Teaching computing through situated knowledge-management strategies

Abstract

This paper outlines pedagogic and technological challenges facing educators as they implement advanced technologies in their curricula and describes some strategies and approaches employed at the University of Salford in England. In the face of social, financial and technological change, expectations and capabilities of graduates must adapt to shifting trends. Capabilities which should be engendered in students are flexible thinking, interpersonal skills and motivation for self-directed and lifelong learning. Design courses at the University of Salford are utilizing several strategies for implementing advanced technologies in curricula which support the development of these qualities. These include the use of multiple instruction strategies, knowledge-mobilization principles and a project-based learning model. An undergraduate example in progress is described and a few results to date are outlined.