Generative AI is reshaping programming education, yet educators often infer students' AI-supported learning from classroom observations alone. This experience report presents a trio-ethnography involving two computing educators with different teaching philosophies and one undergraduate computer science student to examine how these interpretations evolve through dialogue. Across three conversations, the educators reflected on students' AI use, discussed changes to programming pedagogy, and revisited their assumptions after engaging with the student's lived experiences. Rather than simply confirming or contradicting the educators' perspectives, the student's narratives revealed learning processes that were largely invisible in the classroom, prompting both educators to reconsider assumptions about AI use, assessment, transparency, and programming instruction. We argue that trio-ethnography offers a valuable reflective approach for helping computing educators move beyond observable student behaviors toward a richer understanding of AI-supported learning and for informing instructional adaptation in the era of generative AI.
Large Language Models (LLMs) have shown the potential to generate code explanations that surpass those of peers in quality, offering promising opportunities for computer science education. While these explanations may not yet match the depth and clarity of instructor-provided exp…
We present AutoJourn, a demonstration system for multi-perspective news generation and bias-aware evaluation using large language models (LLMs). The system tackles three core challenges in responsible automated journalism: extracting diverse perspectives from unstructured social…
AI code completion tools, such as Github Copilot, provide students with code suggestions to help them write programs. However, recent qualitative studies suggest that students fail to critically evaluate these suggestions. We present Clover, a code completion tool that logs stude…
Epistemic thinking plays a central role in students' learning processes when applying generative artificial intelligence (GenAI), particularly in programming contexts where learners must construct queries, evaluate and validate AI-generated outputs, and regulate problem-solving s…
Semantic trajectory analysis has recently emerged as an approach for modeling human movement by capturing implicit patterns and behaviors through semantic information (e.g., visitors' profiles and goals) beyond raw spatial paths to better understand why people move in certain way…
Diffusion-based text-to-image models can synthesize complex and highly structured visual content, yet the emergence and evolution of semantic structure remain difficult to interpret. Many existing workflows rely on aggregated attention or scalar summaries that separate temporal c…