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Wrong Philip Guo?

Philip Jia Guo

Assistant Professor

University of Rochester

HQ Phone:  (585) 275-2100

Email: p***@***.edu

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I agree to the Terms of Service and Privacy Policy. I understand that I will receive a subscription to ZoomInfo Community Edition at no charge in exchange for downloading and installing the ZoomInfo Contact Contributor utility which, among other features, involves sharing my business contacts as well as headers and signature blocks from emails that I receive.

University of Rochester

601 Elmwood Ave.

Rochester, New York,14642

United States

Company Description

The University of Rochester (www.rochester.edu) is one of the nation's leading private universities. Located in Rochester, N.Y., the University gives students exceptional opportunities for interdisciplinary study and close collaboration with faculty through it... more

Find other employees at this company (24,551)

Background Information

Employment History

Software Engineer

Google Inc


Assistant Professor of Cognitive Science

University of California , San Diego


Affiliations

The NSF

Fellow


Education

Computer Science and Engineering

UC San Diego


Bachelor's Degree

Electrical Engineering and Computer Science

MIT


M.Eng. degrees

EECS

MIT


Master's degree

Electrical Engineering and Computer Science

MIT


Ph.D.

Computer Science

Stanford


Web References(68 Total References)


EDM2016

www.educationaldatamining.org [cached]

Philip Guo
University of Rochester


LectureScape | Data-Driven Lecture Video Interface

juhokim.com [cached]

Philip J. Guo (University of Rochester)
Juho Kim, Philip J. Guo, Carrie J. Cai, Shang-Wen (Daniel) Li, Krzysztof Z. Gajos, Robert C. Miller Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller Philip J. Guo, Juho Kim, Rob Rubin


Geeking out in the golden years | EurekAlert! Science News

www.eurekalert.org [cached]

IMAGE: Philip Guo surveyed adults between the ages of 60 and 85 who were users of pythontutor.com and learning how to code.
They were mix of retired, semi-retired and still working.... view more Credit: Courtesy Philip Guo, UC San Diego Philip Guo caught the coding bug in high school, at a fairly typical age for a Millennial. Less typical is that the UC San Diego cognitive scientist is now eager to share his passion for programming with a different demographic. And it's not one you're thinking of - it's not elementary or middle school-aged kids. Guo wants to get adults age 60 and up. In the first known study of older adults learning computer programming, Guo outlines his reasons: People are living and working longer. This is a growing segment of the population, and it's severely underserved by learn-to-code intiatives, which usually target college students and younger. Guo wants to change that. He would like this in-demand skill to become more broadly accessible. "Computers are everywhere, and digital literacy is becoming more and more important," said Guo, assistant professor in the Department of Cognitive Science, who is also affiliated with UC San Diego's Design Lab and its Department of Computer Science and Engineering. "At one time, 1,000 years ago, most people didn't read or write - just some monks and select professionals could do it. I think in the future people will need to read and write in computer language as well. In the meantime, more could benefit from learning how to code." Guo's study was recently awarded honorable mention by the world's leading organization in human-computer interaction, ACM SIGCHI. Guo will present his findings at the group's premier international conference, CHI, in May. When prior human-computer interaction studies have focused on older adults at all, Guo said, it has been mostly as consumers of new technology, of social networking sites like Facebook, say, or ride-sharing services. While a few have investigated the creation of content, like blogging or making digital music, these have involved the use of existing apps. None, to his knowledge, have looked at older adults as makers of entirely new software applications, so he set out to learn about their motivations, their frustrations and if these provided clues to design opportunities. The Study For his study, Guo surveyed users of pythontutor.com. A web-based education tool that Guo started in 2010, Python Tutor helps those learning to program visualize their work. These learners, Guo said, likely represent "early adopters" and "the more technology-literate and self-motivated end of the general population. He suggests future studies look both at in-person learning and at a broader swath of the public. But he expects the lessons learned from this group will generalize. The Implications Based on this first set of findings and using a learner-centered design approach, Guo proposes tailoring computer-programming tools and curricula specifically for older learners. He notes, for example, that many of his respondents seemed to take pride in their years and in their tech-savvy, so while it may be good to advertise products as targeting this age group, they should not appear patronizing. It might make sense to reframe lessons as brain-training games, like Lumosity, now popular among the older set. Just as it's key to understand who the learners are so is understanding where they have trouble. Repetition and frequent examples might be good to implement, as well as more in-person courses or video-chat-based workshops, Guo said, which may lead to improvements in the teaching of programming not just for older adults but across the board. Context matters, too. Lessons are more compelling when they are put into domains that people personally care about. And Guo recommends coding curricula that enable older adults to tell their life stories or family histories, for example, or write software that organizes health information or assists care-givers. Guo, who is currently working on studies to extend coding education to other underrepresented groups, advocates a computing future that is fully inclusive of all ages. "There are a number of social implications when older adults have access to computer programming - not merely computer literacy," he said. "These range from providing engaging mental stimulation to greater gainful employment from the comfort of one's home." By moving the tech industry away from its current focus on youth, Guo argues, we all stand to gain. Guo joined the UC San Diego cognitive science faculty in 2016 after two years as an assistant professor at the University of Rochester. He received his bachelor's and master's degrees in computer science from MIT in 2006 and his Ph.D. from Stanford in 2012. Before becoming a professor, he built online learning tools as a software engineer at Google and a research scientist at edX. He also blogs, vlogs and podcasts at http://pgbovine. net/


NSF GRFP Advice - Think Like A Postdoc

www.malloryladd.com [cached]

Philip Guo - Assistant professor at University of Rochester (PhD at Stanford)
Detailed description of program, advice for GRFP, NDSEG, and Hertz fellowships (also check out his memoir, The Ph.D. Grind)


Tips For Shooting Video for Online Courses

www.alldigital.com [cached]

University of Rochester student Philip Guo, MIT Ph.D. student Juho Kim and edX VP of Engineering Rob Rubin conducted a study and published a paper on how video production affects student engagement.
The full paper Guo, Kim and Rubin wrote on MOOC video production and audience engagement can be found here.


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