Pub Date : 2012-06-01DOI: 10.11120/ital.2012.11010071
Glenn Jenkins, O. Ademoye
Abstract Peer code reviews have been successfully applied to the teaching of programming and can be applied to solo programming. Collaborative approaches are currently popular and have been successfully applied though social interaction and assessment issues limit their application. It is believed that a checklist based individual code review can provide a framework which allows students to proofread their code prior to submission, improving performance. Pilot and follow-up studies were conducted at Swansea Metropolitan University and although the results are inconclusive some important observations are made with regards to the use of this technique. Further study into the effects of individual code reviews on student performance is recommended.
{"title":"Can Individual code reviews improve solo programming on an introductory course?","authors":"Glenn Jenkins, O. Ademoye","doi":"10.11120/ital.2012.11010071","DOIUrl":"https://doi.org/10.11120/ital.2012.11010071","url":null,"abstract":"Abstract Peer code reviews have been successfully applied to the teaching of programming and can be applied to solo programming. Collaborative approaches are currently popular and have been successfully applied though social interaction and assessment issues limit their application. It is believed that a checklist based individual code review can provide a framework which allows students to proofread their code prior to submission, improving performance. Pilot and follow-up studies were conducted at Swansea Metropolitan University and although the results are inconclusive some important observations are made with regards to the use of this technique. Further study into the effects of individual code reviews on student performance is recommended.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114345105","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 : 2012-06-01DOI: 10.11120/ital.2012.11010027
J. Devon, James H. Paterson, D. Moffat, J. McCrae
Abstract In this paper, we describe the usage patterns found on four different modules and analyse the detailed outcomes of two case studies based around the usage of the PeerWise system which encourages students to create multiple choice questions (MCQs) for their peers and allows them to evaluate and write comments on MCQs written by their peers. The case studies evaluated data collected from using PeerWise with different student cohorts taking the same modules over two consecutive academic years. Between the years interventions were introduced to attempt to increase student engagement. It was noted that although increased levels of participation were observed in cohorts on different modules the authors are aware that other factors often can have a strong influence, including the awarding of marks for participation, the year of study and students perceived value. This evaluation seems to show that the early and specific interventions applied did have an influence on the pattern of student usage by increasing the student engagement with the PeerWise system.
{"title":"Evaluation Of Student Engagement With Peer Feedback Based On Student-Generated MCQs","authors":"J. Devon, James H. Paterson, D. Moffat, J. McCrae","doi":"10.11120/ital.2012.11010027","DOIUrl":"https://doi.org/10.11120/ital.2012.11010027","url":null,"abstract":"Abstract In this paper, we describe the usage patterns found on four different modules and analyse the detailed outcomes of two case studies based around the usage of the PeerWise system which encourages students to create multiple choice questions (MCQs) for their peers and allows them to evaluate and write comments on MCQs written by their peers. The case studies evaluated data collected from using PeerWise with different student cohorts taking the same modules over two consecutive academic years. Between the years interventions were introduced to attempt to increase student engagement. It was noted that although increased levels of participation were observed in cohorts on different modules the authors are aware that other factors often can have a strong influence, including the awarding of marks for participation, the year of study and students perceived value. This evaluation seems to show that the early and specific interventions applied did have an influence on the pattern of student usage by increasing the student engagement with the PeerWise system.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129372337","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 : 2012-06-01DOI: 10.11120/ital.2012.11010014
Lipeng Wen, M. Brayshaw, N. Gordon
Abstract In this paper we discuss how we may personalize e-learning along three distinct axes, namely: teaching and learning pedagogical philosophies, personalized educational processes to taste and the coordination of these processes during execution. In doing so we are concerned with supporting users’ choices of educational options in course delivery via the Web services. In the work presented here, we assess the practical needs of learners and tutors and then the main research problems are analysed from a practical and pragmatic point of view. Following on from this the design of an intelligent virtual learning environment (VLE) is described to map a set of extensive didactic paradigms, which is represented by a system model and architecture. In this system, the semantic information of learning units and processes (e.g. the relationships among units) can be described and integrated in terms of various requirements of our users. As a result instructional materials with a wide variety of executional options and conditions can be built. Furthermore, through reassembling the semantics of learning content according to users’ new demands, our target audience (both student and content deliverers) can change their particular educational experience dynamically. This VLE can provide high-powered pedagogy-layered personalization - thus enabling new managed e-learning Web services and applications.
{"title":"Personalized Content Provision for Virtual Learning Environments via the Semantic Web","authors":"Lipeng Wen, M. Brayshaw, N. Gordon","doi":"10.11120/ital.2012.11010014","DOIUrl":"https://doi.org/10.11120/ital.2012.11010014","url":null,"abstract":"Abstract In this paper we discuss how we may personalize e-learning along three distinct axes, namely: teaching and learning pedagogical philosophies, personalized educational processes to taste and the coordination of these processes during execution. In doing so we are concerned with supporting users’ choices of educational options in course delivery via the Web services. In the work presented here, we assess the practical needs of learners and tutors and then the main research problems are analysed from a practical and pragmatic point of view. Following on from this the design of an intelligent virtual learning environment (VLE) is described to map a set of extensive didactic paradigms, which is represented by a system model and architecture. In this system, the semantic information of learning units and processes (e.g. the relationships among units) can be described and integrated in terms of various requirements of our users. As a result instructional materials with a wide variety of executional options and conditions can be built. Furthermore, through reassembling the semantics of learning content according to users’ new demands, our target audience (both student and content deliverers) can change their particular educational experience dynamically. This VLE can provide high-powered pedagogy-layered personalization - thus enabling new managed e-learning Web services and applications.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123346613","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 : 2012-06-01DOI: 10.11120/ital.2012.11010080
John Kerins
Abstract Over recent years, we have attempted to design summative assessments for a final year undergraduate module in Systems Analysis and Design that engage students in stimulating, practical tasks that are based upon real-world requirements. This paper evaluates the progression of these ambitions and draws attention to the constraints that inevitably limit attempts to simulate software development environments. The paper critically reflects on lessons learned and anticipates improvements in the model, particularly the idea that student solutions can form a repository of material representing an advancing body of in-house knowledge, and the prospect of moving towards a more real-world learning and assessment environment. Current work is focused on analysing system requirements among a community of voluntary carers dealing with elderly residents. This has the advantage of forging valuable external links as well as providing a live user environment. It is suggested that such projects could also be integrated into other modules.
{"title":"Assessment in Systems Analysis and Design: Simulation, Constraints and New Foundations","authors":"John Kerins","doi":"10.11120/ital.2012.11010080","DOIUrl":"https://doi.org/10.11120/ital.2012.11010080","url":null,"abstract":"Abstract Over recent years, we have attempted to design summative assessments for a final year undergraduate module in Systems Analysis and Design that engage students in stimulating, practical tasks that are based upon real-world requirements. This paper evaluates the progression of these ambitions and draws attention to the constraints that inevitably limit attempts to simulate software development environments. The paper critically reflects on lessons learned and anticipates improvements in the model, particularly the idea that student solutions can form a repository of material representing an advancing body of in-house knowledge, and the prospect of moving towards a more real-world learning and assessment environment. Current work is focused on analysing system requirements among a community of voluntary carers dealing with elderly residents. This has the advantage of forging valuable external links as well as providing a live user environment. It is suggested that such projects could also be integrated into other modules.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126780456","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 : 2012-06-01DOI: 10.11120/ital.2012.11010004
M. Lilley, Andrew Pyper, Sue Attwood
This paper reports on work conducted by the Computer Science Usability Group at the University of Hertfordshire in which a User-Centred Design methodology was applied to gain a deeper understanding of our undergraduate distance learning student population. Specifically, the work reported here is concerned with the approach employed to the development of personas, and how these were applied to the design of learning experiences. This paper also includes samples of the personas produced as part of this work. Discussions with staff elicited a mixed response to the approach; some colleagues felt they already had a good intuitive sense of who the learners were. However it is argued here that one of the benefits of using personas is in how they make such implicit knowledge explicit and the impact this has upon the collective understanding of who our learners are.
{"title":"Understanding the Student Experience through the Use of Personas","authors":"M. Lilley, Andrew Pyper, Sue Attwood","doi":"10.11120/ital.2012.11010004","DOIUrl":"https://doi.org/10.11120/ital.2012.11010004","url":null,"abstract":"This paper reports on work conducted by the Computer Science Usability Group at the University of Hertfordshire in which a User-Centred Design methodology was applied to gain a deeper understanding of our undergraduate distance learning student population. Specifically, the work reported here is concerned with the approach employed to the development of personas, and how these were applied to the design of learning experiences. This paper also includes samples of the personas produced as part of this work. Discussions with staff elicited a mixed response to the approach; some colleagues felt they already had a good intuitive sense of who the learners were. However it is argued here that one of the benefits of using personas is in how they make such implicit knowledge explicit and the impact this has upon the collective understanding of who our learners are.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123819973","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 : 2012-06-01DOI: 10.11120/ITAL.2012.11010038
K. Dudman, P. Dekker
Abstract This paper evaluates the use of participative design in the provision of animated video snippets to support first year undergraduates in interview skills in a module on personal development in computing. Animated video snippets are made available in a blog encouraging students to consider issues relating to employment interviews before and after viewing; the students are also asked to indicate to what extent they felt the materials provided support. The design, delivery and evaluation of the use of video snippets is discussed, and feedback from participants at each stage of development and deployment is considered. The design process is iterative, incorporating suggestions made at each stage, and encouraging a sense of ownership as well and supporting reflective practice. The study also notes parallels between the ADDIE approach to instructional design and the action research model. There were 6 stages in the study, which was carried out at London Metropolitan University.
{"title":"Participative Design for Interview Skills: Pilot Evaluation of Animated Video Snippets","authors":"K. Dudman, P. Dekker","doi":"10.11120/ITAL.2012.11010038","DOIUrl":"https://doi.org/10.11120/ITAL.2012.11010038","url":null,"abstract":"Abstract This paper evaluates the use of participative design in the provision of animated video snippets to support first year undergraduates in interview skills in a module on personal development in computing. Animated video snippets are made available in a blog encouraging students to consider issues relating to employment interviews before and after viewing; the students are also asked to indicate to what extent they felt the materials provided support. The design, delivery and evaluation of the use of video snippets is discussed, and feedback from participants at each stage of development and deployment is considered. The design process is iterative, incorporating suggestions made at each stage, and encouraging a sense of ownership as well and supporting reflective practice. The study also notes parallels between the ADDIE approach to instructional design and the action research model. There were 6 stages in the study, which was carried out at London Metropolitan University.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130061955","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 : 2012-06-01DOI: 10.11120/ital.2012.11010056
S. Wade, M. Salahat, Dave Wilson
Abstract This paper reflects on the experience of delivering a module in Information Systems Design to postgraduate students. The module has been taught for a number of years but has recently been restructured around a novel systems development framework presented as a pattern language. This restructuring represents a move towards a “scaffolded” approach to delivering the module. We present evidence that this approach has improved both the students’ technical skills and their confidence in applying these skills.
{"title":"A Scaffolded Approach to Teaching Information Systems Design","authors":"S. Wade, M. Salahat, Dave Wilson","doi":"10.11120/ital.2012.11010056","DOIUrl":"https://doi.org/10.11120/ital.2012.11010056","url":null,"abstract":"Abstract This paper reflects on the experience of delivering a module in Information Systems Design to postgraduate students. The module has been taught for a number of years but has recently been restructured around a novel systems development framework presented as a pattern language. This restructuring represents a move towards a “scaffolded” approach to delivering the module. We present evidence that this approach has improved both the students’ technical skills and their confidence in applying these skills.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126653821","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 : 2011-11-01DOI: 10.11120/ital.2011.10030044
Martyn Prigmore
Abstract This paper uses five years worth of assessment and feedback data to analyse the effectiveness of student-led seminars as an assessment strategy on a final year undergraduate e-commerce module. The strategy, which involves offering students opportunities to improve their grade by using multiple assessment points, is found to be effective but to suffer from inefficiencies for both student and teacher. A literature review provides ideas for improvements which retain the benefits of the strategy while reducing the workload for both students and teachers.
{"title":"Using seminars to assess computing students","authors":"Martyn Prigmore","doi":"10.11120/ital.2011.10030044","DOIUrl":"https://doi.org/10.11120/ital.2011.10030044","url":null,"abstract":"Abstract This paper uses five years worth of assessment and feedback data to analyse the effectiveness of student-led seminars as an assessment strategy on a final year undergraduate e-commerce module. The strategy, which involves offering students opportunities to improve their grade by using multiple assessment points, is found to be effective but to suffer from inefficiencies for both student and teacher. A literature review provides ideas for improvements which retain the benefits of the strategy while reducing the workload for both students and teachers.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123907148","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 : 2011-11-01DOI: 10.11120/ITAL.2011.10030038
H. Sellahewa
Abstract Student response systems have shown to be an effective tool in addressing some of the challenges of teaching and learning in large classrooms. Traditional student response systems are based on clickers—handheld devices used to transmit student responses to a receiver. In contrast, the EduMECCA SRS captures student responses via smart phones and tablet PCs that can be connected to the internet. This paper is focused on the use of the EduMECCA SRS in small group teaching. A pilot study was conducted in the Applied Computing department of the University of Buckingham where the EduMECCA SRS was used in a number of courses of the BSc in Computing programme. Student feedback indicates that the SRS has had a positive effect on student learning and students’ experience in small classrooms. However, practical issues may deter the widespread use of the SRS system within the School/University.
{"title":"Using an Online Student Response System in Small Group Teaching: A Pilot Study","authors":"H. Sellahewa","doi":"10.11120/ITAL.2011.10030038","DOIUrl":"https://doi.org/10.11120/ITAL.2011.10030038","url":null,"abstract":"Abstract Student response systems have shown to be an effective tool in addressing some of the challenges of teaching and learning in large classrooms. Traditional student response systems are based on clickers—handheld devices used to transmit student responses to a receiver. In contrast, the EduMECCA SRS captures student responses via smart phones and tablet PCs that can be connected to the internet. This paper is focused on the use of the EduMECCA SRS in small group teaching. A pilot study was conducted in the Applied Computing department of the University of Buckingham where the EduMECCA SRS was used in a number of courses of the BSc in Computing programme. Student feedback indicates that the SRS has had a positive effect on student learning and students’ experience in small classrooms. However, practical issues may deter the widespread use of the SRS system within the School/University.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129708445","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 : 2011-11-01DOI: 10.11120/ital.2011.10030004
Quan Dang, Peiyuan Pan, Tingkai Wang
Abstract This paper presents a practical approach to the design and delivery of courseware for e-learning. The approach is based on the premise that courseware for e-learning should be much more than just a set of online learning materials. In order to identify what e-learning courseware should include and how it should be designed, we consider the task of designing and delivering for e-learning from a broad perspective, taking into account the nature of the learning activity, learner learning styles, and the milieu and media within which the learning community is formed and learning activities take place. A framework for design and delivery for e-learning was developed with an aim to include relevant constituents which are required for learning outcomes to be achieved. The framework covers the entire lifecycle of a taught module from planning to design to delivery, and includes guidelines for: (1) e-learning design process, (2) e-learning design product, and (3) e-learning delivery. It can also be used to evaluate existing courseware for improvement and/or re-design purpose.
{"title":"A Practical Approach to Design and Delivery of Courseware for VLE-based Learning","authors":"Quan Dang, Peiyuan Pan, Tingkai Wang","doi":"10.11120/ital.2011.10030004","DOIUrl":"https://doi.org/10.11120/ital.2011.10030004","url":null,"abstract":"Abstract This paper presents a practical approach to the design and delivery of courseware for e-learning. The approach is based on the premise that courseware for e-learning should be much more than just a set of online learning materials. In order to identify what e-learning courseware should include and how it should be designed, we consider the task of designing and delivering for e-learning from a broad perspective, taking into account the nature of the learning activity, learner learning styles, and the milieu and media within which the learning community is formed and learning activities take place. A framework for design and delivery for e-learning was developed with an aim to include relevant constituents which are required for learning outcomes to be achieved. The framework covers the entire lifecycle of a taught module from planning to design to delivery, and includes guidelines for: (1) e-learning design process, (2) e-learning design product, and (3) e-learning delivery. It can also be used to evaluate existing courseware for improvement and/or re-design purpose.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127974656","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：