Pub Date : 2010-11-01DOI: 10.11120/ital.2010.09020002
Steve Cayzer
Abstract Sustainability is a theme of increasing global prominence. The ICT sector is responding in two important ways. The first is to reduce its own carbon footprint, estimated at 2% of global emissions. The second is to concentrate on the rest of the economy (the 98%) and to produce innovative products and services that have a positive sustainability impact. In this position paper I show that various sustainability perspectives allow us to embed the paradigm across the whole computer science curriculum, and to use this work to deepen links with other disciplines. We should avoid getting drawn into climate science debates that will detract from the value Sustainable IT can add to our students’ education. Nevertheless, sustainability offers an opportunity for us to engage the next generation of technologists and policy makers and equip them with the skills they will need to compete in the low carbon economy.
{"title":"Enabling the 98%: The role of Sustainable IT in the modern Computer Science syllabus","authors":"Steve Cayzer","doi":"10.11120/ital.2010.09020002","DOIUrl":"https://doi.org/10.11120/ital.2010.09020002","url":null,"abstract":"Abstract Sustainability is a theme of increasing global prominence. The ICT sector is responding in two important ways. The first is to reduce its own carbon footprint, estimated at 2% of global emissions. The second is to concentrate on the rest of the economy (the 98%) and to produce innovative products and services that have a positive sustainability impact. In this position paper I show that various sustainability perspectives allow us to embed the paradigm across the whole computer science curriculum, and to use this work to deepen links with other disciplines. We should avoid getting drawn into climate science debates that will detract from the value Sustainable IT can add to our students’ education. Nevertheless, sustainability offers an opportunity for us to engage the next generation of technologists and policy makers and equip them with the skills they will need to compete in the low carbon economy.","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":"126139777","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.2010.09020011
Amanda Oddie, P. Hazlewood, Stewart Blakeway, A. Whitfield
Abstract The ability to solve problems is one of the key skills that computing students require in order to learn programming. However they find this a challenge. The Computer Science Department at Liverpool Hope recruits students to two programmes, BSc. Information Technology and BSc Computing. Both programmes have used bespoke software and text books to guide the teaching and learning of programming. This paper examines how innovative technologies such as the use of robotics can facilitate the students’ understanding and application of problem solving and programming. It discusses and builds on previous initiatives undertaken at Liverpool Hope.
{"title":"Introductory Problem Solving and Programming: Robotics Versus Traditional Approaches","authors":"Amanda Oddie, P. Hazlewood, Stewart Blakeway, A. Whitfield","doi":"10.11120/ital.2010.09020011","DOIUrl":"https://doi.org/10.11120/ital.2010.09020011","url":null,"abstract":"Abstract The ability to solve problems is one of the key skills that computing students require in order to learn programming. However they find this a challenge. The Computer Science Department at Liverpool Hope recruits students to two programmes, BSc. Information Technology and BSc Computing. Both programmes have used bespoke software and text books to guide the teaching and learning of programming. This paper examines how innovative technologies such as the use of robotics can facilitate the students’ understanding and application of problem solving and programming. It discusses and builds on previous initiatives undertaken at Liverpool Hope.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"79 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":"126337701","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 : 2010-02-01DOI: 10.11120/ITAL.2010.09010020
N. Gordon
Abstract This paper considers the use of group work and peer assessment in the teaching of Computer Science in Higher Education, and in particular the value of peer assessment as a mechanism to encourage student engagement with the activity. Regarding peer assessment itself, this paper provides details of how an online application — in this case WebPA — can provide a valuable tool for educators as well as providing a suitable environment for learners to provide feedback and assessment of themselves and their team mates.
{"title":"Group working and peer assessment — using WebPA to encourage student engagement and participation","authors":"N. Gordon","doi":"10.11120/ITAL.2010.09010020","DOIUrl":"https://doi.org/10.11120/ITAL.2010.09010020","url":null,"abstract":"Abstract This paper considers the use of group work and peer assessment in the teaching of Computer Science in Higher Education, and in particular the value of peer assessment as a mechanism to encourage student engagement with the activity. Regarding peer assessment itself, this paper provides details of how an online application — in this case WebPA — can provide a valuable tool for educators as well as providing a suitable environment for learners to provide feedback and assessment of themselves and their team mates.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125319325","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 : 2010-02-01DOI: 10.11120/ital.2010.09010100
Besim Mustafa
Abstract An integrated, multi-level software system simulator has been developed to support teaching and learning of undergraduate computer architecture and operating systems modules. In this paper the rationale for the development of the simulator and its main features are described; the teaching and learning strategy is briefly explained; the simulator evaluation methodology is defined and the preliminary results of the evaluation are presented.
{"title":"Evaluating A System Simulator For Computer Architecture Teaching And Learning Support","authors":"Besim Mustafa","doi":"10.11120/ital.2010.09010100","DOIUrl":"https://doi.org/10.11120/ital.2010.09010100","url":null,"abstract":"Abstract An integrated, multi-level software system simulator has been developed to support teaching and learning of undergraduate computer architecture and operating systems modules. In this paper the rationale for the development of the simulator and its main features are described; the teaching and learning strategy is briefly explained; the simulator evaluation methodology is defined and the preliminary results of the evaluation are presented.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123505039","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 : 2010-02-01DOI: 10.11120/ital.2010.09010042
J. Jeffcoate
Abstract This paper describes the final phase of a project to investigate the use of a virtual learning environment (VLE) with distance learners supporting each other through study groups. The specific topic was the development of academic literacy skills by postgraduate computing students. An initial survey and pilot study were used to plan the final study in which a set of online activities was provided for a complete cohort of students. Because student participation in these activities was limited, a series of telephone interviews was carried out with a sample of this cohort to investigate their attitudes to participation in optional activities. The VLE logs were also used to examine patterns of student activity. Analysis of this material has identified a number of factors that influence the way in which students work with the VLE: how they choose which activities to take part in and how they engage with course materials.
{"title":"How Postgraduate Students Engage With Online Course Material and Activities","authors":"J. Jeffcoate","doi":"10.11120/ital.2010.09010042","DOIUrl":"https://doi.org/10.11120/ital.2010.09010042","url":null,"abstract":"Abstract This paper describes the final phase of a project to investigate the use of a virtual learning environment (VLE) with distance learners supporting each other through study groups. The specific topic was the development of academic literacy skills by postgraduate computing students. An initial survey and pilot study were used to plan the final study in which a set of online activities was provided for a complete cohort of students. Because student participation in these activities was limited, a series of telephone interviews was carried out with a sample of this cohort to investigate their attitudes to participation in optional activities. The VLE logs were also used to examine patterns of student activity. Analysis of this material has identified a number of factors that influence the way in which students work with the VLE: how they choose which activities to take part in and how they engage with course materials.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127781285","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 : 2010-02-01DOI: 10.11120/ITAL.2010.09010052
Joanne Kuzma
Abstract This paper presents a case study of implementing online video-based tutorials to enhance student learning. Initially, these tutorials were developed using a software product, Camtasia, to mitigate learning differences between traditional-based classrooms versus online classes. Because online students often did not receive the same hands-on and visual learning modality that was available to students on traditional classroom settings, tutorials were assumed to level the playing field between these two groups. However, after two years of developing and integrating these tutorials into online classes, it was found that only a small minority of students were using them. Other issues were that tutorials took a long time to develop, and many lecturers felt they were ineffective. This case describes the reasons the tutorials were developed, the integration process, issues raised, and implications for future development.
{"title":"Online Technology Management Student Tutorial Case Study","authors":"Joanne Kuzma","doi":"10.11120/ITAL.2010.09010052","DOIUrl":"https://doi.org/10.11120/ITAL.2010.09010052","url":null,"abstract":"Abstract This paper presents a case study of implementing online video-based tutorials to enhance student learning. Initially, these tutorials were developed using a software product, Camtasia, to mitigate learning differences between traditional-based classrooms versus online classes. Because online students often did not receive the same hands-on and visual learning modality that was available to students on traditional classroom settings, tutorials were assumed to level the playing field between these two groups. However, after two years of developing and integrating these tutorials into online classes, it was found that only a small minority of students were using them. Other issues were that tutorials took a long time to develop, and many lecturers felt they were ineffective. This case describes the reasons the tutorials were developed, the integration process, issues raised, and implications for future development.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127166766","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 : 2010-02-01DOI: 10.11120/ital.2010.09010105
Firat Batmaz, R. Stone, C. Hinde
Abstract The increased presence of diagram-type student work in higher education has recently attracted researchers to look into the automation of diagram marking. This paper intro duces web-based diagram drawing and marking tools for a new (semi-automatic) assessment approach. The approach reduces the number of diagram components marked by the human marker and provides individualised and detailed feedback to students. The tools have been used in tutorials of a first year database module in the Computer Science department at Loughborough University are described together with findings from the usage of the tools.
{"title":"Personalised Feedback With Semi-Automatic Assessment Tool For Conceptual Database Model","authors":"Firat Batmaz, R. Stone, C. Hinde","doi":"10.11120/ital.2010.09010105","DOIUrl":"https://doi.org/10.11120/ital.2010.09010105","url":null,"abstract":"Abstract The increased presence of diagram-type student work in higher education has recently attracted researchers to look into the automation of diagram marking. This paper intro duces web-based diagram drawing and marking tools for a new (semi-automatic) assessment approach. The approach reduces the number of diagram components marked by the human marker and provides individualised and detailed feedback to students. The tools have been used in tutorials of a first year database module in the Computer Science department at Loughborough University are described together with findings from the usage of the tools.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127322799","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 : 2010-02-01DOI: 10.11120/ital.2010.09010061
A. McCourt, Caitriona Carr
Abstract For some time now retention has become a major issue in terms of the number of students failing to progress or dropping out from their studies. In addition to this lecturers are also concerned at the lack of student engagement they experience in the classes. This is particularly evident among first year students and, consequently, has a knock on effect for subsequent years. Staff at the School of Computing and Intelligent Systems (SCIS) in University of Ulster have addressed this issue by the implementation of small group tutorials for first year students studying computer science, computer games and electronics engineering. Students exhibited a willingness to participate and were appreciative of the individual attention they received. The results show that these small group tutorials are an effective teaching tool, as its use can enhance student engagement by increasing their participation in class, give lecturers valuable feedback on student understanding, make the classroom more ‘enjoyable’ while re-enforcing learning.
{"title":"Improving Student Engagement and Retention Through Small Group Tutorials","authors":"A. McCourt, Caitriona Carr","doi":"10.11120/ital.2010.09010061","DOIUrl":"https://doi.org/10.11120/ital.2010.09010061","url":null,"abstract":"Abstract For some time now retention has become a major issue in terms of the number of students failing to progress or dropping out from their studies. In addition to this lecturers are also concerned at the lack of student engagement they experience in the classes. This is particularly evident among first year students and, consequently, has a knock on effect for subsequent years. Staff at the School of Computing and Intelligent Systems (SCIS) in University of Ulster have addressed this issue by the implementation of small group tutorials for first year students studying computer science, computer games and electronics engineering. Students exhibited a willingness to participate and were appreciative of the individual attention they received. The results show that these small group tutorials are an effective teaching tool, as its use can enhance student engagement by increasing their participation in class, give lecturers valuable feedback on student understanding, make the classroom more ‘enjoyable’ while re-enforcing learning.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129477198","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 : 2010-02-01DOI: 10.11120/ital.2010.09010078
David Nelson, Eddahir Fatimazahra
Abstract This paper presents a review of contributions to the Higher Education Academy’s Teaching, Learning and Assessment of Databases (TLAD) workshops, where academics from the international community have gathered to present, discuss, disseminate, as well as find novel, interesting and useful techniques for improving their teaching, learning and assessment experiences of databases. Particularly, this paper reviews the teaching issues where the academics emphasize areas such as the teaching of the theoretical aspects initially to enable the students to grasp the important concepts and then the practical tools that should be introduced in the database modules. It also reviews learning issues including teamwork and interactive learning. Finally, assessment issues have been discussed which focus on the approaches that these academics use to assess their students.
{"title":"Review of Contributions to the Teaching, Learning and Assessment of Databases (TLAD) Workshops","authors":"David Nelson, Eddahir Fatimazahra","doi":"10.11120/ital.2010.09010078","DOIUrl":"https://doi.org/10.11120/ital.2010.09010078","url":null,"abstract":"Abstract This paper presents a review of contributions to the Higher Education Academy’s Teaching, Learning and Assessment of Databases (TLAD) workshops, where academics from the international community have gathered to present, discuss, disseminate, as well as find novel, interesting and useful techniques for improving their teaching, learning and assessment experiences of databases. Particularly, this paper reviews the teaching issues where the academics emphasize areas such as the teaching of the theoretical aspects initially to enable the students to grasp the important concepts and then the practical tools that should be introduced in the database modules. It also reviews learning issues including teamwork and interactive learning. Finally, assessment issues have been discussed which focus on the approaches that these academics use to assess their students.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116561585","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}
Abstract In this paper some gender related results are presented. They are taken from a survey conducted at Department of Mathematics and Informatics, Faculty of Science, University of Novi Sad. These results explore several interesting points regarding the female undergraduate students, such as: general success rate, professional confidence, interests and ambitions, level of satisfaction with the choice of studies, and attitudes and beliefs towards the gender issue. The analysis of a survey resulted in indicative statistical data, offering basis for some future work and discussion, towards the aim of narrowing the gender gap within the field of Computer Science.
{"title":"A Note on Performance and Satisfaction of Female Students Studying Computer Science","authors":"Ivanović Mirjana, Putnik Zoran, Sisarica Anja, Budimac Zoran","doi":"10.11120/ital.2010.09010032","DOIUrl":"https://doi.org/10.11120/ital.2010.09010032","url":null,"abstract":"Abstract In this paper some gender related results are presented. They are taken from a survey conducted at Department of Mathematics and Informatics, Faculty of Science, University of Novi Sad. These results explore several interesting points regarding the female undergraduate students, such as: general success rate, professional confidence, interests and ambitions, level of satisfaction with the choice of studies, and attitudes and beliefs towards the gender issue. The analysis of a survey resulted in indicative statistical data, offering basis for some future work and discussion, towards the aim of narrowing the gender gap within the field of Computer Science.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129619863","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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