasks, students must accomplish the QR goals in a systematic manner. Since human creativity is still a mystery, there will be situations where students will realize various limitations of the computational approach.
Content Goals (core concepts, deep understanding, misunderstanding, and technical knowledge)
Understanding of the following concepts, ideas, and interpretations:
1. Creativity is essential for producing novel objects/ideas that are qualitatively different from previous ones.
2. Human creativity is an essential aspect of human evolution.
3. Human creativity can be observed in all areas of human activities.
4. Computational tools can assist human creativity.
5. Cognition is an essential
component of human creativity.
Thus, modeling human cognition can be useful
for understanding human creativity.
6. In order to cultivate creativity, learning bias needs to be minimized.
Performance Goals (expected outcomes and abilities to be observed as a result of successful learning)
 Analyze, design, and use:
 (A) computational tools (equivalent to evaluating mathematical functions in the form of algorithms) for creative activities involved in everyday life and
 (B) computational models of cognition as a basis for human creativity.
 Understand and evaluate:
 (A) formal representations/models of computational tools for creative activities and
 (B) formal representations/models of various aspects of cognition.
 Realize as computer programs (as extended forms of algebraic structure):
 (A) formal representations/models of computational tools for creative activities and
 (B) formal representations/models of cognition.
 Estimate and evaluate the performance of computer programs (as solutions to mathematical problems) with varying parameters.
 Recognize various limitations associated with mathematical representation and evaluation of phenomena related to human creativity.
 Develop and apply his/her own creativity to the learning process.
 Engage actively in individual and group activities in and outside class.
 Take initiative to achieve the learning goals.
 Learn to evaluate her/his own performance.
 Student Assessment
Rationale/Plan
This course is expected to facilitate a learning experience through which students can deepen their understanding of the connection between human creativity and computation. Therefore, students’ assessment must reflect their ability to do so in an appropriate context. The assessment tools used in this course include: inclass discussion, inclass and takehome assignments, mini project, persentations, selfevaluation, and peer evaluation. While the actual composition of assessment tools will depend on the instructor, every tool must refer to the learning goals explicitly or implicitly. For example, an exercise problem will address a certain aspect of human creativity and require students to perform tasks described in the learning goals. Since exams are limited in terms of the time and the available computational support, it is expected that the course would involve nonexam type assessment tools.
11. Overview
The learning activities will directly reflect the learning goals and will be organized to help students perform well on the assessment tools. The main activities will be in integrated lecture/discussion/lab (two 80minute sessions per week). In addition, students are expected to work on approximately 360 minutes of assigned work outside class (per week).
Each module consists of integrated lecture/discussion/lab sessions as well as an evaluation workshop at or near the end. Each lecture/discussion/lab session consists of a short cycle of activities such as the following:
· Introduction to a unit (background, motivations, overview, etc.)
· Surveytype exercise, where applicable
· Computer instruction (environment, new concepts, tools, etc.), where applicable
· Handson exercises with peer and instructor interaction
· Class discussion of exercises
· Summary of the important points
· Selfevaluation, where applicable
Module Organization
Module A Number Systems, Boolean Algebra, and Computer Circuitry
Module B: Web development with Dreamweaver
Module C: Computational tools for human creativity and algorithmic problem solving: Alice programming language
Grading Policy
40% Labs: Probramming assignments and interaction on SOCS Assessments.
20% Selfevaluations, Peer Ratings, , Class Participation (based on class discussion,
collaborative group work, and Attendance). This involves the evaluations for all modules.
40% One Objective Exam and Final Alice Showcase Presentation
Schedule for HON 280 Creative Computing
Date 
Topics 
Concepts & Skills 
Presentations  Due Dates 
124  Introduction 
Conversions and operations on number systems. 
Special Note: Journal entries are due each week. They will be read on the weekends and credit recorded in the gradebook. 
128  Operations on number systems  Computer storage of positive and negative numbers. One's and two's complement.  Top of syllabus 
131  Getting started in Dreamweaver  Building a local site and publish on UNIX Working with text. Formatting Pages Site Management 
Number Systems Worksheets Dreamweaver Ch1,2,6,7 Comments 

24  Continue with Dreamweaver  Principles of Sites and HTML 
Two's Complement Worksheet Dreamweaver Ch3,4,5,8 Comments 
27  Introduce Boolean Algebra  Truth tables and logical operators 
Simple website with links  About Me page  Journal entries Chapters 1,2,6,7 Exercises 
211  Boolean Algebra and Computer Circuitry  Simplifying computer circuits 
Boolean Algebra Slide Exercises Boolean Algebra Comments 
214  Finish up with Dreamweaver  Site Design Password protect your course work. 
Circuitry Exercises Modified website with branching story project, and Chapters 3,4,5,8 Exercises. 
218  Getting Started in Alice Chapter 1 Program Design and Implementation in Alice Chapter 2 
Introduction to Alice. Explore Alice environment 
Top of schedule 
221  LAB  LAB  Proposal and design plan for website 
225  Group activities in planning and writing and implementing algorithms 
Designing and writing algorithms 
Read Alice Chapter 4 and Tips and Techniques for Ch. 4. 
228  Object Oriented Programming in Alice Chapter 4 
Classes, objects, methods, parameters Creating new classes part 1 Classlevel methods and Inheritance prt 1 
Write an Algorithm. 
33  LAB  LAB  Chapters 1 and 2 Alice assignments posted on website Algorithms Alice Chapter 4 Comments 
36  Interactivity:Events & Event Handling in Alice Chapter 5  Interactive programming Parameters and event handling methods 
Top of schedule 
317  LAB  LAB  
320  Preliminary website Showcase 
Chapter 4 Alice asssignments on website Chapter 5 Comments 

324  Showcase Website 
Self Evaluation and Peer Evaluation of websites 
Website Showcase 
327  Functions and control statements in Alice Chapter 6 
Functions if/else Boolean functions Random numbers and random motion 
Read Alice Chapter 6 and Tips and Techniques for Chapter 6. 
331  LAB  LAB  Chapter 5 Alice assignments on website. Proposal and Design Document for final Alice Showcase. Alice Chapter 6 Comments 
43  Repetitions: definite and indefinite in Alice Chapter 7  Loops (Similar to for loops) While loop Events and repetition 
Top of schedule 
47  Review of Modules A & C 
Chapter 6 Alice assignments Alice Chapter 7 Comments 

410  Module A&C Objective Evaluation

Multiple choice exam on Alice
and Boolean Algebra 

414  Repetition: Recursion in Alice Chapter 8 
Recursions Camera and Animation Controls 
Read Alice Chapter 8 and Tips and Techniques for Chapter 8. 
417  LAB  LAB  Chapter 7 Alice assignments
Chapter 8 Alice assignmentsAlice Chapter 8 Comments 
421  Lists and list processing in Alice Chapter 9 
Lists Arrays and index variables 
Read Alice Chapter 9 and Tips and Techniques for Ch. 9. Read Alice Chapter 10.2 
424  Variables and more on inheritance and Arrays with index variables in Alice Chapter 10  Creating new classes part 2 Classlevel, mutable variables and Inheritance 
Alice Chapter 9 Comments 
428  Algorithm Analysis: 
Manipulating arrays 
Chapter 9 Alice assignments. 
51  Dress rehearsal of Alice Showcase  First Alice showcase and include Chapter 10 Alice assignments. 

Final  Alice Schowcase Presentations  Final Alice Showcase 