Pub Date : 2011-11-01DOI: 10.11120/ital.2011.10030016
K. Dudman
Abstract This paper evaluates the use of video snippets to support undergraduates learning critical path analysis (a project management technique) in an intermediate level (second year undergraduate) module. The video snippets are made available in a blog that encourages students to evaluate their performance on the task before and after watching the video snippets; the students are also asked to indicate how confident they feel about performing the task at different stages in the exercise. The design, delivery and evaluation the use of video snippets is discussed, and feedback from participants at each of the three stages of deployment is considered. There were twelve participants in the study, four at each stage. The study was carried out at London Metropolitan University.
{"title":"Pilot Evaluation of the Use of Video Snippets to Support Undergraduate Learners","authors":"K. Dudman","doi":"10.11120/ital.2011.10030016","DOIUrl":"https://doi.org/10.11120/ital.2011.10030016","url":null,"abstract":"Abstract This paper evaluates the use of video snippets to support undergraduates learning critical path analysis (a project management technique) in an intermediate level (second year undergraduate) module. The video snippets are made available in a blog that encourages students to evaluate their performance on the task before and after watching the video snippets; the students are also asked to indicate how confident they feel about performing the task at different stages in the exercise. The design, delivery and evaluation the use of video snippets is discussed, and feedback from participants at each of the three stages of deployment is considered. There were twelve participants in the study, four at each stage. The study was carried out at London Metropolitan University.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"65 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":"128747130","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.2011.10030028
M. Lilley, Andrew Pyper, P. Wernick
Abstract Understanding the perception and usage of Computerised Adaptive Testing (CAT) by colleagues in the sector represents an important part of an ongoing research programme into Learner Centred Design (LCD). For this reason, a web survey was published that asked about colleagues’ experiences and views of assessment in general and CAT in particular. Sixty-nine participants responded to the survey. A range of techniques for assessment were reported, with objective testing being employed more commonly in formative assessment. This represents an important finding in the context of potential uses of CAT given the prevalence of objective testing in CAT. Few of the respondents used CAT as part of their assessment regime although most were aware of it. Practical implementation issues represent the most commonly cited reasons for not using CAT.
{"title":"Attitudes to and Usage of CAT in Assessment in Higher Education","authors":"M. Lilley, Andrew Pyper, P. Wernick","doi":"10.11120/ital.2011.10030028","DOIUrl":"https://doi.org/10.11120/ital.2011.10030028","url":null,"abstract":"Abstract Understanding the perception and usage of Computerised Adaptive Testing (CAT) by colleagues in the sector represents an important part of an ongoing research programme into Learner Centred Design (LCD). For this reason, a web survey was published that asked about colleagues’ experiences and views of assessment in general and CAT in particular. Sixty-nine participants responded to the survey. A range of techniques for assessment were reported, with objective testing being employed more commonly in formative assessment. This represents an important finding in the context of potential uses of CAT given the prevalence of objective testing in CAT. Few of the respondents used CAT as part of their assessment regime although most were aware of it. Practical implementation issues represent the most commonly cited reasons for not using CAT.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"22 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":"121558049","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.2011.10030068
Madeleine R. H. Roberts, T. McGill, T. Koppi
Abstract Student attrition is an issue of particular concern in the field of ICT because the industry faces staffing shortfalls. The study described in this paper provides further understanding of the causes of attrition from ICT courses by exploring the reasons students give for leaving their ICT courses. An online survey of early leavers from four Australian universities was conducted. The results show that many factors can contribute to the attrition of ICT students, and that for many students it is a combination of issues that leads to their withdrawal. Only a relatively small number of ex-students had experienced serious life events that necessitated their withdrawal. It was much more common for the participants to cite reasons associated with the university environment, the teaching of their ICT course, and their inability to combine their studies with other commitments. Recommendations are made to address issues that could be mitigated by university action.
{"title":"What Students are Telling us about Why They Left Their ICT Course","authors":"Madeleine R. H. Roberts, T. McGill, T. Koppi","doi":"10.11120/ital.2011.10030068","DOIUrl":"https://doi.org/10.11120/ital.2011.10030068","url":null,"abstract":"Abstract Student attrition is an issue of particular concern in the field of ICT because the industry faces staffing shortfalls. The study described in this paper provides further understanding of the causes of attrition from ICT courses by exploring the reasons students give for leaving their ICT courses. An online survey of early leavers from four Australian universities was conducted. The results show that many factors can contribute to the attrition of ICT students, and that for many students it is a combination of issues that leads to their withdrawal. Only a relatively small number of ex-students had experienced serious life events that necessitated their withdrawal. It was much more common for the participants to cite reasons associated with the university environment, the teaching of their ICT course, and their inability to combine their studies with other commitments. Recommendations are made to address issues that could be mitigated by university action.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"13 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":"114643413","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.2011.10030058
Andrew K. Smith
Abstract The following paper discusses the experiences of a seven week mini project run twice at the University of Sunderland, designed to teach applied web programming using the Facebook platform and makes the case for the use of Facebook as a suitable platform to teach web programming. First year undergraduate computing students used a broad range of technologies underpinned by a suitable software engineering methodology to design, develop and publish applications to the Facebook Application Directory. Students are able to market and deploy applications easily and benefit from feedback from peers within a familiar, student friendly environment. There is an opportunity to engage with a wider audience and opportunities to develop and refine software development skills whilst consolidating their learning in a challenging project that is accessible to anyone with a Facebook account.
{"title":"Web and Software Engineering The Facebook Way — An Undergraduate Mini Project","authors":"Andrew K. Smith","doi":"10.11120/ital.2011.10030058","DOIUrl":"https://doi.org/10.11120/ital.2011.10030058","url":null,"abstract":"Abstract The following paper discusses the experiences of a seven week mini project run twice at the University of Sunderland, designed to teach applied web programming using the Facebook platform and makes the case for the use of Facebook as a suitable platform to teach web programming. First year undergraduate computing students used a broad range of technologies underpinned by a suitable software engineering methodology to design, develop and publish applications to the Facebook Application Directory. Students are able to market and deploy applications easily and benefit from feedback from peers within a familiar, student friendly environment. There is an opportunity to engage with a wider audience and opportunities to develop and refine software development skills whilst consolidating their learning in a challenging project that is accessible to anyone with a Facebook account.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"1 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":"127697153","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 : 2011-06-01DOI: 10.11120/ital.2011.10020004
S. Keller, C. Parker, C. Chan
Abstract This paper reports on a qualitative study aimed at investigating whether Australian Information Systems (IS) students undertaking a team-based capstone subject with real clients believed the subject had enhanced their employability skills. This research is important because UK and Australian governments and industry are increasingly pressuring universities to focus more on developing employability skills. The paper makes a contribution to the literature since there are few empirical studies examining students’ perceptions of capstone subjects and none, to our knowledge, focusing on employability skills. Our study suggests that students believed the capstone subject did improve a broad range of employability skills and it also demonstrates the interrelated nature of these skills. We conjecture that the team-based, real-client model of capstone is particularly useful, compared to other capstone models, because it is especially effective at integrating the range of employability skills such as teamwork, communication, problem solving and self-management.
{"title":"Employability Skills: Student Perceptions of an IS Final Year Capstone Subject","authors":"S. Keller, C. Parker, C. Chan","doi":"10.11120/ital.2011.10020004","DOIUrl":"https://doi.org/10.11120/ital.2011.10020004","url":null,"abstract":"Abstract This paper reports on a qualitative study aimed at investigating whether Australian Information Systems (IS) students undertaking a team-based capstone subject with real clients believed the subject had enhanced their employability skills. This research is important because UK and Australian governments and industry are increasingly pressuring universities to focus more on developing employability skills. The paper makes a contribution to the literature since there are few empirical studies examining students’ perceptions of capstone subjects and none, to our knowledge, focusing on employability skills. Our study suggests that students believed the capstone subject did improve a broad range of employability skills and it also demonstrates the interrelated nature of these skills. We conjecture that the team-based, real-client model of capstone is particularly useful, compared to other capstone models, because it is especially effective at integrating the range of employability skills such as teamwork, communication, problem solving and self-management.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115589751","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 : 2011-06-01DOI: 10.11120/ital.2011.10020032
A. Milne, E. McAdam
Abstract The teaching of compiler construction and language theory is absent from many current computing degrees, the rationale being that they are now irrelevant to modern software engineering practice. In this paper a case is made for the inclusion of at least certain aspects of compiler construction and language theory in computing degrees to support and reinforce the acquisition of software development and software engineering knowledge and skills in an object-oriented context. An outline curriculum based around the recursive-descent methodology is proposed and a component toolkit is described that supports the delivery of this curriculum. Small languages, formal methods and object-orientation consolidation are identified as evidence of the applicability of compiler teaching to the wider software engineering context.
{"title":"Compilers, The Forgotten Subject?","authors":"A. Milne, E. McAdam","doi":"10.11120/ital.2011.10020032","DOIUrl":"https://doi.org/10.11120/ital.2011.10020032","url":null,"abstract":"Abstract The teaching of compiler construction and language theory is absent from many current computing degrees, the rationale being that they are now irrelevant to modern software engineering practice. In this paper a case is made for the inclusion of at least certain aspects of compiler construction and language theory in computing degrees to support and reinforce the acquisition of software development and software engineering knowledge and skills in an object-oriented context. An outline curriculum based around the recursive-descent methodology is proposed and a component toolkit is described that supports the delivery of this curriculum. Small languages, formal methods and object-orientation consolidation are identified as evidence of the applicability of compiler teaching to the wider software engineering context.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129188141","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 : 2011-06-01DOI: 10.11120/ital.2011.10020041
J. Devon
Abstract This study explored the feasibility of using webcasting as a possible intervention technique to deal with the late arrival of International students who are unable to attend University on day one of their postgraduate programmes. To put this lateness into context the planning department of the University was contacted and data was provided which allowed this to be quantified in terms of number of days late. Information was collected from a number of companies producing webcasting solutions and this report briefly describes their usage in a small scale pilot run. After the trial run survey data was collected from student attendees to gather their views with regard to the viability of using such products whilst being back home. The following suggested benefits were considered: online collaborative opportunities with peers and staff; access to an archive of programme material; helping students make the transition from home to here.
{"title":"Investigation Webcasting As An Intervention Technique For International MSc Students","authors":"J. Devon","doi":"10.11120/ital.2011.10020041","DOIUrl":"https://doi.org/10.11120/ital.2011.10020041","url":null,"abstract":"Abstract This study explored the feasibility of using webcasting as a possible intervention technique to deal with the late arrival of International students who are unable to attend University on day one of their postgraduate programmes. To put this lateness into context the planning department of the University was contacted and data was provided which allowed this to be quantified in terms of number of days late. Information was collected from a number of companies producing webcasting solutions and this report briefly describes their usage in a small scale pilot run. After the trial run survey data was collected from student attendees to gather their views with regard to the viability of using such products whilst being back home. The following suggested benefits were considered: online collaborative opportunities with peers and staff; access to an archive of programme material; helping students make the transition from home to here.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121981040","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 : 2011-06-01DOI: 10.11120/ITAL.2011.10020016
I. Glendinning, A. Domańska, S. Orim
Abstract Many UK universities employ their enrolled students on a part-time basis as student ambassadors and in teaching support roles, for example as student proctors (Hampton and Potter 2009). However it is common elsewhere, for example in the United States of America, for universities and colleges to employ students in a much wider range of support roles (Hubbard and Klute, 2009). The many advantages of this strategy, to both the institution and to students, became apparent when a similar policy was implemented by a UK university from 2008. This paper focuses on feedback from some computing students based in the Student Experience Enhancement Unit (SEE-u) in Coventry University’s Faculty of Engineering and Computing after being appointed as Student Advocates. Feedback collected recently from student advocates has been used as evidence in this paper to show that the employment and development of students as part time staff to undertake a wide range of tasks, can be an effective way to increase their graduate employment prospects and to improve their value to potential future employers.
{"title":"Employability Enhancement through Student advocacy","authors":"I. Glendinning, A. Domańska, S. Orim","doi":"10.11120/ITAL.2011.10020016","DOIUrl":"https://doi.org/10.11120/ITAL.2011.10020016","url":null,"abstract":"Abstract Many UK universities employ their enrolled students on a part-time basis as student ambassadors and in teaching support roles, for example as student proctors (Hampton and Potter 2009). However it is common elsewhere, for example in the United States of America, for universities and colleges to employ students in a much wider range of support roles (Hubbard and Klute, 2009). The many advantages of this strategy, to both the institution and to students, became apparent when a similar policy was implemented by a UK university from 2008. This paper focuses on feedback from some computing students based in the Student Experience Enhancement Unit (SEE-u) in Coventry University’s Faculty of Engineering and Computing after being appointed as Student Advocates. Feedback collected recently from student advocates has been used as evidence in this paper to show that the employment and development of students as part time staff to undertake a wide range of tasks, can be an effective way to increase their graduate employment prospects and to improve their value to potential future employers.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128098413","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 : 2011-06-01DOI: 10.11120/ital.2011.10020051
Yuwanuch Gulatee, Barbara Combes, J. Clayden
Abstract Online delivery of computer and information science courses is challenging for both staff and students. There are considerable barriers posed by the technical environment and the physical separation of staff from their students. However the online environment, how staff and students perceive online teaching and learning and the perceived differences between delivery on-campus and online also create barriers. In many ways this could be defined as a psychological barrier rather than a set of physical challenges to overcome. This study shows that students, almost by default, have a negative view of online learning and only use it when absolutely necessary, even in a school with a 10 year history of elearning implementation. Similarly, many staff within this study clearly indicated a belief that on-campus teaching produced better student outcomes, particularly in computer science subjects.
{"title":"An Investigation Of Teaching Wholly Online In A School Of Computer And Information Science","authors":"Yuwanuch Gulatee, Barbara Combes, J. Clayden","doi":"10.11120/ital.2011.10020051","DOIUrl":"https://doi.org/10.11120/ital.2011.10020051","url":null,"abstract":"Abstract Online delivery of computer and information science courses is challenging for both staff and students. There are considerable barriers posed by the technical environment and the physical separation of staff from their students. However the online environment, how staff and students perceive online teaching and learning and the perceived differences between delivery on-campus and online also create barriers. In many ways this could be defined as a psychological barrier rather than a set of physical challenges to overcome. This study shows that students, almost by default, have a negative view of online learning and only use it when absolutely necessary, even in a school with a 10 year history of elearning implementation. Similarly, many staff within this study clearly indicated a belief that on-campus teaching produced better student outcomes, particularly in computer science subjects.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133726716","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 : 2011-06-01DOI: 10.11120/ITAL.2011.10020023
Yang Jing, P. Patel, P. Chalk
Abstract This paper presents a number of initiatives that engage with graduates to facilitate the improvement of the employability skills and attributes of current students in the Faculty of Computing at London Metropolitan University. A comprehensive evaluative review has been carried out which has demonstrated that these initiatives are effective ways to keep in touch with, and utilise, graduates, and to increase student awareness of employability, to develop ‘professional skills’ and to fill the gap between industry and academic study. Finally, future work has also been proposed.
{"title":"Facilitating the Impact of Graduates on Student Employability","authors":"Yang Jing, P. Patel, P. Chalk","doi":"10.11120/ITAL.2011.10020023","DOIUrl":"https://doi.org/10.11120/ITAL.2011.10020023","url":null,"abstract":"Abstract This paper presents a number of initiatives that engage with graduates to facilitate the improvement of the employability skills and attributes of current students in the Faculty of Computing at London Metropolitan University. A comprehensive evaluative review has been carried out which has demonstrated that these initiatives are effective ways to keep in touch with, and utilise, graduates, and to increase student awareness of employability, to develop ‘professional skills’ and to fill the gap between industry and academic study. Finally, future work has also been proposed.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"15 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125827492","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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