Innovation in Teaching and Learning in Information and Computer Sciences最新文献_第9页

Coursework Uploads and Zero-Tolerance Deadlines 课程上传和零容忍期限

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-02-01 DOI: 10.11120/ITAL.2009.08010017

Ray Stoneham

引用次数: 4

Innovation and Employability in Knowledge Management Curriculum Design 知识管理课程设计中的创新与就业

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-02-01 DOI: 10.11120/ital.2009.08010027

John Rees, Jingjie Lu

{"title":"Innovation and Employability in Knowledge Management Curriculum Design","authors":"John Rees, Jingjie Lu","doi":"10.11120/ital.2009.08010027","DOIUrl":"https://doi.org/10.11120/ital.2009.08010027","url":null,"abstract":"Abstract During 2007/8, Southampton Solent University worked on a Leadership Foundation project focused on the utility of the multi-functional team approach as a vehicle to deliver innovation in strategic and operational terms in higher education (HE). The Task-Orientated Multi-Functional Team Approach (TOMFTA) project took two significant undertakings for Southampton Solent as key areas for investigation, one academic and one administrative in focus. The academic project was the development of an innovative and novel degree programme in knowledge management (KM). The new KM Honours degree programme is timely both in recognition of the increasing importance to organisations of knowledge as a commodity, and in its adoption of a distinctive structure and pedagogy. The methodology for the KM curriculum design brings together student-centred and market-driven approaches: positioning the programme for the interests of students and requirements of employers, rather than just the capabilities of staff; while looking at ways that courses can be delivered with more flexibility, e.g. accelerated and block-mode; with level-differentiated activities, common cross-year content and material that is multi-purpose for use in short courses. In order to permit context at multiple levels in common, a graduate skills strand is taught separately as part of the University’s business-facing education agenda. The KM portfolio offers a programme of practically-based courses integrating key themes in knowledge management, business, information distribution and development of the media. They develop problem-solving, communications, teamwork and other employability skills as well as the domain skills needed by emerging information management technologies. The new courses are built on activities which focus on different aspects of KM, drawing on existing content as a knowledge base. This paper presents the ongoing development of the KM programme through the key aspects in its conception and design.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"11 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":"127372096","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: 8

Using a Wiki to Support Sustainability Literacy 使用Wiki支持可持续性素养

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2009-02-01 DOI: 10.11120/ital.2009.08010045

L. Payne

{"title":"Using a Wiki to Support Sustainability Literacy","authors":"L. Payne","doi":"10.11120/ital.2009.08010045","DOIUrl":"https://doi.org/10.11120/ital.2009.08010045","url":null,"abstract":"Abstract It is becoming increasingly important that students develop an awareness and understanding of sustainability issues: that they develop their ‘sustainability literacy’. For the past few years we have included some explicit coverage of this for computing students. Computing students tend to be very strategically-orientated and reject material which seems to them to be of no direct relevance to their career development. Helping students to see the relevance of sustainability to them is not easy. To encourage their engagement, in 2007/8, they were given a group assignment which required them to derive sustainability ‘tips’ for an IT development company. Most students, and particularly computing students, are very active users of Web 2.0 tools and spend much of their time communicating using social networking sites (Facebook, MySpace, Bebo) and image, video and music sharing sites (YouTube, flickr). They routinely use chat and message board services and some use blogs. They view such communication tools as natural and ‘part of life’. Therefore, to support the development of submissions for their sustainability assignment, students’ collaborative work was supported by requiring them to use a wiki site. Whilst all students have accessed a wiki, at least in the form of the online encyclopaedia wikipedia, most students had never created one but readily saw its relevance to collaborative working and welcomed the opportunity to create one.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"102 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":"133787580","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: 3

More than a good story — can you really teach programming through storytelling? 不仅仅是一个好故事——你真的能通过讲故事来教授编程吗?

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2008-06-01 DOI: 10.11120/ital.2008.07010034

R. Mcdermott, G. Eccleston, G. Brindley

引用次数: 6

Robotics within the teaching of problem-Solving 机器人教学中的问题解决

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2008-06-01 DOI: 10.11120/ital.2008.07010108

S. J Turner, G. Hill

引用次数: 6

Inquiry-based learning in the first-year Information Management curriculum 信息管理一年级课程中的探究式学习

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2008-06-01 DOI: 10.11120/ital.2008.07010003

A. Cox, P. Levy, Peter Stordy, S. Webber

{"title":"Inquiry-based learning in the first-year Information Management curriculum","authors":"A. Cox, P. Levy, Peter Stordy, S. Webber","doi":"10.11120/ital.2008.07010003","DOIUrl":"https://doi.org/10.11120/ital.2008.07010003","url":null,"abstract":"Abstract This paper describes and evaluates Inquiry in Information Management, a first year undergraduate module designed on inquiry-based learning (IBL) principles at the University of Sheffield. In the module, students undertake a small scale, group research project, choosing a research question, conducting the research and reporting their results in poster form to invited staff and their peers, while also maintaining a group blog. The paper begins by explaining the context in which the module was developed and summarising the concept of IBL. It continues by describing the design of the module, highlighting some workshop activities designed to ‘scaffold’ students’ inquiries. The quality of student work was high, and there was an enthusiastic response to the freedom offered by IBL. Involving students in designing assessment criteria for the posters helped them understand the assessment better. Overall, students’ engagement with Information Management seemed to have deepened. Future developments are discussed and the authors reflect on the new demands IBL makes on both students and staff, and on how the application of IBL in this context is shaped by the fluidity of Information Management as a discipline and ambiguities regarding the place of research in this context.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130647807","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: 18

Inquiry based Learning in Computer Science teaching in Higher Education 研究性学习在高校计算机科学教学中的应用

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2008-06-01 DOI: 10.11120/ital.2008.07010022

N. Gordon, M. Brayshaw

引用次数: 25

Project Bluetooth, engaging and supporting Computing First Years through mobile phones 蓝牙项目，通过手机吸引和支持计算机一年级学生

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2008-06-01 DOI: 10.11120/ital.2008.07010103

C. Dennett, J. Traxler

引用次数: 1

Teaching our grandchildren to suck eggs? Introducing the study of communication technologies to the “Digital generation” 教我们的孙子吃鸡蛋?将通信技术的研究引入“数字时代”

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2008-06-01 DOI: 10.11120/ital.2008.07010073

A. Cox, Stephen Tapril, Peter Stordy, S. Whittaker

{"title":"Teaching our grandchildren to suck eggs? Introducing the study of communication technologies to the “Digital generation”","authors":"A. Cox, Stephen Tapril, Peter Stordy, S. Whittaker","doi":"10.11120/ital.2008.07010073","DOIUrl":"https://doi.org/10.11120/ital.2008.07010073","url":null,"abstract":"Abstract It has been argued that age-related and generational differences in communication technology use and more generally in learning style and mindset increasingly divide lecturers from students. This paper reports an investigation of one cohort of level 1 students’ current communication practices and learning styles conducted in order to adapt a module in direct response to student need. A small scale survey of communication and web use was undertaken and students completed the Kolb learning style inventory. The results demonstrate that the sweeping generalizations of generational or age related difference are not a firm foundation for pedagogy. For example, familiarity and use of Web2.0 technologies was patchy and students seemed to prefer to be consumers not producers, though they did show a preference for immediate communication. This reinforced our sense of the need to teach students about many Web2.0 technologies, especially the content creation aspects. Students had diverse learning styles and their preferences did not suggest a radical change from the past. The need continues to be to offer a variety of learning opportunities for a diverse student body. The paper demonstrates the value of systematic data collection about students’ existing knowledge and practices and of assessed reflective activities to stimulate students to be more active in negotiating a successful learning experience for themselves.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134373605","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

Blended problem-based learning for widening participation: a case study 扩大参与的基于问题的混合式学习:案例研究

Innovation in Teaching and Learning in Information and Computer Sciences Pub Date : 2008-06-01 DOI: 10.11120/ital.2008.07010044

C. Beaumont, Tessa Owens, M. Barret-Baxendale, B. Norton

引用次数: 10