Pub Date : 2011-02-01DOI: 10.11120/ITAL.2011.10010035
A. Whitworth, S. McIndoe, C. Whitworth
Abstract This paper reports on a project funded by the HEA-ICS, which sought to create an open educational resource to help develop media and information literacy skills in postgraduate research students. The resource uses a distinctive and holistic approach to the teaching of these subjects, which brings together Bruce et al’s ‘Six Frames of Information Literacy’ model (2007), Egan’s division of literacy into conventional, emergent and comprehensive (1990), and Whitworth’s objective, subjective and intersubjective domains of value (2009b). The paper describes the structure and methods of the course, and some results from the summer 2010 evaluation of the draft version. It explains how this evaluation has resulted in the final version of the materials which are in place on http://madigitaltechnologies.wordpress.com/infoliteracy.
{"title":"Teaching Media and Information Literacy to Postgraduate Researchers","authors":"A. Whitworth, S. McIndoe, C. Whitworth","doi":"10.11120/ITAL.2011.10010035","DOIUrl":"https://doi.org/10.11120/ITAL.2011.10010035","url":null,"abstract":"Abstract This paper reports on a project funded by the HEA-ICS, which sought to create an open educational resource to help develop media and information literacy skills in postgraduate research students. The resource uses a distinctive and holistic approach to the teaching of these subjects, which brings together Bruce et al’s ‘Six Frames of Information Literacy’ model (2007), Egan’s division of literacy into conventional, emergent and comprehensive (1990), and Whitworth’s objective, subjective and intersubjective domains of value (2009b). The paper describes the structure and methods of the course, and some results from the summer 2010 evaluation of the draft version. It explains how this evaluation has resulted in the final version of the materials which are in place on http://madigitaltechnologies.wordpress.com/infoliteracy.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132279386","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 : 2011-02-01DOI: 10.11120/ital.2011.10010012
Laura Crane, Phillip Benachour, P. Coulton
Abstract This paper describes and discusses two issues which limit the delivery of mobile learning from assisting in disseminating course and module information to higher education students. The concept of delivering information to support learning is designed to augment their engagement with their subject areas and ultimately enhance their learning experience by allowing for increased flexibility in their access to learning materials. The paper concentrates on both the infrastructural and sociological issues associated with providing VLE access from a mobile or flexible position. Using mobile widgets, network coverage data and student’s responses to understand the potential benefits and limitations of using mobile devices to access information from the VLE. Discovering the majority of students are without a dedicated application or mobile website, coupled with inept network access this paper investigates the apparent constraints of a promising method of disseminating information to learners.
{"title":"Virtual Learning Environments for mobile learning: Constrained by infrastructural and sociological boundaries?","authors":"Laura Crane, Phillip Benachour, P. Coulton","doi":"10.11120/ital.2011.10010012","DOIUrl":"https://doi.org/10.11120/ital.2011.10010012","url":null,"abstract":"Abstract This paper describes and discusses two issues which limit the delivery of mobile learning from assisting in disseminating course and module information to higher education students. The concept of delivering information to support learning is designed to augment their engagement with their subject areas and ultimately enhance their learning experience by allowing for increased flexibility in their access to learning materials. The paper concentrates on both the infrastructural and sociological issues associated with providing VLE access from a mobile or flexible position. Using mobile widgets, network coverage data and student’s responses to understand the potential benefits and limitations of using mobile devices to access information from the VLE. Discovering the majority of students are without a dedicated application or mobile website, coupled with inept network access this paper investigates the apparent constraints of a promising method of disseminating information to learners.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122727529","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 : 2011-02-01DOI: 10.11120/ital.2011.10010022
P. Thomas, K. Waugh, N. Smith
Abstract We describe an approach to the generalisation of tools for teaching and learning the skills associated with modelling with diagrams. The paper briefly describes the existing revision tools and our approach to automatic marking of diagrams. We report on our work to generalise both the marking algorithm and the drawing editor in such a way that revision tools can be easily generated for new domains. We also report how we have incorporated our tools into our institution’s Moodle-based Virtual Learning Environment (VLE).
{"title":"Generalised Diagramming Tools with Automatic Marking","authors":"P. Thomas, K. Waugh, N. Smith","doi":"10.11120/ital.2011.10010022","DOIUrl":"https://doi.org/10.11120/ital.2011.10010022","url":null,"abstract":"Abstract We describe an approach to the generalisation of tools for teaching and learning the skills associated with modelling with diagrams. The paper briefly describes the existing revision tools and our approach to automatic marking of diagrams. We report on our work to generalise both the marking algorithm and the drawing editor in such a way that revision tools can be easily generated for new domains. We also report how we have incorporated our tools into our institution’s Moodle-based Virtual Learning Environment (VLE).","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"C-36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126489485","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 : 2011-02-01DOI: 10.11120/ital.2011.10010086
Ambikesh Jayal, S. Lauria, A. Tucker, S. Swift
Abstract This paper compares two different approaches of teaching introductory programming by quantitatively analysing the student assessments in a real classroom. The first approach is to emphasise the principles of object-oriented programming and design using Java from the very beginning. The second approach is to first teach the basic programming concepts (loops, branch, and use of libraries) using Python and then move on to oriented programming using Java. Each approach was adopted for one academic year (2008–09 and 2009–10) with first year undergraduate students. Quantitative analysis of the student assessments from the first semester of each year was then carried out. The results of this analysis are presented in this paper. These results suggest that the later approach leads to enhanced learning of introductory programming concepts by students.
{"title":"Python for Teaching Introductory Programming: A Quantitative Evaluation","authors":"Ambikesh Jayal, S. Lauria, A. Tucker, S. Swift","doi":"10.11120/ital.2011.10010086","DOIUrl":"https://doi.org/10.11120/ital.2011.10010086","url":null,"abstract":"Abstract This paper compares two different approaches of teaching introductory programming by quantitatively analysing the student assessments in a real classroom. The first approach is to emphasise the principles of object-oriented programming and design using Java from the very beginning. The second approach is to first teach the basic programming concepts (loops, branch, and use of libraries) using Python and then move on to oriented programming using Java. Each approach was adopted for one academic year (2008–09 and 2009–10) with first year undergraduate students. Quantitative analysis of the student assessments from the first semester of each year was then carried out. The results of this analysis are presented in this paper. These results suggest that the later approach leads to enhanced learning of introductory programming concepts by students.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129888001","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 : 2011-02-01DOI: 10.11120/ital.2011.10010064
Praminda Caleb Solly, P. Matthews
Abstract This paper presents an overview of a real-world interaction design assignment where the focus was on encouraging students to explore the conceptual design space to find creative solutions. By providing them with background information extracted from a real research study with access to a domain expert, we were able to assist with enabling a deeper analysis of the context, which is often difficult to do within the resource limitations of an academic course. Also by engaging the students in a real case-study we were able to explore the potential for further developing the work as a cross-disciplinary collaborative research project. Integrating research and teaching in this way creates an exciting environment where both students and teachers become co-learners.
{"title":"A Real-World Mobile Interaction Design Task","authors":"Praminda Caleb Solly, P. Matthews","doi":"10.11120/ital.2011.10010064","DOIUrl":"https://doi.org/10.11120/ital.2011.10010064","url":null,"abstract":"Abstract This paper presents an overview of a real-world interaction design assignment where the focus was on encouraging students to explore the conceptual design space to find creative solutions. By providing them with background information extracted from a real research study with access to a domain expert, we were able to assist with enabling a deeper analysis of the context, which is often difficult to do within the resource limitations of an academic course. Also by engaging the students in a real case-study we were able to explore the potential for further developing the work as a cross-disciplinary collaborative research project. Integrating research and teaching in this way creates an exciting environment where both students and teachers become co-learners.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126551500","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 : 2011-02-01DOI: 10.11120/ital.2011.10010078
Natalie J. Coull, I. Duncan
Abstract The problems associated with learning and teaching first year University Computer Science (CS1) programming classes are summarized showing that various support tools and techniques have been developed and evaluated. From this review of applicable support the paper derives ten requirements that a support tool should have in order to improve CS1 student success rate with respect to learning and understanding.
{"title":"Emergent Requirements for Supporting Introductory Programming","authors":"Natalie J. Coull, I. Duncan","doi":"10.11120/ital.2011.10010078","DOIUrl":"https://doi.org/10.11120/ital.2011.10010078","url":null,"abstract":"Abstract The problems associated with learning and teaching first year University Computer Science (CS1) programming classes are summarized showing that various support tools and techniques have been developed and evaluated. From this review of applicable support the paper derives ten requirements that a support tool should have in order to improve CS1 student success rate with respect to learning and understanding.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127735881","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 : 2011-02-01DOI: 10.11120/ital.2011.10010072
Sonya A. Coleman, Eric Nichols
Abstract Changes within our approach to teaching can make some students feel uncomfortable. To overcome this, inquiry based learning, which is strongly supported by research in the areas of intellectual development and approaches to learning (Prince, 2007), can be used. Inquiry based approaches should be introduced in combination with existing teaching styles in order to address the needs of all students. Pair programming enhances the communication among peers and encourages students to ask questions of each other and be more ambitious in their computer programming practicals. The students subsequently gain confidence from one another to try different approaches to solving programming problems; this enhances deeper learning. Additionally, working in pairs provides some students with the courage to ask questions of the teacher while with their pair, which they may not do alone. This paper presents a case study on using pair programming to encourage inquiry based learning within programming modules, to improve attendance and practical assessment results.
{"title":"Embedding Inquiry based learning into Programming via Paired Assessment","authors":"Sonya A. Coleman, Eric Nichols","doi":"10.11120/ital.2011.10010072","DOIUrl":"https://doi.org/10.11120/ital.2011.10010072","url":null,"abstract":"Abstract Changes within our approach to teaching can make some students feel uncomfortable. To overcome this, inquiry based learning, which is strongly supported by research in the areas of intellectual development and approaches to learning (Prince, 2007), can be used. Inquiry based approaches should be introduced in combination with existing teaching styles in order to address the needs of all students. Pair programming enhances the communication among peers and encourages students to ask questions of each other and be more ambitious in their computer programming practicals. The students subsequently gain confidence from one another to try different approaches to solving programming problems; this enhances deeper learning. Additionally, working in pairs provides some students with the courage to ask questions of the teacher while with their pair, which they may not do alone. This paper presents a case study on using pair programming to encourage inquiry based learning within programming modules, to improve attendance and practical assessment results.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127316512","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 : 2011-02-01DOI: 10.11120/ital.2011.10010001
J. Nganji, M. Brayshaw, B. Tompsett
Abstract The number of students with disabilities in UK higher education institutions increases every year. Delivering education online is becoming increasingly challenging as institutions encounter some disabilities requiring adjustments of learning environments. The law requires that people with disabilities be given equivalent learning experiences to their non-disabled peers through “reasonable adjustments”. Educational institutions have thus utilised assistive technologies to assist disabled students in their learning, but some of these technologies are incompatible with some learning environments, hence excluding some disabled students and resulting in a disability divide. To solve this problem, amongst other solutions, e-learning personalisation has been used and more recently, this is also achieved using Semantic Web technologies such as ontologies. Nevertheless, as ontologies are incorporated into learning environments little seems to be done to personalise learning for some disabled students. This study, in order to bridge the gap, proposes a personalisation approach based on a disability ontology containing information on various disabilities encountered in higher education, which can be used to present disabled students with learning resources relevant and suitable for their specific needs.
{"title":"Ontology-Based E-Learning Personalisation For Disabled Students in Higher Education","authors":"J. Nganji, M. Brayshaw, B. Tompsett","doi":"10.11120/ital.2011.10010001","DOIUrl":"https://doi.org/10.11120/ital.2011.10010001","url":null,"abstract":"Abstract The number of students with disabilities in UK higher education institutions increases every year. Delivering education online is becoming increasingly challenging as institutions encounter some disabilities requiring adjustments of learning environments. The law requires that people with disabilities be given equivalent learning experiences to their non-disabled peers through “reasonable adjustments”. Educational institutions have thus utilised assistive technologies to assist disabled students in their learning, but some of these technologies are incompatible with some learning environments, hence excluding some disabled students and resulting in a disability divide. To solve this problem, amongst other solutions, e-learning personalisation has been used and more recently, this is also achieved using Semantic Web technologies such as ontologies. Nevertheless, as ontologies are incorporated into learning environments little seems to be done to personalise learning for some disabled students. This study, in order to bridge the gap, proposes a personalisation approach based on a disability ontology containing information on various disabilities encountered in higher education, which can be used to present disabled students with learning resources relevant and suitable for their specific needs.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"176 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122830975","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 : 2011-02-01DOI: 10.11120/ital.2011.10010043
R. Laramee
Abstract These detailed guidelines attempt to explain the mechanics of writing a third year project dissertation in Computer Science. They serve as a useful starting point for students (and new advisers) in their third or fourth year of study in the Computer Science Department of a UK-based university. Afterall, no one is born knowing how to write a dissertation. Yet, there are certain elements, a commonality, that can be found in virtually all good dissertations. We give our recommendations as to each section a good dissertation consists of as well as what each section contains. These guidelines are generic and can be customized to fit most projects. The guidelines are open and free to use at any university or institution without permission. We believe that the writing can start with the abstract, however, in practice writing usually starts with the background section. The abstract can be approximately 6–12 sentences. It is a difficult starting point, but it forces the author to write down a concise description of what it is they’re researching and what the benefits are. Chances are, if the author can’t write an abstract, then it is not clear in the author’s mind what the project is about. Of course the abstract will be refined and updated over the lifetime of the project. The abstract can concisely (1) identify the project topic, (2) identify the benefits and advantages that result (3) and if there is novelty, describe the novelty of the presented work. If there’s a description of the project in a previously existing project selection brochure then that can be used as a basis for an abstract. These guidelines are a starting point only and are not a substitute for an advisor.
{"title":"Bob’s Project Guidelines: Writing a Dissertation for a BSc. in Computer Science","authors":"R. Laramee","doi":"10.11120/ital.2011.10010043","DOIUrl":"https://doi.org/10.11120/ital.2011.10010043","url":null,"abstract":"Abstract These detailed guidelines attempt to explain the mechanics of writing a third year project dissertation in Computer Science. They serve as a useful starting point for students (and new advisers) in their third or fourth year of study in the Computer Science Department of a UK-based university. Afterall, no one is born knowing how to write a dissertation. Yet, there are certain elements, a commonality, that can be found in virtually all good dissertations. We give our recommendations as to each section a good dissertation consists of as well as what each section contains. These guidelines are generic and can be customized to fit most projects. The guidelines are open and free to use at any university or institution without permission. We believe that the writing can start with the abstract, however, in practice writing usually starts with the background section. The abstract can be approximately 6–12 sentences. It is a difficult starting point, but it forces the author to write down a concise description of what it is they’re researching and what the benefits are. Chances are, if the author can’t write an abstract, then it is not clear in the author’s mind what the project is about. Of course the abstract will be refined and updated over the lifetime of the project. The abstract can concisely (1) identify the project topic, (2) identify the benefits and advantages that result (3) and if there is novelty, describe the novelty of the presented work. If there’s a description of the project in a previously existing project selection brochure then that can be used as a basis for an abstract. These guidelines are a starting point only and are not a substitute for an advisor.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114520628","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 : 2011-02-01DOI: 10.11120/ital.2011.10010091
D. Salt, H. Lallie, P. Lawson
Abstract The experiences of students studying Computer Forensics at the University of Derby, together with the views of the teaching and technical support staff, strongly suggests a growing mismatch between expectations and reality, an underdeveloped ability to problem solve and communicate findings and unrealistic expectations of the job market. In improving the conceptualisation of how our courses can better equip students for employment and how their understanding of some of the intellectual and advocacy aspects of investigating cases and presenting evidence can be improved we make suggestions on what works and what needs to be improved. Emphasis is put upon investigative skills rather than investigative tools (the reverse of student expectations), marshalling and presentation of facts and the growing importance of triage approaches. We conclude with asset of recommendations on how digital forensics courses can be improved in terms of delivery, managing student expectations and aspirations, and increased engagement with industry and commerce.
{"title":"Studying First Year Forensic Computing: Managing the Student Experience","authors":"D. Salt, H. Lallie, P. Lawson","doi":"10.11120/ital.2011.10010091","DOIUrl":"https://doi.org/10.11120/ital.2011.10010091","url":null,"abstract":"Abstract The experiences of students studying Computer Forensics at the University of Derby, together with the views of the teaching and technical support staff, strongly suggests a growing mismatch between expectations and reality, an underdeveloped ability to problem solve and communicate findings and unrealistic expectations of the job market. In improving the conceptualisation of how our courses can better equip students for employment and how their understanding of some of the intellectual and advocacy aspects of investigating cases and presenting evidence can be improved we make suggestions on what works and what needs to be improved. Emphasis is put upon investigative skills rather than investigative tools (the reverse of student expectations), marshalling and presentation of facts and the growing importance of triage approaches. We conclude with asset of recommendations on how digital forensics courses can be improved in terms of delivery, managing student expectations and aspirations, and increased engagement with industry and commerce.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122477020","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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