Innovation in Teaching and Learning in Information and Computer Sciences最新文献_第4页

Teaching Media and Information Literacy to Postgraduate Researchers 研究生媒介与信息素养教学

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ITAL.2011.10010035

A. Whitworth, S. McIndoe, C. Whitworth

引用次数: 11

Virtual Learning Environments for mobile learning: Constrained by infrastructural and sociological boundaries? 移动学习的虚拟学习环境:受到基础设施和社会学边界的限制?

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010012

Laura Crane, Phillip Benachour, P. Coulton

引用次数: 6

Generalised Diagramming Tools with Automatic Marking 具有自动标记的通用绘图工具

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010022

P. Thomas, K. Waugh, N. Smith

引用次数: 6

Python for Teaching Introductory Programming: A Quantitative Evaluation Python入门编程教学:定量评估

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010086

Ambikesh Jayal, S. Lauria, A. Tucker, S. Swift

引用次数: 23

A Real-World Mobile Interaction Design Task 一个真实的移动交互设计任务

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010064

Praminda Caleb Solly, P. Matthews

引用次数: 4

Emergent Requirements for Supporting Introductory Programming 支持介绍性编程的紧急需求

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010078

Natalie J. Coull, I. Duncan

引用次数: 39

Embedding Inquiry based learning into Programming via Paired Assessment 通过配对评估将基于查询的学习嵌入到编程中

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010072

Sonya A. Coleman, Eric Nichols

引用次数: 3

Ontology-Based E-Learning Personalisation For Disabled Students in Higher Education 基于本体的高等教育残障学生网络学习个性化

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010001

J. Nganji, M. Brayshaw, B. Tompsett

{"title":"Ontology-Based E-Learning Personalisation For Disabled Students in Higher Education","authors":"J. Nganji, M. Brayshaw, B. Tompsett","doi":"10.11120/ital.2011.10010001","DOIUrl":"https://doi.org/10.11120/ital.2011.10010001","url":null,"abstract":"Abstract The number of students with disabilities in UK higher education institutions increases every year. Delivering education online is becoming increasingly challenging as institutions encounter some disabilities requiring adjustments of learning environments. The law requires that people with disabilities be given equivalent learning experiences to their non-disabled peers through “reasonable adjustments”. Educational institutions have thus utilised assistive technologies to assist disabled students in their learning, but some of these technologies are incompatible with some learning environments, hence excluding some disabled students and resulting in a disability divide. To solve this problem, amongst other solutions, e-learning personalisation has been used and more recently, this is also achieved using Semantic Web technologies such as ontologies. Nevertheless, as ontologies are incorporated into learning environments little seems to be done to personalise learning for some disabled students. This study, in order to bridge the gap, proposes a personalisation approach based on a disability ontology containing information on various disabilities encountered in higher education, which can be used to present disabled students with learning resources relevant and suitable for their specific needs.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"176 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122830975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 37

Bob’s Project Guidelines: Writing a Dissertation for a BSc. in Computer Science 鲍勃的项目指导方针:写一个学士学位论文。计算机科学

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010043

R. Laramee

{"title":"Bob’s Project Guidelines: Writing a Dissertation for a BSc. in Computer Science","authors":"R. Laramee","doi":"10.11120/ital.2011.10010043","DOIUrl":"https://doi.org/10.11120/ital.2011.10010043","url":null,"abstract":"Abstract These detailed guidelines attempt to explain the mechanics of writing a third year project dissertation in Computer Science. They serve as a useful starting point for students (and new advisers) in their third or fourth year of study in the Computer Science Department of a UK-based university. Afterall, no one is born knowing how to write a dissertation. Yet, there are certain elements, a commonality, that can be found in virtually all good dissertations. We give our recommendations as to each section a good dissertation consists of as well as what each section contains. These guidelines are generic and can be customized to fit most projects. The guidelines are open and free to use at any university or institution without permission. We believe that the writing can start with the abstract, however, in practice writing usually starts with the background section. The abstract can be approximately 6–12 sentences. It is a difficult starting point, but it forces the author to write down a concise description of what it is they’re researching and what the benefits are. Chances are, if the author can’t write an abstract, then it is not clear in the author’s mind what the project is about. Of course the abstract will be refined and updated over the lifetime of the project. The abstract can concisely (1) identify the project topic, (2) identify the benefits and advantages that result (3) and if there is novelty, describe the novelty of the presented work. If there’s a description of the project in a previously existing project selection brochure then that can be used as a basis for an abstract. These guidelines are a starting point only and are not a substitute for an advisor.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114520628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Studying First Year Forensic Computing: Managing the Student Experience 学习第一年的取证计算:管理学生体验

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2011-02-01 DOI: 10.11120/ital.2011.10010091

D. Salt, H. Lallie, P. Lawson

引用次数: 0