Pub Date : 2011-02-01DOI: 10.11120/ital.2011.10010055
John Kerins
Abstract There is an increasing trend towards employer engagement in Higher Education. It is recognised that the workplace represents a legitimate learning environment in the modern knowledge economy. Higher Education Innovation Funding is used to foster mutually beneficial links between universities and industry and commerce. This paper provides a reflective analysis of the utilisation of this funding to establish a software development team within a department of computer science and information systems to form links with the regional economy, and to effect synergy between students, staff and external clients. This forms the basis of a stimulating environment which provides real-world scenarios and brings current skills and knowledge into the Department. It provides contemporary case studies, offers valuable support to the regional economy, and enables students to acquire skills to equip them for employment. There is now scope for further curriculum enhancement and new multidisciplinary initiatives to support applied research.
{"title":"Building a Software Development Environment to Enrich Learning and Enhance Employability","authors":"John Kerins","doi":"10.11120/ital.2011.10010055","DOIUrl":"https://doi.org/10.11120/ital.2011.10010055","url":null,"abstract":"Abstract There is an increasing trend towards employer engagement in Higher Education. It is recognised that the workplace represents a legitimate learning environment in the modern knowledge economy. Higher Education Innovation Funding is used to foster mutually beneficial links between universities and industry and commerce. This paper provides a reflective analysis of the utilisation of this funding to establish a software development team within a department of computer science and information systems to form links with the regional economy, and to effect synergy between students, staff and external clients. This forms the basis of a stimulating environment which provides real-world scenarios and brings current skills and knowledge into the Department. It provides contemporary case studies, offers valuable support to the regional economy, and enables students to acquire skills to equip them for employment. There is now scope for further curriculum enhancement and new multidisciplinary initiatives to support applied research.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"10 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":"130875328","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 : 2010-11-01DOI: 10.11120/ital.2010.09020007
Marie Griffiths, M. Kutar, J. Wood
Abstract This paper reports a comparative study of Inquiry-Based Learning (IBL) at Undergraduate (UG) and Postgraduate (PG) levels at a university in the north west of England. Both student cohorts undertook a professional, legal and ethical module centred on IT. This study focuses on how the different student cohorts approached this style of teaching, and how it impacted on overall student engagement throughout the semester. IBL was introduced in the 2009–2010 academic years; to the UG students in the first semester and the PG students in the second semester. Key observations gained from the study were unexpected in that the UG level students fully embraced the IBL approach, they maintained a high attendance level throughout the semester, and all preliminary and formative assessment work/tasks were eagerly completed. Ultimately, this developed students’ information literacy skills. PG students enjoyed the in-class IBL activities, but actively avoided module preparation and formative assessment work/tasks, and so minimized their opportunities to develop rich digital literacy skills. This study highlights potential enablers required to employ IBL techniques successfully.
{"title":"Introducing Digital Literacy Skills Through IBL: A Comparative Study of UG and PG Business Information Systems Students","authors":"Marie Griffiths, M. Kutar, J. Wood","doi":"10.11120/ital.2010.09020007","DOIUrl":"https://doi.org/10.11120/ital.2010.09020007","url":null,"abstract":"Abstract This paper reports a comparative study of Inquiry-Based Learning (IBL) at Undergraduate (UG) and Postgraduate (PG) levels at a university in the north west of England. Both student cohorts undertook a professional, legal and ethical module centred on IT. This study focuses on how the different student cohorts approached this style of teaching, and how it impacted on overall student engagement throughout the semester. IBL was introduced in the 2009–2010 academic years; to the UG students in the first semester and the PG students in the second semester. Key observations gained from the study were unexpected in that the UG level students fully embraced the IBL approach, they maintained a high attendance level throughout the semester, and all preliminary and formative assessment work/tasks were eagerly completed. Ultimately, this developed students’ information literacy skills. PG students enjoyed the in-class IBL activities, but actively avoided module preparation and formative assessment work/tasks, and so minimized their opportunities to develop rich digital literacy skills. This study highlights potential enablers required to employ IBL techniques successfully.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129069577","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 : 2010-11-01DOI: 10.11120/ital.2010.09020010
J. Augusto, V. McNair, P. McCullagh, A. McRoberts
Abstract Anytime-anywhere student support is a growing area of investigation as indicated by its inclusion in a range of University policies and academic research. A range of technologies can be applied to support teaching and learning, however they have limitations in providing students with anytime-anywhere support. This article proposes a holistic approach, which blends different available technologies in a Virtual Mentor. A Virtual Mentor is not normally intended to replace a human mentor but can offer support when a human mentor is not available. This new approach is contrasted with currently used technologies to show its advantages.
{"title":"Scoping the Potential for Anytime-Anywhere Support Through Virtual Mentors","authors":"J. Augusto, V. McNair, P. McCullagh, A. McRoberts","doi":"10.11120/ital.2010.09020010","DOIUrl":"https://doi.org/10.11120/ital.2010.09020010","url":null,"abstract":"Abstract Anytime-anywhere student support is a growing area of investigation as indicated by its inclusion in a range of University policies and academic research. A range of technologies can be applied to support teaching and learning, however they have limitations in providing students with anytime-anywhere support. This article proposes a holistic approach, which blends different available technologies in a Virtual Mentor. A Virtual Mentor is not normally intended to replace a human mentor but can offer support when a human mentor is not available. This new approach is contrasted with currently used technologies to show its advantages.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114284102","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 : 2010-11-01DOI: 10.11120/ITAL.2010.09020003
N. Gordon
Abstract In this paper we will consider some of the aspects related to the teaching of sustainable development within the Higher Education computing curriculum — including students’ views on the relevance of this to their education, grounded on the outcome from a case study on student attitudes to this topic. The inclusion of sustainable development material within the curriculum can link with the professional development and career planning of students, as well as providing an appropriate vehicle for the teaching of ethics and exploring issues of social responsibility. The growing recognition of this general area by government, professional bodies and industry means that it can be considered as the role of computing departments to develop this awareness and set of skills in students. This paper is a revised and updated version of a paper presented at the 2009 Higher Education Academy Subject Centre for Information and Computer Sciences Annual Conference (Gordon, 2009).
{"title":"Education for sustainable development in Computer Science","authors":"N. Gordon","doi":"10.11120/ITAL.2010.09020003","DOIUrl":"https://doi.org/10.11120/ITAL.2010.09020003","url":null,"abstract":"Abstract In this paper we will consider some of the aspects related to the teaching of sustainable development within the Higher Education computing curriculum — including students’ views on the relevance of this to their education, grounded on the outcome from a case study on student attitudes to this topic. The inclusion of sustainable development material within the curriculum can link with the professional development and career planning of students, as well as providing an appropriate vehicle for the teaching of ethics and exploring issues of social responsibility. The growing recognition of this general area by government, professional bodies and industry means that it can be considered as the role of computing departments to develop this awareness and set of skills in students. This paper is a revised and updated version of a paper presented at the 2009 Higher Education Academy Subject Centre for Information and Computer Sciences Annual Conference (Gordon, 2009).","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125625349","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 : 2010-11-01DOI: 10.11120/ital.2010.09020012
Fumei Weng, F. Cheong, C. Cheong
Abstract The purpose of this study is to explore an Information System (IS) student retention model by modifying the integrated model of Tinto and Bean. The proposed model extends the integrated model by adding a construct named self-efficacy which is a psychological factor borrowed from self-efficacy theory. Data was collected from six private institutions in Taiwan and participants included students studying in the IS discipline in 2009. Structural equation modelling was utilised to validate the proposed model. Although the measures used in assessing the fit of the model obtained reflected the overall strength of the hypothesized model, the present study was not entirely supportive of Tinto’s or Bean’s models. Based on the significance of the factors in affecting the retention of IS students, the following intervention programs are suggested: (1) promoting self-efficacy programs, (2) provision of career consultancies and services, and (3) improvement of the teaching of IS core courses.
{"title":"Modelling IS Student Retention in Taiwan: Extending Tinto and Bean’s Model with Self-Efficacy","authors":"Fumei Weng, F. Cheong, C. Cheong","doi":"10.11120/ital.2010.09020012","DOIUrl":"https://doi.org/10.11120/ital.2010.09020012","url":null,"abstract":"Abstract The purpose of this study is to explore an Information System (IS) student retention model by modifying the integrated model of Tinto and Bean. The proposed model extends the integrated model by adding a construct named self-efficacy which is a psychological factor borrowed from self-efficacy theory. Data was collected from six private institutions in Taiwan and participants included students studying in the IS discipline in 2009. Structural equation modelling was utilised to validate the proposed model. Although the measures used in assessing the fit of the model obtained reflected the overall strength of the hypothesized model, the present study was not entirely supportive of Tinto’s or Bean’s models. Based on the significance of the factors in affecting the retention of IS students, the following intervention programs are suggested: (1) promoting self-efficacy programs, (2) provision of career consultancies and services, and (3) improvement of the teaching of IS core courses.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130814604","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 : 2010-11-01DOI: 10.11120/ital.2010.09020008
J. Warwick, M. Bush, S. Jennings
Abstract We present a new model of liberal (also known as free-choice) multiple-choice tests in which a candidate’s test score is represented as a function of two other variables: their inclination to eliminate perceived distracters; and the accuracy with which they are able to do this. We propose a number of theoretical relationships between these three variables that appear to support the notion that good students ought to be better judges of their level of knowledge — and hence better able to benefit through the expression of partial knowledge — than weak students, as previous empirical studies have found. However, the results of our own small empirical study were not in line with our expectations. This work has given us a better understanding of the test format, but we now doubt whether it does in fact provide the benefits that have previously been claimed.
{"title":"Analysis and Evaluation of Liberal (Free-Choice) Multiple-Choice Tests","authors":"J. Warwick, M. Bush, S. Jennings","doi":"10.11120/ital.2010.09020008","DOIUrl":"https://doi.org/10.11120/ital.2010.09020008","url":null,"abstract":"Abstract We present a new model of liberal (also known as free-choice) multiple-choice tests in which a candidate’s test score is represented as a function of two other variables: their inclination to eliminate perceived distracters; and the accuracy with which they are able to do this. We propose a number of theoretical relationships between these three variables that appear to support the notion that good students ought to be better judges of their level of knowledge — and hence better able to benefit through the expression of partial knowledge — than weak students, as previous empirical studies have found. However, the results of our own small empirical study were not in line with our expectations. This work has given us a better understanding of the test format, but we now doubt whether it does in fact provide the benefits that have previously been claimed.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129515387","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 : 2010-11-01DOI: 10.11120/ITAL.2010.09020004
N. Gordon
Abstract Information Technology (IT) is a key feature of the modern world and a core skill in education. However, the growing use of technology is at an increasing environmental cost. Estimates for a typical Western economy — such as the United Kingdom — are that the IT industry is currently producing approximately two to four percent of the national carbon footprint. To put this in perspective, this is equivalent to the airline industry. The converse side to this is the way in which IT can be the catalyst and tool to allow other areas of activity to reduce their environmental costs (see The Climate Group, 2008). However, where such non-IT impact is reduced then the result is to increase the relative influence of IT itself. Furthermore, the absolute impact will rise as the global digital divide lessens, allowing more people across the world to get ready access to computing devices.
{"title":"Sustainable Information Technology awareness","authors":"N. Gordon","doi":"10.11120/ITAL.2010.09020004","DOIUrl":"https://doi.org/10.11120/ITAL.2010.09020004","url":null,"abstract":"Abstract Information Technology (IT) is a key feature of the modern world and a core skill in education. However, the growing use of technology is at an increasing environmental cost. Estimates for a typical Western economy — such as the United Kingdom — are that the IT industry is currently producing approximately two to four percent of the national carbon footprint. To put this in perspective, this is equivalent to the airline industry. The converse side to this is the way in which IT can be the catalyst and tool to allow other areas of activity to reduce their environmental costs (see The Climate Group, 2008). However, where such non-IT impact is reduced then the result is to increase the relative influence of IT itself. Furthermore, the absolute impact will rise as the global digital divide lessens, allowing more people across the world to get ready access to computing devices.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114408459","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 : 2010-11-01DOI: 10.11120/ital.2010.09020006
J. Nganji, M. Brayshaw
Abstract Man’s negative impact on the environment due to various activities has raised serious concerns with numerous campaigns rising to protect the environment. Computer waste also contributes to damaging not only the environment, but has serious consequences on human health resulting from pollution of the air, water and soil which are part of the ecosystem. With E-waste causing such problems and a challenge to developing nations which have been dumping grounds, the need to adopt green information technology (IT) is becoming more evident. In this paper, we recommend adoption of green IT education by schools, governments, organisations producing or shipping IT products and individuals consuming these technologies to work together in adopting green IT to reduce E-waste accumulation and hence eliminate the environmental and health implications of E-waste.
{"title":"Is Green IT an Antidote to E-Waste Problems?","authors":"J. Nganji, M. Brayshaw","doi":"10.11120/ital.2010.09020006","DOIUrl":"https://doi.org/10.11120/ital.2010.09020006","url":null,"abstract":"Abstract Man’s negative impact on the environment due to various activities has raised serious concerns with numerous campaigns rising to protect the environment. Computer waste also contributes to damaging not only the environment, but has serious consequences on human health resulting from pollution of the air, water and soil which are part of the ecosystem. With E-waste causing such problems and a challenge to developing nations which have been dumping grounds, the need to adopt green information technology (IT) is becoming more evident. In this paper, we recommend adoption of green IT education by schools, governments, organisations producing or shipping IT products and individuals consuming these technologies to work together in adopting green IT to reduce E-waste accumulation and hence eliminate the environmental and health implications of E-waste.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"190 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124285436","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 : 2010-11-01DOI: 10.11120/ITAL.2010.09020009
R. Strachan, A. Pickard, C. Laing
Abstract It is crucial that students in the computing area are equipped with strong research and technical authoring skills and expertise. These are transferable life long skills which are sometimes difficult to develop and can be viewed as ‘dull’ by the students. This study explores a more authentic and lively approach to delivering and assessing a module on technical authoring to undergraduate computing students. Students were asked to produce work for presentation at a conference aimed at external participants mainly from local industry and business. This challenged the students in terms of their technical authoring skills and brought a professionalism and realism to the module. There were other less obvious benefits from this approach. Students gained in confidence through the work they presented but also through being ‘delegates’ at the conference and engaging in the question and answer sessions. Student feedback on the module was positive and constructive and their assessment work was of a high standard.
{"title":"Bringing Technical Authoring Skills to Life For Students Through an Employer Audience","authors":"R. Strachan, A. Pickard, C. Laing","doi":"10.11120/ITAL.2010.09020009","DOIUrl":"https://doi.org/10.11120/ITAL.2010.09020009","url":null,"abstract":"Abstract It is crucial that students in the computing area are equipped with strong research and technical authoring skills and expertise. These are transferable life long skills which are sometimes difficult to develop and can be viewed as ‘dull’ by the students. This study explores a more authentic and lively approach to delivering and assessing a module on technical authoring to undergraduate computing students. Students were asked to produce work for presentation at a conference aimed at external participants mainly from local industry and business. This challenged the students in terms of their technical authoring skills and brought a professionalism and realism to the module. There were other less obvious benefits from this approach. Students gained in confidence through the work they presented but also through being ‘delegates’ at the conference and engaging in the question and answer sessions. Student feedback on the module was positive and constructive and their assessment work was of a high standard.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121844460","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 : 2010-11-01DOI: 10.11120/ITAL.2010.09020005
L. Payne
Abstract An understanding of sustainability, ‘sustainability literacy’, is an increasingly important competency for all professionals, no matter what their area of specialism. This paper explores the motivation for teaching computing students about sustainability and raising student awareness of the issues involved. There are a number of related drivers for its inclusion in the curriculum and some of these motivators are discussed. The paper raises the issue of computing students’ interest in sustainability, or lack thereof. An account is provided of an ‘active learning’ approach which has been used at Coventry. In this students were given a problem, contextualised in the IT industry, and were required to find sustainability material, for themselves, to support their proposed solution. This approach was successful overall with students deriving relevant proposals, finding appropriate sustainability material and therefore developing an understanding of sustainability issues, as related to the IT industry.
{"title":"Motivating Sustainability Literacy","authors":"L. Payne","doi":"10.11120/ITAL.2010.09020005","DOIUrl":"https://doi.org/10.11120/ITAL.2010.09020005","url":null,"abstract":"Abstract An understanding of sustainability, ‘sustainability literacy’, is an increasingly important competency for all professionals, no matter what their area of specialism. This paper explores the motivation for teaching computing students about sustainability and raising student awareness of the issues involved. There are a number of related drivers for its inclusion in the curriculum and some of these motivators are discussed. The paper raises the issue of computing students’ interest in sustainability, or lack thereof. An account is provided of an ‘active learning’ approach which has been used at Coventry. In this students were given a problem, contextualised in the IT industry, and were required to find sustainability material, for themselves, to support their proposed solution. This approach was successful overall with students deriving relevant proposals, finding appropriate sustainability material and therefore developing an understanding of sustainability issues, as related to the IT industry.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122911948","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：