Innovation in Teaching and Learning in Information and Computer Sciences最新文献_第8页

“WHy should I do This?” MAking the information systems curriculum relevant to strategic learners “我为什么要这么做?”使信息系统课程与战略学习者相关

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-06-01 DOI: 10.11120/ital.2009.08020014

Richard Hill

{"title":"“WHy should I do This?” MAking the information systems curriculum relevant to strategic learners","authors":"Richard Hill","doi":"10.11120/ital.2009.08020014","DOIUrl":"https://doi.org/10.11120/ital.2009.08020014","url":null,"abstract":"Abstract Learners who ‘strategically’ engage with information systems and computing curricula are becoming more prevalent in Higher Education institutions. Increasingly they demand more prescriptive advice from teaching staff to achieve particular grades and often fail to demonstrate the learning outcomes that the curriculum originally intended to deliver. The use of Biggs’ Constructive Alignment [1] to revise the curriculum has presented new opportunities to reflect upon the learning activities that need to be undertaken, and can result in a focus on teaching process rather than how to achieve a product. This paper presents a case study of how a business process modelling module has been developed over six years to progressively align the assessment tasks with learning activities and Intended Learning Outcomes (ILO). Early indications were that the explicit declaration of ILO made the learners appear more strategic. This shift provided new challenges for the teaching staff, particularly in terms of designing appropriate summative assessment, and presenting the ILO to learners in a meaningful and justifiable way. The use of form templates is described to assist the communication of ILO, as well as supporting the thinking necessary to build a constructively aligned curriculum. Such a curriculum places more emphasis upon the dynamics of learning interactions, and should explore what learners achieve outside of the timetabled curriculum. Finally, this work is evaluated in the context of qualitative responses to open questions asked at the end of each iteration of the module.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122988281","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: 2

An Online Tool to Give First-year Programming Students Pre-assessment Feedback 给一年级编程学生预评估反馈的在线工具

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-06-01 DOI: 10.11120/ital.2009.08020036

T. Esendal, M. Dean

引用次数: 0

Constructivist Computer Science Education Reconstructed 建构主义的计算机科学教育重构

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-06-01 DOI: 10.11120/ital.2009.08020073

M. Beynon

{"title":"Constructivist Computer Science Education Reconstructed","authors":"M. Beynon","doi":"10.11120/ital.2009.08020073","DOIUrl":"https://doi.org/10.11120/ital.2009.08020073","url":null,"abstract":"Abstract The merits of Empirical Modelling (EM) principles and tools as a constructivist approach to computer science education are illustrated with reference to ways in which they have been used in teaching topics related to the standard computer science curriculum. The products of EM are interactive models — construals - that serve a sense-making role. Model-building proceeds in an incremental fashion through the construction of networks of definitions that reflect the observables, dependencies and agents associated with a current situation. The three principal case studies discussed (teaching bubblesort, solving Sudoku puzzles, and recognising groups from their abstract multiplication tables) highlight respects in which EM accounts for aspects of computing that cannot be effectively addressed by thinking primarily in terms of abstractions, procedures and mechanisms. The discussion of EM as a constructivist approach to computer science education is set in the context of an analysis of constructivism in computer science published by Ben-Ari in 2001. Reconciling EM’s constructivist epistemology with this analysis involves recognising its pretensions to a broader view of computer science.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121606756","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: 11

Staff Perspectives on the Use of Technology for Enabling Formative Assessment and Automated Feedback 员工对使用科技促进形成性评估和自动反馈的看法

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-06-01 DOI: 10.11120/ital.2009.08020024

S. King, C. Robinson

引用次数: 13

Drawing and Marking Graph Diagrams 绘制和标记图形图

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-06-01 DOI: 10.11120/ital.2009.08020045

R. Stone, Firat Batmaz, C. Hinde

{"title":"Drawing and Marking Graph Diagrams","authors":"R. Stone, Firat Batmaz, C. Hinde","doi":"10.11120/ital.2009.08020045","DOIUrl":"https://doi.org/10.11120/ital.2009.08020045","url":null,"abstract":"Abstract The marking of graph diagrams (that is to say diagrams that are composed of nodes, possibly joined by edges) is tedious if the diagrams are presented on paper. If the key content of the diagrams is available in electronic form then the marking can be much more efficient. This is achieved because the tutor only has to mark each different diagram element once and this mark is transmitted to all diagrams that contain the element. This benefit to the tutor is obtained by requiring the students to use a diagram drawing program of some kind. However, using such an editor can simplify the process for the students by allowing them to concentrate more on the problem and less on its graphical representation. The students can also be rewarded for going to this extra effort by receiving a much more detailed, personalised commentary on their work than would have been possible before, given the same amount of tutor time. The evolution of a drag-and-drop diagram editor specialised for the area of ER diagrams and an associated marking system with a simple but effective feedback mechanism is presented. Some results from initial trials are included together with some ideas for improvement and extension.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128223886","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: 10

Thematic Analysis of Group Software Project Change Logs: An Expanded Study 群组软件项目变更日志的专题分析:一项扩展研究

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-02-01 DOI: 10.11120/ital.2009.08010053

A. Burn

引用次数: 2

Undergraduate Computing Projects — an Investigation into the Student Experience 大学生计算机项目——对学生体验的调查

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-02-01 DOI: 10.11120/ital.2009.08010060

M. Joy

引用次数: 9

An Improved Method for Label Matching in E-Assessment of Diagrams 图e评价中标签匹配的改进方法

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-02-01 DOI: 10.11120/ital.2009.08010003

Ambikesh Jayal, M. Shepperd

引用次数: 10

An Analysis of the Curriculum Components of Computer Forensics Undergraduate Courses in the United Kingdom 英国计算机取证本科课程的课程组成分析

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-02-01 DOI: 10.11120/ital.2009.08010039

P. Thomas, T. Tryfonas, I. Sutherland

{"title":"An Analysis of the Curriculum Components of Computer Forensics Undergraduate Courses in the United Kingdom","authors":"P. Thomas, T. Tryfonas, I. Sutherland","doi":"10.11120/ital.2009.08010039","DOIUrl":"https://doi.org/10.11120/ital.2009.08010039","url":null,"abstract":"Abstract A typical undergraduate curriculum of study in Computing contains a broad range of modules. Computer Forensics is a specialised area of Computing and if specialised modules are being introduced into a typical Computing subject curriculum then one or more of the more traditional subject modules must be removed or modified to provide space to accommodate the new material. This paper investigates the opinions of academic members of staff from several UK institutions on which Computing subject areas should be included in specialised curricula in Computer Forensics. It builds on work done during the third Annual HE Academy Workshop on Teaching Computer Forensics, where delegates were asked to contribute to an undergraduate curriculum design exercise. The delegates were mostly academic lecturing staff from HE institutions around the UK and they were primarily involved in the delivery of Computer Forensic courses at undergraduate and postgraduate levels. They were asked to design an undergraduate BSc (Hons) course in the subject area of Computer Forensics by selecting six modules for each level of a three year undergraduate BSc (Hons) course. There were no constraints on module selection apart from having to select six modules at each level from a list of module titles based on current modules used in UK universities. The paper summarises the results and comments upon principles of design for curricula in this particular subject area.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"11251 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123068455","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

Managing Knowledge about Knowledge Management: ‘Practising What We Teach’ 关于知识管理的管理知识:“实践我们所教的”

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-02-01 DOI: 10.11120/ital.2009.08010021

G. Ragsdell

引用次数: 3