Open Educational Resources (OER) seem to be a natural fit with a distance learning university: open resources are in line with the university's mission to provide access to academic education, most material is available in digital form, and even the name of distance learning universities often contains the word "open". However, in practice, it is difficult to realize sustainable OER, especially if no existing material may be used. We propose a new method to create sustainable OER based on new educational material, and compare this method with existing models for sustainable OER. The main characteristic of the method is that OER are produced as side-effect of Continuous Professional Development (CPD). As an example of this CPD method, we describe the development of a short OER course about the programming language Scala.
{"title":"A new method for sustainable development of open educational resources","authors":"Sylvia Stuurman, M. V. Eekelen, B. Heeren","doi":"10.1145/2421277.2421284","DOIUrl":"https://doi.org/10.1145/2421277.2421284","url":null,"abstract":"Open Educational Resources (OER) seem to be a natural fit with a distance learning university: open resources are in line with the university's mission to provide access to academic education, most material is available in digital form, and even the name of distance learning universities often contains the word \"open\". However, in practice, it is difficult to realize sustainable OER, especially if no existing material may be used. We propose a new method to create sustainable OER based on new educational material, and compare this method with existing models for sustainable OER. The main characteristic of the method is that OER are produced as side-effect of Continuous Professional Development (CPD). As an example of this CPD method, we describe the development of a short OER course about the programming language Scala.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"390 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127590811","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}
V. Pieterse, Lisa Thompson, L. Marshall, D. M. Venter
We describe how we presented a year-long Software Engineering (SE) module. The first part of the module entailed a process we call rocking the boat. Our objective was to create an opportunity for our students to experience a complete software engineering project (from specification to delivery) within six weeks. During the second part students worked in self-selected teams on an industry-based SE project. Again they were required to undergo the complete SE lifecycle. We firstly describe the design of our module. We then describe how we gathered and analysed information on how the students behaved in their teams as well as about what they experienced while participating in the module. Finally, we discuss our observations. We conclude with remarks about the potential success and possible improvement of our teaching strategies and future research directions.
{"title":"An intensive software engineering learning experience","authors":"V. Pieterse, Lisa Thompson, L. Marshall, D. M. Venter","doi":"10.1145/2421277.2421283","DOIUrl":"https://doi.org/10.1145/2421277.2421283","url":null,"abstract":"We describe how we presented a year-long Software Engineering (SE) module. The first part of the module entailed a process we call rocking the boat. Our objective was to create an opportunity for our students to experience a complete software engineering project (from specification to delivery) within six weeks. During the second part students worked in self-selected teams on an industry-based SE project. Again they were required to undergo the complete SE lifecycle.\u0000 We firstly describe the design of our module. We then describe how we gathered and analysed information on how the students behaved in their teams as well as about what they experienced while participating in the module. Finally, we discuss our observations. We conclude with remarks about the potential success and possible improvement of our teaching strategies and future research directions.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"236 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124599390","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}
Confidence is an influential factor of student engagement in education. In Computer Science education the lack of confidence is prominent as a barrier to education and attempts to address it have not all been very successful. This paper surveys confidence levels of students in relation to the amount by which their parents adopted technology into their personal lives. Our findings can supply a basis from which an alternative method of addressing confidence can be constructed.
{"title":"Student confidence in using computers: the influence of parental adoption of technology","authors":"Hugo Breedt, V. Pieterse","doi":"10.1145/2421277.2421279","DOIUrl":"https://doi.org/10.1145/2421277.2421279","url":null,"abstract":"Confidence is an influential factor of student engagement in education. In Computer Science education the lack of confidence is prominent as a barrier to education and attempts to address it have not all been very successful. This paper surveys confidence levels of students in relation to the amount by which their parents adopted technology into their personal lives. Our findings can supply a basis from which an alternative method of addressing confidence can be constructed.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"146 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120931199","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}
Educational Patterns aim at improving education in a practical and proven way, and are mainly applied for designing courses in a way that students can effectively acquire the course's content. But professional software engineers need more competencies than only mastering the technology, like analyzing problems and responding appropriately. We show in this paper that the process of pattern mining can combine these two aspects and helps in integrating competencies in a curriculum. As additional result, learning patterns are documented which help beginning students with their learning process.
{"title":"Using pattern mining for competency-focused education","authors":"C. Köppe","doi":"10.1145/2421277.2421280","DOIUrl":"https://doi.org/10.1145/2421277.2421280","url":null,"abstract":"Educational Patterns aim at improving education in a practical and proven way, and are mainly applied for designing courses in a way that students can effectively acquire the course's content. But professional software engineers need more competencies than only mastering the technology, like analyzing problems and responding appropriately.\u0000 We show in this paper that the process of pattern mining can combine these two aspects and helps in integrating competencies in a curriculum. As additional result, learning patterns are documented which help beginning students with their learning process.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126901069","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}
With the changes in the structure of the proposed volume for Computer Science of the ACM/IEEE curricula series for 2013 it is difficult to conceptualise what the extent of these changes are when reading the Strawman report. This paper is an attempt to quantify these changes. It discusses the core curricula as defined in the ACM/IEEE curricula volumes for Computer Science of 2001, 2008 Review and the 2013 Strawman report and shows how a real-world curriculum can be compared to the volumes. Both a visual comparison for the curricula volumes and an algorithmic comparison are presented. The visual comparison provides a quick indication that there are differences, while the algorithmic comparison provides a mechanism to quantify the differences and as a side effect the similarities. These comparisons are restricted to the core aspects of the curricula being evaluated and further to this subsections of the core curricula will be used for illustrative purposes in order to contain the complexity of curricula specifications.
{"title":"A comparison of the core aspects of the ACM/IEEE Computer Science Curriculum 2013 Strawman report with the specified core of CC2001 and CS2008 review","authors":"L. Marshall","doi":"10.1145/2421277.2421281","DOIUrl":"https://doi.org/10.1145/2421277.2421281","url":null,"abstract":"With the changes in the structure of the proposed volume for Computer Science of the ACM/IEEE curricula series for 2013 it is difficult to conceptualise what the extent of these changes are when reading the Strawman report. This paper is an attempt to quantify these changes. It discusses the core curricula as defined in the ACM/IEEE curricula volumes for Computer Science of 2001, 2008 Review and the 2013 Strawman report and shows how a real-world curriculum can be compared to the volumes.\u0000 Both a visual comparison for the curricula volumes and an algorithmic comparison are presented. The visual comparison provides a quick indication that there are differences, while the algorithmic comparison provides a mechanism to quantify the differences and as a side effect the similarities. These comparisons are restricted to the core aspects of the curricula being evaluated and further to this subsections of the core curricula will be used for illustrative purposes in order to contain the complexity of curricula specifications.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122302757","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}
This paper creates an approach for an Information Science curriculum design based on Community Outreach Projects (COPs). An ICT-based COP in Radboud University Nijmegen (RUN), the Netherlands, is used as a part of the competence development of the students, especially prospective computer engineers. The geographic scope of the study includes RUN and several developing countries. The authors propose a model for a successful Community Outreach Project. The proposed model serves the main goal, while running educational ICT-based COPs, to introduce ICT effectively in a relatively short period of time to people who have never used computers before. The proposed model of a successful COP combines features of Community Based Service Learning, the Three Level Approach, the Competency Development Model, and Community Informatics. The authors also reflected on the sustainability of COPs and identified how the students can contribute to different kinds of sustainability. Students' activities in COPs have been related to their learning outcomes of ACM model curricula for computing specialties. The proposed model has been used for designing the curriculum of the COP training course in RUN, as well as developing the overall strategy of running ICT-based COPs in developing countries. Potential users of the results of this research include COP coordinators in institutions of higher learning, practitioners involved in COPs, and policymakers in charge of developing outreach strategies for local communities in developing countries.
{"title":"Information Science curriculum design based on community outreach projects","authors":"T. V. D. Weide, I. Zlotnikova","doi":"10.1145/2421277.2421285","DOIUrl":"https://doi.org/10.1145/2421277.2421285","url":null,"abstract":"This paper creates an approach for an Information Science curriculum design based on Community Outreach Projects (COPs). An ICT-based COP in Radboud University Nijmegen (RUN), the Netherlands, is used as a part of the competence development of the students, especially prospective computer engineers. The geographic scope of the study includes RUN and several developing countries. The authors propose a model for a successful Community Outreach Project. The proposed model serves the main goal, while running educational ICT-based COPs, to introduce ICT effectively in a relatively short period of time to people who have never used computers before. The proposed model of a successful COP combines features of Community Based Service Learning, the Three Level Approach, the Competency Development Model, and Community Informatics. The authors also reflected on the sustainability of COPs and identified how the students can contribute to different kinds of sustainability. Students' activities in COPs have been related to their learning outcomes of ACM model curricula for computing specialties. The proposed model has been used for designing the curriculum of the COP training course in RUN, as well as developing the overall strategy of running ICT-based COPs in developing countries. Potential users of the results of this research include COP coordinators in institutions of higher learning, practitioners involved in COPs, and policymakers in charge of developing outreach strategies for local communities in developing countries.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115212009","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}
Dutch secundary schools struggle to find computer science teachers, and employed computer science teachers are retiring. Co-Teach Informatica facilitates computer science education for schools that do not have a qualified teacher. To facilitate their education, an innovative learning platform will be developed. Aside from offering learning materials, exercises and communication with teaching assistants, the platform will support learners and teachers by giving them insight in the learning progress of the learners. Using a knowledge graph with connected learning goals and activities, a student model can be build. This poster introduces the design and research plans for this project. The first experiment will take place in the beginning of 2023, when high school learners will use a prototype of the platform for multiple weeks.
{"title":"The Design of a High School Computer Science Learning Platform based on Student Modelling: Facilitating Classes without a Qualified Computer Science Teacher in the Netherlands","authors":"L. M. Lubbe, S. P. Borkulo","doi":"10.1145/3569173.3569182","DOIUrl":"https://doi.org/10.1145/3569173.3569182","url":null,"abstract":"Dutch secundary schools struggle to find computer science teachers, and employed computer science teachers are retiring. Co-Teach Informatica facilitates computer science education for schools that do not have a qualified teacher. To facilitate their education, an innovative learning platform will be developed. Aside from offering learning materials, exercises and communication with teaching assistants, the platform will support learners and teachers by giving them insight in the learning progress of the learners. Using a knowledge graph with connected learning goals and activities, a student model can be build. This poster introduces the design and research plans for this project. The first experiment will take place in the beginning of 2023, when high school learners will use a prototype of the platform for multiple weeks.","PeriodicalId":131223,"journal":{"name":"Computer Science Education Research Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125786243","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}
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