Pub Date : 2014-06-24DOI: 10.11120/ITAL.2014.00011
G. Hill, Espen Svennevik, S. J Turner
Traditionally computer sciences courses have been taught using laboratories full of expensive desktop computers. Although this approach may have been valid in the 80, 90s and even the early part of this decade, this paper suggests that buying, maintaining and replacing laboratories full of computers is no longer required. This paper raises the issues associated with attempting to use laptops – as thin/thick clients using virtual machines – to deliver the computer science curriculum and offers potential solutions that, in some cases, may make computer science courses at such ‘brave’ institutions more appealing.
{"title":"Computer Science Courses Using Laptops","authors":"G. Hill, Espen Svennevik, S. J Turner","doi":"10.11120/ITAL.2014.00011","DOIUrl":"https://doi.org/10.11120/ITAL.2014.00011","url":null,"abstract":"Traditionally computer sciences courses have been taught using laboratories full of expensive desktop computers. Although this approach may have been valid in the 80, 90s and even the early part of this decade, this paper suggests that buying, maintaining and replacing laboratories full of computers is no longer required. This paper raises the issues associated with attempting to use laptops – as thin/thick clients using virtual machines – to deliver the computer science curriculum and offers potential solutions that, in some cases, may make computer science courses at such ‘brave’ institutions more appealing.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"278 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116308680","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}
Pub Date : 2014-06-19DOI: 10.11120/ITAL.2014.00010
T. McGill, T. Koppi, J. Armarego
Stronger linkages between the ICT industry and universities have been called for by both the ICT industry and by universities. The study described in this paper explores the ways in which the ICT industry believes it can and should contribute to ICT education and research in universities. The results confirm how important relationships with universities are seen to be and that industry would like to expand its level of involvement. Industry would like further involvement in curriculum design, both directly and through professional associations. The involvement sought is not just with respect to high-level themes, but many participants felt that they would like input into the content of individual subjects. In addition to providing teaching related input and support, many in industry would also like to benefit from the expertise in universities by attending university run short courses. The paper makes recommendations for how universities and industry can act to strengthen linkages.
{"title":"ICT industry involvement with ICT education and research in universities: Industry perceptions","authors":"T. McGill, T. Koppi, J. Armarego","doi":"10.11120/ITAL.2014.00010","DOIUrl":"https://doi.org/10.11120/ITAL.2014.00010","url":null,"abstract":"Stronger linkages between the ICT industry and universities have been called for by both the ICT industry and by universities. The study described in this paper explores the ways in which the ICT industry believes it can and should contribute to ICT education and research in universities. The results confirm how important relationships with universities are seen to be and that industry would like to expand its level of involvement. Industry would like further involvement in curriculum design, both directly and through professional associations. The involvement sought is not just with respect to high-level themes, but many participants felt that they would like input into the content of individual subjects. In addition to providing teaching related input and support, many in industry would also like to benefit from the expertise in universities by attending university run short courses. The paper makes recommendations for how universities and industry can act to strengthen linkages.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134009211","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}
Pub Date : 2014-03-14DOI: 10.11120/ITAL.2014.00009
Martyn Prigmore, Duke Gledhill
AbstractWe undertake a usability evaluation of tablet computers and handwriting capture and recognition software for use in the classroom. The aim is to assess whether the current crop of tablets and available software offer a viable platform for the immediate capture and dissemination of formative or summative written feedback. If so, then these devices could offer an effective and efficient approach to sharing feedback with our students.We examine a range of tablet devices, covering the major operating systems and touchscreen technologies. For each device, we consider a selection of handwriting capture and recognition apps, in each case choosing the best available for a detailed usability analysis. We develop usability criteria based on Nielsen's heuristics, refining them for the task at hand. The set of usability criteria developed should prove useful as a basis for future usability analyses of mobile technologies.Our findings indicate that there are combinations of tablet computer and handwriting capt...
{"title":"Usability of Tablet Computers to Facilitate Instant Written Feedback","authors":"Martyn Prigmore, Duke Gledhill","doi":"10.11120/ITAL.2014.00009","DOIUrl":"https://doi.org/10.11120/ITAL.2014.00009","url":null,"abstract":"AbstractWe undertake a usability evaluation of tablet computers and handwriting capture and recognition software for use in the classroom. The aim is to assess whether the current crop of tablets and available software offer a viable platform for the immediate capture and dissemination of formative or summative written feedback. If so, then these devices could offer an effective and efficient approach to sharing feedback with our students.We examine a range of tablet devices, covering the major operating systems and touchscreen technologies. For each device, we consider a selection of handwriting capture and recognition apps, in each case choosing the best available for a detailed usability analysis. We develop usability criteria based on Nielsen's heuristics, refining them for the task at hand. The set of usability criteria developed should prove useful as a basis for future usability analyses of mobile technologies.Our findings indicate that there are combinations of tablet computer and handwriting capt...","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122062340","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}
Pub Date : 2013-11-01DOI: 10.11120/ital.2013.00005
A. Shillabeer, K. Jackson
Abstract The issue of gender imbalance in computing professions and higher education programs is well documented. The specific contextual reasons for the observed disparity are less well documented and in Vietnam are until now unrealized. There are a number of social, political, personal and historical factors that influence female enrollment into IT programs at university and there is no single global scenario. This paper discusses the trends and barriers around the world and examines the gender imbalance in an undergraduate IT course at a Vietnamese campus of an Australian university. A number of initiatives and key success factors for closing the gender gap are presented.
{"title":"Gender Imbalance in Undergraduate IT Programs – A Vietnamese Perspective","authors":"A. Shillabeer, K. Jackson","doi":"10.11120/ital.2013.00005","DOIUrl":"https://doi.org/10.11120/ital.2013.00005","url":null,"abstract":"Abstract The issue of gender imbalance in computing professions and higher education programs is well documented. The specific contextual reasons for the observed disparity are less well documented and in Vietnam are until now unrealized. There are a number of social, political, personal and historical factors that influence female enrollment into IT programs at university and there is no single global scenario. This paper discusses the trends and barriers around the world and examines the gender imbalance in an undergraduate IT course at a Vietnamese campus of an Australian university. A number of initiatives and key success factors for closing the gender gap are presented.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128554452","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}
Pub Date : 2013-11-01DOI: 10.11120/ital.2013.00007
P. Schoenborn, T. Rees
Abstract This case study focuses on the conceptual framework, implementation and evaluation of a ‘chaotic learning’ based module which utilised an ‘assessment for learning’ rather than an ‘assessment of learning’ approach (Black & William 1998). The development entailed combining different types of teaching and learning methods (face-to-face learning, eLearning and project-based learning) to create an Object Oriented Analysis and Design module for second year computing students at Plymouth University. Initial results show that students gained valuable workplace skills and that attainment results were improved compared to those of the previous year’s cohort.
本案例研究的重点是基于“混沌学习”的模块的概念框架、实施和评估，该模块使用“学习评估”而不是“学习评估”方法(Black & William 1998)。这一发展需要结合不同类型的教学和学习方法(面对面学习、电子学习和基于项目的学习)，为普利茅斯大学计算机专业二年级的学生创建一个面向对象的分析和设计模块。初步结果显示，学生们获得了宝贵的职场技能，与前一年的学生相比，他们的成绩有所提高。
{"title":"A Module Designed with Chaos and Complexity in Mind","authors":"P. Schoenborn, T. Rees","doi":"10.11120/ital.2013.00007","DOIUrl":"https://doi.org/10.11120/ital.2013.00007","url":null,"abstract":"Abstract This case study focuses on the conceptual framework, implementation and evaluation of a ‘chaotic learning’ based module which utilised an ‘assessment for learning’ rather than an ‘assessment of learning’ approach (Black & William 1998). The development entailed combining different types of teaching and learning methods (face-to-face learning, eLearning and project-based learning) to create an Object Oriented Analysis and Design module for second year computing students at Plymouth University. Initial results show that students gained valuable workplace skills and that attainment results were improved compared to those of the previous year’s cohort.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124588639","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}
Pub Date : 2013-11-01DOI: 10.11120/ital.2013.00002
Haiying Wang, C. Saunders, Huiru Zheng
Abstract This paper presents an interactive, user-friendly tutoring system, which can be used to enhance students' understanding of the principles behind data structures. The system has the capability to display data structures graphically as well as providing the facility to allow users to perform the basic operations on the data structure generated. An animation-based approach has been developed to provide a step-by-step illustration of how various traversal techniques are performed in the context of binary search and AVL trees data structure. The system has a tutorial mode incorporating exercises, where students can learn basic concepts operations associated with each data structure. The evaluation was carried out by computer science undergraduate students in the School of Computing and Mathematics. It is generally acknowledged that the system was very useful in teaching students about data structures. This system can be used as an effective supplement to traditional teaching methods.
{"title":"An Animated Tutoring System for Interactive Learning of Nonlinear Data Structures","authors":"Haiying Wang, C. Saunders, Huiru Zheng","doi":"10.11120/ital.2013.00002","DOIUrl":"https://doi.org/10.11120/ital.2013.00002","url":null,"abstract":"Abstract This paper presents an interactive, user-friendly tutoring system, which can be used to enhance students' understanding of the principles behind data structures. The system has the capability to display data structures graphically as well as providing the facility to allow users to perform the basic operations on the data structure generated. An animation-based approach has been developed to provide a step-by-step illustration of how various traversal techniques are performed in the context of binary search and AVL trees data structure. The system has a tutorial mode incorporating exercises, where students can learn basic concepts operations associated with each data structure. The evaluation was carried out by computer science undergraduate students in the School of Computing and Mathematics. It is generally acknowledged that the system was very useful in teaching students about data structures. This system can be used as an effective supplement to traditional teaching methods.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130851369","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}
Pub Date : 2013-11-01DOI: 10.11120/ital.2013.00001
G. Renaud, K. Renaud
Abstract Computing Science is not a popular subject choice in UK secondary schools. Teachers complain of low numbers due to a lack of interest from parents and pupils. This unfortunate trend means the current education system will very likely fail to meet the skill needs of industry in the future, and it is unfortunate for a nation which has a long and proud history of innovation and technical expertise. In the following report we will reflect upon one of the authors’ (Gareth’s) experiences and observations as a STEM Ambassador (http://www.stemnet.org.uk/content/ambassadors/whoareambassadors) in a Scottish High School. We highlight the differences he observed between first and third year students. We reflect on his experiences, consider them in the light of the literature on creativity in schools and make some suggestions as to how the situation could be improved.
{"title":"Computing Science in the Classroom: Experiences of a STEM Ambassador","authors":"G. Renaud, K. Renaud","doi":"10.11120/ital.2013.00001","DOIUrl":"https://doi.org/10.11120/ital.2013.00001","url":null,"abstract":"Abstract Computing Science is not a popular subject choice in UK secondary schools. Teachers complain of low numbers due to a lack of interest from parents and pupils. This unfortunate trend means the current education system will very likely fail to meet the skill needs of industry in the future, and it is unfortunate for a nation which has a long and proud history of innovation and technical expertise. In the following report we will reflect upon one of the authors’ (Gareth’s) experiences and observations as a STEM Ambassador (http://www.stemnet.org.uk/content/ambassadors/whoareambassadors) in a Scottish High School. We highlight the differences he observed between first and third year students. We reflect on his experiences, consider them in the light of the literature on creativity in schools and make some suggestions as to how the situation could be improved.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129278304","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}
Pub Date : 2013-11-01DOI: 10.11120/ital.2013.00004
N. Gordon, M. Brayshaw, S. Grey
Abstract This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour. Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and flow as natural dynamics that can be exploited in the learning experience.
{"title":"Maximising Gain for Minimal Pain: Utilising Natural Game Mechanics","authors":"N. Gordon, M. Brayshaw, S. Grey","doi":"10.11120/ital.2013.00004","DOIUrl":"https://doi.org/10.11120/ital.2013.00004","url":null,"abstract":"Abstract This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour. Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and flow as natural dynamics that can be exploited in the learning experience.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134115790","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}
Pub Date : 2013-11-01DOI: 10.11120/ital.2013.00006
Liangxiu Han, Jamie Harries, P. Brown
Abstract Practical experience of security and forensic computing is of increasing relevance for student employability. Further, courses related to these topics have increased in student popularity. Learning by doing (or experiential learning) is an effective pedagogical way to help students constructively build up their knowledge related to these courses. To improve student engagement and employability and make these courses sustainable, the paper has proposed and developed a portable unified constructivist-learning environment using virtualisation technology, and designed a wide spectrum of hands-on materials on both security and forensic computing topics to offer students a great chance to experience experiential learning. The work presented in this paper is a typical exemplar of applying constructivist learning theories into security and forensic computing education and other similar courses. It is a new way to improve and transform undergraduate STEM education.
{"title":"Building a Virtual Constructivist Learning Environment for Learning Computing Security and Forensics","authors":"Liangxiu Han, Jamie Harries, P. Brown","doi":"10.11120/ital.2013.00006","DOIUrl":"https://doi.org/10.11120/ital.2013.00006","url":null,"abstract":"Abstract Practical experience of security and forensic computing is of increasing relevance for student employability. Further, courses related to these topics have increased in student popularity. Learning by doing (or experiential learning) is an effective pedagogical way to help students constructively build up their knowledge related to these courses. To improve student engagement and employability and make these courses sustainable, the paper has proposed and developed a portable unified constructivist-learning environment using virtualisation technology, and designed a wide spectrum of hands-on materials on both security and forensic computing topics to offer students a great chance to experience experiential learning. The work presented in this paper is a typical exemplar of applying constructivist learning theories into security and forensic computing education and other similar courses. It is a new way to improve and transform undergraduate STEM education.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134119671","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}
Pub Date : 2013-11-01DOI: 10.11120/ital.2013.00003
M. Ivanović, Dejan Mitrovic, Miloš Radovanović
Abstract As an outcome of a DAAD (German Academic Exchange Service) sub-project started in 2004 and devoted to teaching the Java programming language, a joint pool of primarily advanced topics has been created. This teaching material has since been used by teachers from different member universities and countries. In this paper we present recent modifications of the joint pool, with the main goal of innovating and improving its topics. The result of these efforts has been a realization of a completely new, elective object-oriented programming II course.
{"title":"Elective Course OOP II: Creation and Experiences","authors":"M. Ivanović, Dejan Mitrovic, Miloš Radovanović","doi":"10.11120/ital.2013.00003","DOIUrl":"https://doi.org/10.11120/ital.2013.00003","url":null,"abstract":"Abstract As an outcome of a DAAD (German Academic Exchange Service) sub-project started in 2004 and devoted to teaching the Java programming language, a joint pool of primarily advanced topics has been created. This teaching material has since been used by teachers from different member universities and countries. In this paper we present recent modifications of the joint pool, with the main goal of innovating and improving its topics. The result of these efforts has been a realization of a completely new, elective object-oriented programming II course.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133626531","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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