289 snapshot2020 2020-12-12 2020-12-12 1 00:05 2020-12-12T01:00:00-08:00 09:00 00:10 Snap!Shot Zoom Room Welcome 213-welcome # Welcome to Snap!shot 2020! 👋 **Join us in Zoom for the main sessions.** When you're logged into snapcon.org there will be a link at the top of the page that says "Join Live Event". Click on that to join us. You may join anonymously or via the browser if you'd like. However, for the best experience we recommend you download the Zoom app from [zoom.us](https://zoom.us/download#client_4meeting). Versions 5.3 and later are recommended.  # Welcome to Snap!shot 2020! 👋 **Join us in Zoom for the main sessions.** When you're logged into snapcon.org there will be a link at the top of the page that says "Join Live Event". Click on that to join us. You may join anonymously or via the browser if you'd like. However, for the best experience we recommend you download the Zoom app from [zoom.us](https://zoom.us/download#client_4meeting). Versions 5.3 and later are recommended.  false Brian Harvey Lauren Michael Ball Dan Garcia 2020-12-12T01:10:00-08:00 09:10 00:30 Snap!Shot Zoom Room Keynote 212-inventing-together with members of the Snap! Team _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/keynote-keynote/4820_ Presented by Jadga Huegle, Jens Mönig, and Bernat Romagosa. _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/keynote-keynote/4820_ Presented by Jadga Huegle, Jens Mönig, and Bernat Romagosa. false Jadga Hügle Jens Mönig Bernat Romagosa 2020-12-12T01:40:00-08:00 09:40 00:10 Snap!Shot Zoom Room Inter-Rest Break 214-inter-rest-break Break time! Get up and stretch or grab some food. We encourage everyone to join us in the Social Room if they'd like! Break time! Get up and stretch or grab some food. We encourage everyone to join us in the Social Room if they'd like! false 2020-12-12T01:50:00-08:00 09:50 00:05 Snap!Shot Zoom Room Lightning Talks 221-round-1-lightning-talks Lightning talks from our first round of 6 speakers! ## Round 1 Sessions: - Math with Snap!: Some Examples from a Related Math Library - Eckart Modrow - Create An(y) Embroidery Design in 5 Minutes - Jadga Huegle - Differentiable Snap! - Kartik Chandra - Translating BJC into Dutch - Ramon Moorlag - A Pie Chart Generator - Peter Franko - How to Make An Eightball (Fortuneteller) With Written Extra Answers - David Muehlbacher Lightning talks from our first round of 6 speakers! ## Round 1 Sessions: - Math with Snap!: Some Examples from a Related Math Library - Eckart Modrow - Create An(y) Embroidery Design in 5 Minutes - Jadga Huegle - Differentiable Snap! - Kartik Chandra - Translating BJC into Dutch - Ramon Moorlag - A Pie Chart Generator - Peter Franko - How to Make An Eightball (Fortuneteller) With Written Extra Answers - David Muehlbacher false 2020-12-12T01:55:00-08:00 09:55 00:05 Snap!Shot Zoom Room Lightning Talks 194-math-with-snap-some-examples-from-a-related-math-library _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-math-with-snap-some-examples-from-a-related-math-library/4826_ Many students, especially when they study subjects that are not related to mathematics, have problems understanding how mathematics works. Therefore, I am planning a mathematics lecture especially for teacher students of computer science, which should on the one hand enable students to read and understand mathematical literature and on the other hand teach the use of mathematical methods in the field of computer science. As a tool Snap! and some libraries in the form of sprites will be used, both to illustrate mathematical relationships and to develop problem solutions using mathematical methods. The blocks developed for this purpose come from the fields of sets, linear algebra, graph theory and statistics. In the talk some examples will be shown directly in Snap! _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-math-with-snap-some-examples-from-a-related-math-library/4826_ Many students, especially when they study subjects that are not related to mathematics, have problems understanding how mathematics works. Therefore, I am planning a mathematics lecture especially for teacher students of computer science, which should on the one hand enable students to read and understand mathematical literature and on the other hand teach the use of mathematical methods in the field of computer science. As a tool Snap! and some libraries in the form of sprites will be used, both to illustrate mathematical relationships and to develop problem solutions using mathematical methods. The blocks developed for this purpose come from the fields of sets, linear algebra, graph theory and statistics. In the talk some examples will be shown directly in Snap! false Eckart Modrow 2020-12-12T02:00:00-08:00 10:00 00:05 Snap!Shot Zoom Room Lightning Talks 161-create-an-y-embroidery-design-in-5-minutes Combining Snap! and Turtlestitch _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-create-an-y-embroidery-design-in-5-minutes/4821_ This talk is about creating embroidery designs by combining Snap!'s list feature with the embroidering capabilities of Turtlestitch. An image can be imported into Snap! and its contours can be redrawn with another sprite. The coordinates of the drawing are logged in a list. These Coordinates can then be exported from Snap! and imported into Turtlestitch to create an embroidery design: https://www.turtlestitch.org/users/jadga/projects/Projadga _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-create-an-y-embroidery-design-in-5-minutes/4821_ This talk is about creating embroidery designs by combining Snap!'s list feature with the embroidering capabilities of Turtlestitch. An image can be imported into Snap! and its contours can be redrawn with another sprite. The coordinates of the drawing are logged in a list. These Coordinates can then be exported from Snap! and imported into Turtlestitch to create an embroidery design: https://www.turtlestitch.org/users/jadga/projects/Projadga false Jadga Hügle 2020-12-12T02:05:00-08:00 10:05 00:05 Snap!Shot Zoom Room Lightning Talks 209-differentiable-snap _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-differentiable-snap/4823_ What happens if we combine the lambda calculus with… regular calculus? We get a new superpower: the ability to take derivatives of Snap! programs. And what could we do with that? The possibilities are endless: automatic differentiation enables project that help teach physics, graphics, statistics, and more. In this talk I will motivate Differentiable Snap! with a small demo, and then suggest a possible (and elegant!) implementation. _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-differentiable-snap/4823_ What happens if we combine the lambda calculus with… regular calculus? We get a new superpower: the ability to take derivatives of Snap! programs. And what could we do with that? The possibilities are endless: automatic differentiation enables project that help teach physics, graphics, statistics, and more. In this talk I will motivate Differentiable Snap! with a small demo, and then suggest a possible (and elegant!) implementation. false Kartik Chandra 2020-12-12T02:10:00-08:00 10:10 00:05 Snap!Shot Zoom Room Lightning Talks 210-translating-bjc-into-dutch _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-translating-bjc-into-dutch/4822_ With the translation of BJC in the Dutch language and context, we learned a lot. I think this story can add value to the Snap! Shot on 12-12. I can share the story and help others with their translation efforts. And having a lot of fun in the process. Items to be discussed; - how to form a group - how to keep going - how to get others involved (spoiler alert it involved pizzas and cola) - how to find 'new' teachers and students to use the Dutch version. _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-translating-bjc-into-dutch/4822_ With the translation of BJC in the Dutch language and context, we learned a lot. I think this story can add value to the Snap! Shot on 12-12. I can share the story and help others with their translation efforts. And having a lot of fun in the process. Items to be discussed; - how to form a group - how to keep going - how to get others involved (spoiler alert it involved pizzas and cola) - how to find 'new' teachers and students to use the Dutch version. false Ramon Moorlag 2020-12-12T02:15:00-08:00 10:15 00:05 Snap!Shot Zoom Room Lightning Talks 202-a-pie-chart-generator _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-a-pie-chart-generator/4819_ **This is a generator made in Snap! that allows you to create a pie chart using the pen.**. It is used by first creating a circle for the outline, and then a sprite talks you through the steps of what you need to do in order for you to generate your pie chart. You **must not** just press enter or it will glitch out. Sometimes, when the segments in your pie chart are quite small, they either might not be filled in completely with colour or, if the segment is **very** small, so small that you cannot really see it, it might fill the segment next to it if the next one is a much larger one. For instance, if you have 2 values, 2 and 10000, the segment that represents the number 2 will not be visible, therefore filling the segment representing the number 10000. This is because the segment is simply too small. (The format is a demo (an actual Snap! project published for others to see)) I will also be showing a PowerPoint. _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-a-pie-chart-generator/4819_ **This is a generator made in Snap! that allows you to create a pie chart using the pen.**. It is used by first creating a circle for the outline, and then a sprite talks you through the steps of what you need to do in order for you to generate your pie chart. You **must not** just press enter or it will glitch out. Sometimes, when the segments in your pie chart are quite small, they either might not be filled in completely with colour or, if the segment is **very** small, so small that you cannot really see it, it might fill the segment next to it if the next one is a much larger one. For instance, if you have 2 values, 2 and 10000, the segment that represents the number 2 will not be visible, therefore filling the segment representing the number 10000. This is because the segment is simply too small. (The format is a demo (an actual Snap! project published for others to see)) I will also be showing a PowerPoint. false Adam Franko 2020-12-12T02:20:00-08:00 10:20 00:05 Snap!Shot Zoom Room Lightning Talks 197-how-to-make-an-eightball-fortuneteller-with-written-extra-answers Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-how-to-make-a-eightball-fortuneteller-with-written-extra-answers/4824 EIGHTBALL FORTUNE TELLER Subject in questions! How is a eightball designed? How are extraanswers designed(as list)? How are they written (with pen)? Is it funny for students? (SPOILERALERT!!: Yes it is!!!°) Format: Demo + codeexample (maybe slides) Resources necessary? No Description: Create the easygame Eightball but with Extraanswers out of a liststructure? Mechanics of list and pentool! Easy short example! Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-how-to-make-a-eightball-fortuneteller-with-written-extra-answers/4824 EIGHTBALL FORTUNE TELLER Subject in questions! How is a eightball designed? How are extraanswers designed(as list)? How are they written (with pen)? Is it funny for students? (SPOILERALERT!!: Yes it is!!!°) Format: Demo + codeexample (maybe slides) Resources necessary? No Description: Create the easygame Eightball but with Extraanswers out of a liststructure? Mechanics of list and pentool! Easy short example! false David Muehlbacher 2020-12-12T02:25:00-08:00 10:25 00:15 Snap!Shot Zoom Room Q&A 219-q-a-session-1 Q&A for round 1 talks Q&A for round 1 talks false 2020-12-12T02:40:00-08:00 10:40 00:15 Snap!Shot Zoom Room Break 215-break Breaktime Breaktime false 2020-12-12T02:55:00-08:00 10:55 00:05 Snap!Shot Zoom Room Lightning Talks 222-round-2-lightning-talks Lightning talks from our second round of 6 speakers! ## Round 2 Sessions: - Towards Building Your Own Autograder in NetsBlox - Brian Broll - Using Hyperblocks to Solve Word Analogy Problems - Ken Kahn - How Much CS Does an Artist Need? - Joachim Wedekind - Snap! in Moodle - Joan Guillén i Pelegay - Balancing Project Based Learning with Building Competencies - Tyler Beatty - Geospatial Visualization of COVID Cases in 2020 - Matthias Giger _Please note, that we due to the quick nature of talks, the 5 minute blocks on the schedule will not be strictly accurate._ We will go in the order presented on the schedule, but do not count on the exact timings. After 30 minutes of talks we will have about 15 minutes of Q&A. All talks will happen in the same Zoom meeting. Lightning talks from our second round of 6 speakers! ## Round 2 Sessions: - Towards Building Your Own Autograder in NetsBlox - Brian Broll - Using Hyperblocks to Solve Word Analogy Problems - Ken Kahn - How Much CS Does an Artist Need? - Joachim Wedekind - Snap! in Moodle - Joan Guillén i Pelegay - Balancing Project Based Learning with Building Competencies - Tyler Beatty - Geospatial Visualization of COVID Cases in 2020 - Matthias Giger _Please note, that we due to the quick nature of talks, the 5 minute blocks on the schedule will not be strictly accurate._ We will go in the order presented on the schedule, but do not count on the exact timings. After 30 minutes of talks we will have about 15 minutes of Q&A. All talks will happen in the same Zoom meeting. false 2020-12-12T03:00:00-08:00 11:00 00:05 Snap!Shot Zoom Room Lightning Talks 206-towards-building-your-own-autograder-in-netsblox _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-towards-building-your-own-autograder-in-netsblox/4828_ Autograding is a valuable mechanism for assessment which facilitates scaling a curriculum to a much broader audience. Perhaps the best example can be found in the case of massive open online courses through platforms like Coursera and edX. However, developing autograders for lively, blocks-based programming environments can pose a number of unique challenges. These include the lack of clearly defined start state, often visual program output, and required user-interaction. How can we automatically grade assignments in these sorts of environments? What types of assignments can be graded easily? Furthermore, as autograders are certainly useful for educators, it would also be compelling to be able to empower the educators to configure autograders for their curriculum. This would not only assist educators with grading student assignments but also could facilitate sharing curriculum as the teachers could reuse and “remix” both the curriculum and the corresponding autograders. Blocks-based programming environments can certainly express rich concepts and powerful ideas as evident by their use for mobile app development, stitching, 3D printing, networking, and many others. What if they could also be used to design autograders? In this lightning talk, we will discuss the challenges of autograding in lively, blocks-based programming environments and some of our recent work facilitating the creation of custom autograders for NetsBlox assignments within NetsBlox itself. _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-towards-building-your-own-autograder-in-netsblox/4828_ Autograding is a valuable mechanism for assessment which facilitates scaling a curriculum to a much broader audience. Perhaps the best example can be found in the case of massive open online courses through platforms like Coursera and edX. However, developing autograders for lively, blocks-based programming environments can pose a number of unique challenges. These include the lack of clearly defined start state, often visual program output, and required user-interaction. How can we automatically grade assignments in these sorts of environments? What types of assignments can be graded easily? Furthermore, as autograders are certainly useful for educators, it would also be compelling to be able to empower the educators to configure autograders for their curriculum. This would not only assist educators with grading student assignments but also could facilitate sharing curriculum as the teachers could reuse and “remix” both the curriculum and the corresponding autograders. Blocks-based programming environments can certainly express rich concepts and powerful ideas as evident by their use for mobile app development, stitching, 3D printing, networking, and many others. What if they could also be used to design autograders? In this lightning talk, we will discuss the challenges of autograding in lively, blocks-based programming environments and some of our recent work facilitating the creation of custom autograders for NetsBlox assignments within NetsBlox itself. false Brian Broll 2020-12-12T03:05:00-08:00 11:05 00:05 Snap!Shot Zoom Room Lightning Talks 159-using-hyperblocks-to-solve-word-analogy-problems Using Arithmetic to Solve for X in "Man is to woman as king is to X" _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-using-hyperblocks-to-solve-word-analogy-problems/4818_ [Word embeddings](https://en.wikipedia.org/wiki/Word_embedding) use machine learning to turn words into lists of 300 numbers. By doing some addition and subtraction on these lists using Snap!'s hyperblocks one can solve word analogy problems in a surprisingly straightforward manner. E.g. man is to woman as father is to X. I'll demonstrate [this project that works in 15 different languages](https://snap.berkeley.edu/project?user=toontalk&project=word%20analogy%20search). _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-using-hyperblocks-to-solve-word-analogy-problems/4818_ [Word embeddings](https://en.wikipedia.org/wiki/Word_embedding) use machine learning to turn words into lists of 300 numbers. By doing some addition and subtraction on these lists using Snap!'s hyperblocks one can solve word analogy problems in a surprisingly straightforward manner. E.g. man is to woman as father is to X. I'll demonstrate [this project that works in 15 different languages](https://snap.berkeley.edu/project?user=toontalk&project=word%20analogy%20search). false Ken Kahn 2020-12-12T03:10:00-08:00 11:10 00:05 Snap!Shot Zoom Room Lightning Talks 208-how-much-cs-does-an-artist-need Programming Art with Snap! _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-how-much-cs-does-an-artist-need/4830_ If an artist wants to make digital art (pictures, installations ...) of course knowledge of suitable tools is needed. But soon the question arises whether the knowledge of the tools is sufficient or whether real computer science skills are necessary after all. I will present simple examples of recoding early computer art and will then show how more in-depth knowledge helps to realize more challenging works. Format: Slides & demo, just me Links: http://digitalart.joachim-wedekind.de/about-the-book/ http://programmieren.joachim-wedekind.de/logo-classics/ _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-how-much-cs-does-an-artist-need/4830_ If an artist wants to make digital art (pictures, installations ...) of course knowledge of suitable tools is needed. But soon the question arises whether the knowledge of the tools is sufficient or whether real computer science skills are necessary after all. I will present simple examples of recoding early computer art and will then show how more in-depth knowledge helps to realize more challenging works. Format: Slides & demo, just me Links: http://digitalart.joachim-wedekind.de/about-the-book/ http://programmieren.joachim-wedekind.de/logo-classics/ false Joachim Wedekind 2020-12-12T03:15:00-08:00 11:15 00:05 Snap!Shot Zoom Room Lightning Talks 160-snap-in-moodle Snap! Arrives to Your Campus with New Submission Plugins for Your Moodle Assignments _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-snap-in-moodle/4829_ Presentation (demo) of the new **Moodle plugins** for the **Snap*!* family**. We have now Snap*!*, Snap4Arduino, BeetleBlocks and TurtleStitch submission plugins in Moodle and also the possibility to build your own Snap*!* *distro* plugin. You can **add Snap*!* project submissions to your assignments**. All your data (users and projects) is stored in your own campus. This *lightning talk* will show you these new features, how to install and use them and also future options. In 5 minutes? Yes, it's really easy! Although there are deeper issues behind this that would be good to share and discuss: private and secure assignments vs sharing and cloud features, school-classroom activities vs community life... _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-snap-in-moodle/4829_ Presentation (demo) of the new **Moodle plugins** for the **Snap*!* family**. We have now Snap*!*, Snap4Arduino, BeetleBlocks and TurtleStitch submission plugins in Moodle and also the possibility to build your own Snap*!* *distro* plugin. You can **add Snap*!* project submissions to your assignments**. All your data (users and projects) is stored in your own campus. This *lightning talk* will show you these new features, how to install and use them and also future options. In 5 minutes? Yes, it's really easy! Although there are deeper issues behind this that would be good to share and discuss: private and secure assignments vs sharing and cloud features, school-classroom activities vs community life... false Joan Guillén 2020-12-12T03:20:00-08:00 11:20 00:05 Snap!Shot Zoom Room Lightning Talks 201-balancing-project-based-learning-with-building-competencies The Design of a Project Based Programming Course for Beginners and Novice Programmers _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-balancing-project-based-learning-with-building-competencies/4827_ Can Backwards Design or Understanding by Design adequately equip teachers to design meaningful learning experiences? ... I argue they don't when teaching programming skills. In an ideal world, the time spent in any secondary-school classroom should be less than fifty percent driven by the curriculum, a small percent driven by teacher passion and experience, and as much time as possible driven by student practice and exploration. This talk (slides) looks at the design structure of my Grade 9 - Introduction to Programming course ([my online planning documents here](https://www.notion.so/df70203009a64290b7e7d1b4bb133fc0?v=2e54a52771114e85ba993e56027a2dba)). This one semester, elective course is designed to meet students' needs for autonomy, competence and connectedness. It is driven by a set of CSTA standards and 4 miniprojects: - [Space-scape design ](https://www.notion.so/Space-Scape-0292f35aa4de45c29bc8b16ea88bbc78) - [Interactive canvas design](https://www.notion.so/Custom-Canvas-a034b355e88d47a0a655d6a03a903a81) - [Covid dataset visualiser](https://www.notion.so/Data-Visualizer-f5bd9eead2b440d3afccbc17fbd5cb5a) - [Game design](https://www.notion.so/Game-Design-b6fa1984cdd0454eb2972eb93b7882fa) Which leads to these 6 modules of learning: - Sub-procedures - Events - Inputs and outputs - Inheritance - Lists - Abstract data types This structure creates learning experiences with a low floor of entry, high ceilings for exploration, and wide walls to engage students of all interests and backgrounds. Join me as I strive to develop conseptual understandings while also providing an environment for students to become confident programming practitioners. _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-balancing-project-based-learning-with-building-competencies/4827_ Can Backwards Design or Understanding by Design adequately equip teachers to design meaningful learning experiences? ... I argue they don't when teaching programming skills. In an ideal world, the time spent in any secondary-school classroom should be less than fifty percent driven by the curriculum, a small percent driven by teacher passion and experience, and as much time as possible driven by student practice and exploration. This talk (slides) looks at the design structure of my Grade 9 - Introduction to Programming course ([my online planning documents here](https://www.notion.so/df70203009a64290b7e7d1b4bb133fc0?v=2e54a52771114e85ba993e56027a2dba)). This one semester, elective course is designed to meet students' needs for autonomy, competence and connectedness. It is driven by a set of CSTA standards and 4 miniprojects: - [Space-scape design ](https://www.notion.so/Space-Scape-0292f35aa4de45c29bc8b16ea88bbc78) - [Interactive canvas design](https://www.notion.so/Custom-Canvas-a034b355e88d47a0a655d6a03a903a81) - [Covid dataset visualiser](https://www.notion.so/Data-Visualizer-f5bd9eead2b440d3afccbc17fbd5cb5a) - [Game design](https://www.notion.so/Game-Design-b6fa1984cdd0454eb2972eb93b7882fa) Which leads to these 6 modules of learning: - Sub-procedures - Events - Inputs and outputs - Inheritance - Lists - Abstract data types This structure creates learning experiences with a low floor of entry, high ceilings for exploration, and wide walls to engage students of all interests and backgrounds. Join me as I strive to develop conseptual understandings while also providing an environment for students to become confident programming practitioners. false Tyler Beatty 2020-12-12T03:25:00-08:00 11:25 00:05 Snap!Shot Zoom Room Lightning Talks 198-geospatial-visualization-of-covid-cases-in-2020 Using Map, Group, and Sort _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-geospatial-visualization-of-covid-cases-in-2020/4825_ This project shows how you can visualize larger datasets in Snap! and even animate them over time by using the "Frequency Distribution Analysis" and the "World Map" libraries. It allows students to have insight in data from the perspectives of space and time by using techniques from the openSAP course "From Media Computation to Data Science". Format of presentation: demonstration Link: see materials _Join the conversation for this session on the Snap! Forum - https://forum.snap.berkeley.edu/t/lightning-talks-geospatial-visualization-of-covid-cases-in-2020/4825_ This project shows how you can visualize larger datasets in Snap! and even animate them over time by using the "Frequency Distribution Analysis" and the "World Map" libraries. It allows students to have insight in data from the perspectives of space and time by using techniques from the openSAP course "From Media Computation to Data Science". Format of presentation: demonstration Link: see materials false Matthias Giger 2020-12-12T03:30:00-08:00 11:30 00:15 Snap!Shot Zoom Room Q&A 220-q-a-session-2 Q&A for Round 2 talks Q&A for Round 2 talks false 2020-12-12T03:45:00-08:00 11:45 00:15 Snap!Shot Zoom Room Break 216-break Breaktime Breaktime false 2020-12-12T01:00:00-08:00 09:00 03:00 Social Room Social Hall 218-social-hall Use this room to socialize with others during the conference! The social hall uses a new tool called Ohyay. They recommend the Chrome browser, but any should work. Click the link above to join a room. (You do not need an account.) Use this room to socialize with others during the conference! The social hall uses a new tool called Ohyay. They recommend the Chrome browser, but any should work. Click the link above to join a room. (You do not need an account.) false 2020-12-12T04:00:00-08:00 12:00 01:00 Social Room Post Conference Social 217-post-conference-social Social time! Social time! false