Pub Date : 2010-02-01DOI: 10.11120/ITAL.2010.09010002
E. A. Gandy, Samuel Bradley, David Arnold-Brookes, Norman R. Allen
Abstract This paper describes a project carried out within the University of Sunderland’s Department of Computing, Engineering and Technology during the 2008/9 academic year to investigate the potential for the use of LEGO Mindstorms NXT robots in the teaching of basic programming skills to undergraduate students. The project’s initial proposal and context is discussed, with potential benefits identified and feedback methods outlined. The paper then describes of students and evaluates the student feedback and results obtained. In addition, a number of spin-off projects are the operational issues encountered when the project was implemented for two separate cohorts described which have provided additional benefits to students, the department and local schoolchildren. The paper concludes by outlining future work which is being carried out at the University of Sunderland as a result of this project.
{"title":"The use of LEGO Mindstorms NXT Robots in the Teaching of Introductory Java Programming to Undergraduate Students","authors":"E. A. Gandy, Samuel Bradley, David Arnold-Brookes, Norman R. Allen","doi":"10.11120/ITAL.2010.09010002","DOIUrl":"https://doi.org/10.11120/ITAL.2010.09010002","url":null,"abstract":"Abstract This paper describes a project carried out within the University of Sunderland’s Department of Computing, Engineering and Technology during the 2008/9 academic year to investigate the potential for the use of LEGO Mindstorms NXT robots in the teaching of basic programming skills to undergraduate students. The project’s initial proposal and context is discussed, with potential benefits identified and feedback methods outlined. The paper then describes of students and evaluates the student feedback and results obtained. In addition, a number of spin-off projects are the operational issues encountered when the project was implemented for two separate cohorts described which have provided additional benefits to students, the department and local schoolchildren. The paper concludes by outlining future work which is being carried out at the University of Sunderland as a result of this project.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"489 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":"126538820","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.2010.09010087
Angelos Stefanidis, G. Fitzgerald
Abstract For the most part of the current decade academia and industry have been reporting decreasing numbers of Information Systems (IS) undergraduate students and IS graduate professionals respectively. Among the possible explanations offered, a number of researchers have argued that ageing IS undergraduate curricula are partly to blame for the demise of the discipline. As a first step, the authors of this work have set out to classify existing IS curricula offered by UK universities to enable further research around the areas of curriculum development, skills and pedagogy. The study uses the IS Body of Knowledge (BoK) descriptors which are part of the UK’s Quality Assurance Agency 1 (QAA) Subject Benchmark Statement for Computing (SBSC). The results of the study are supplemented by data about course entry requirements, course naming conventions and course accreditation by the British Computer Society (BCS). It is hoped that IS academics, curriculum developers and IS practitioners will benefit from gaining a better understanding of what IS students are expected to know when they graduate.
{"title":"Information Systems Curricula in the UK: A Survey of Undergraduate Courses (research-in-progress)","authors":"Angelos Stefanidis, G. Fitzgerald","doi":"10.11120/ital.2010.09010087","DOIUrl":"https://doi.org/10.11120/ital.2010.09010087","url":null,"abstract":"Abstract For the most part of the current decade academia and industry have been reporting decreasing numbers of Information Systems (IS) undergraduate students and IS graduate professionals respectively. Among the possible explanations offered, a number of researchers have argued that ageing IS undergraduate curricula are partly to blame for the demise of the discipline. As a first step, the authors of this work have set out to classify existing IS curricula offered by UK universities to enable further research around the areas of curriculum development, skills and pedagogy. The study uses the IS Body of Knowledge (BoK) descriptors which are part of the UK’s Quality Assurance Agency 1 (QAA) Subject Benchmark Statement for Computing (SBSC). The results of the study are supplemented by data about course entry requirements, course naming conventions and course accreditation by the British Computer Society (BCS). It is hoped that IS academics, curriculum developers and IS practitioners will benefit from gaining a better understanding of what IS students are expected to know when they graduate.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"24 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":"134345402","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.2010.09010110
Richard Hill
Abstract This paper describes the collaboration between Sheffield Hallam University and an International IT Consulting organisation to develop an innovative postgraduate curriculum that combines intensive, vendor-specific certification training together with a challenging enquiry-focused educational experience. Employers prefer to ‘benchmark’ potential applicants against industry certification standards, yet also desire the qualities of a postgraduate’s enquiring mind. Using research and ‘open enquiry’ as principle values, a curriculum has been created that facilitates exploration of a wide range of practical and theoretical topics in order to support the development of a highly skilled, autonomous ‘Technical Consultant’. A key aspect of this approach is to provide guidance for learners to explore their own development paths, whilst also exposing them to an established vendor specific platform in order to gain sufficient practical experience before seeking employment.
{"title":"The Marriage of IT Vendor Training with Postgraduate Attributes: An Unholy Union?","authors":"Richard Hill","doi":"10.11120/ITAL.2010.09010110","DOIUrl":"https://doi.org/10.11120/ITAL.2010.09010110","url":null,"abstract":"Abstract This paper describes the collaboration between Sheffield Hallam University and an International IT Consulting organisation to develop an innovative postgraduate curriculum that combines intensive, vendor-specific certification training together with a challenging enquiry-focused educational experience. Employers prefer to ‘benchmark’ potential applicants against industry certification standards, yet also desire the qualities of a postgraduate’s enquiring mind. Using research and ‘open enquiry’ as principle values, a curriculum has been created that facilitates exploration of a wide range of practical and theoretical topics in order to support the development of a highly skilled, autonomous ‘Technical Consultant’. A key aspect of this approach is to provide guidance for learners to explore their own development paths, whilst also exposing them to an established vendor specific platform in order to gain sufficient practical experience before seeking employment.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"19 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":"114253669","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.2010.09010010
N. Gold
Abstract Motivating students to engage with their subject is an ongoing challenge in higher education, particularly in science and engineering. This paper presents experiences gained in introducing robotics as a means to increase engagement with a second-year undergraduate software-engineering group-project module forming part of a computer science degree programme. Robotics is well-established as an effective platform for teaching parts of the computer science curriculum. Nonetheless, the approach is not universally adopted and experience reports are helpful to those introducing robotics to the curriculum for the first time, particularly where robotics itself is not a main curriculum focus. This report presented here aims to identify strengths and weaknesses, and expose lessons learned from what was a broadly successful experience, of which students reported high motivation and enjoyment. Nonetheless some logistical, pedagogical, and technical issues were encountered from which lessons can be learned.
{"title":"Motivating Students in Software Engineering Group Projects: An Experience Report","authors":"N. Gold","doi":"10.11120/ital.2010.09010010","DOIUrl":"https://doi.org/10.11120/ital.2010.09010010","url":null,"abstract":"Abstract Motivating students to engage with their subject is an ongoing challenge in higher education, particularly in science and engineering. This paper presents experiences gained in introducing robotics as a means to increase engagement with a second-year undergraduate software-engineering group-project module forming part of a computer science degree programme. Robotics is well-established as an effective platform for teaching parts of the computer science curriculum. Nonetheless, the approach is not universally adopted and experience reports are helpful to those introducing robotics to the curriculum for the first time, particularly where robotics itself is not a main curriculum focus. This report presented here aims to identify strengths and weaknesses, and expose lessons learned from what was a broadly successful experience, of which students reported high motivation and enjoyment. Nonetheless some logistical, pedagogical, and technical issues were encountered from which lessons can be learned.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"8 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":"124552835","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 : 2009-11-01DOI: 10.11120/ital.2009.08030002
M. Callaghan, K. McCusker, J. Lopez Losada, J. Harkin, S. Wilson
Abstract In recent years there has been significant growth in the use of 3D virtual worlds for e-learning and distance education. These immersive environments offer the ability to create complex, highly interactive simulations using in-world modelling and scripting tools. Virtual learning environments support teaching and learning in an educational context, offering the functionality to manage the presentation, administration and assessment of coursework. However the presentation layer of virtual learning environments are highly restrictive, offering limited opportunities to create highly engaging and immersive user experiences. This paper investigates and demonstrates how virtual learning environments (VLEs) and virtual worlds can be integrated to create learner centred experiential based learning experiences in the area of engineering education and virtual laboratories and how this functionality can be extended to allow the tracking and subsequent recording of user interactions in the virtual world. Engineering Education Island, a virtual space dedicated to teaching engineering related subjects is introduced and the practical use of this additional functionality discussed.
{"title":"Engineering Education Island: Teaching Engineering in Virtual Worlds","authors":"M. Callaghan, K. McCusker, J. Lopez Losada, J. Harkin, S. Wilson","doi":"10.11120/ital.2009.08030002","DOIUrl":"https://doi.org/10.11120/ital.2009.08030002","url":null,"abstract":"Abstract In recent years there has been significant growth in the use of 3D virtual worlds for e-learning and distance education. These immersive environments offer the ability to create complex, highly interactive simulations using in-world modelling and scripting tools. Virtual learning environments support teaching and learning in an educational context, offering the functionality to manage the presentation, administration and assessment of coursework. However the presentation layer of virtual learning environments are highly restrictive, offering limited opportunities to create highly engaging and immersive user experiences. This paper investigates and demonstrates how virtual learning environments (VLEs) and virtual worlds can be integrated to create learner centred experiential based learning experiences in the area of engineering education and virtual laboratories and how this functionality can be extended to allow the tracking and subsequent recording of user interactions in the virtual world. Engineering Education Island, a virtual space dedicated to teaching engineering related subjects is introduced and the practical use of this additional functionality discussed.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126829944","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 : 2009-11-01DOI: 10.11120/ital.2009.08030040
N. Mount, C. Chambers, D. Weaver, G. Priestnall
Abstract This paper investigates the issues surrounding the use of 3D virtual worlds to enhance learner immersion through improved learner engagement. It is based on findings from the JISC-funded DEsign of Learning spaces in 3D Virtual Environments (DELVE) project at the University of Nottingham and the Open University. Given continued confusion about the term immersion, what it means for a learner to be immersed, and the relationship between immersion, presence and engagement, notions of immersion and engagement in 3D virtual environments are explored in the context of previous published studies ranging from virtual reality to psychology. The resultant improved understanding of the terminology is then used as the basis for coding results from a qualitative, inductive analysis of 20 students that undertook a substantive learning task in the virtual environment Second Life. Emergent themes from the analysis identify key factors that act to both enhance and restrict learner engagement in 3D virtual worlds and a set of principles for practitioners who wish to use 3D virtual environments to enhance learner engagement is presented.
{"title":"Learner immersion engagement in the 3D virtual world: principles emerging from the DELVE project","authors":"N. Mount, C. Chambers, D. Weaver, G. Priestnall","doi":"10.11120/ital.2009.08030040","DOIUrl":"https://doi.org/10.11120/ital.2009.08030040","url":null,"abstract":"Abstract This paper investigates the issues surrounding the use of 3D virtual worlds to enhance learner immersion through improved learner engagement. It is based on findings from the JISC-funded DEsign of Learning spaces in 3D Virtual Environments (DELVE) project at the University of Nottingham and the Open University. Given continued confusion about the term immersion, what it means for a learner to be immersed, and the relationship between immersion, presence and engagement, notions of immersion and engagement in 3D virtual environments are explored in the context of previous published studies ranging from virtual reality to psychology. The resultant improved understanding of the terminology is then used as the basis for coding results from a qualitative, inductive analysis of 20 students that undertook a substantive learning task in the virtual environment Second Life. Emergent themes from the analysis identify key factors that act to both enhance and restrict learner engagement in 3D virtual worlds and a set of principles for practitioners who wish to use 3D virtual environments to enhance learner engagement is presented.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127519241","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 : 2009-11-01DOI: 10.11120/ital.2009.08030019
R. Gough, J. Dearnley
Abstract Academics are increasingly looking at using virtual worlds for educational purposes, but the guidance for establishing a virtual presence is limited. This paper presents the results of an exploratory observational study on 95 virtual campuses in Second Life which has produced a framework that may assist staff or students in building their own campuses. The investigation first took place in 2007 and was repeated in 2009, so the results have been updated and comparisons drawn between the two reviews, highlighting what has changed and what activities appear to have taken place. Recommendations have been made regarding the design of a campus, bringing attention to building practices that might obstruct navigation and impede activities.
{"title":"Educational campuses in Second Life, 2007–2009: the development of a framework for campus builders","authors":"R. Gough, J. Dearnley","doi":"10.11120/ital.2009.08030019","DOIUrl":"https://doi.org/10.11120/ital.2009.08030019","url":null,"abstract":"Abstract Academics are increasingly looking at using virtual worlds for educational purposes, but the guidance for establishing a virtual presence is limited. This paper presents the results of an exploratory observational study on 95 virtual campuses in Second Life which has produced a framework that may assist staff or students in building their own campuses. The investigation first took place in 2007 and was repeated in 2009, so the results have been updated and comparisons drawn between the two reviews, highlighting what has changed and what activities appear to have taken place. Recommendations have been made regarding the design of a campus, bringing attention to building practices that might obstruct navigation and impede activities.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130828598","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 : 2009-06-01DOI: 10.11120/ital.2009.08020002
M. Hepworth
Abstract This paper describes the design and implementation of an information literacy module for first semester undergraduate students at Loughborough University. These students were taking Information Management and either Business Studies or Computing, or a degree in Publishing with English or Publishing with E-business or Web Development and Design. The purpose of the module was to enable them to work effectively in the higher education context and be able to research topics, using the resources around them and conform to the norms associated with student work. In addition, the module provided an opportunity for students to become familiar with the discipline of information science. Specifically, they were expected to identify an area where the systematic management of data, information and knowledge enabled people to learn and make better decisions. This provided the inquiry based context within which information literacy was developed in the sense that they chose the area to investigate rather than researching a closely defined question. Students mapped the subject domain, became familiar with learning resources, made use of information and created a poster to communicate their findings. A combination of lectures, practical sessions, pointers to learning resources and assignments, as well as, pre and post diagnostic tests, were used deliver and evaluate information literacy learning. It is argued that a similar approach could be taken to foster information literacy within other disciplines.
{"title":"Developing academic information literacy for undergraduates through inquiry based learning","authors":"M. Hepworth","doi":"10.11120/ital.2009.08020002","DOIUrl":"https://doi.org/10.11120/ital.2009.08020002","url":null,"abstract":"Abstract This paper describes the design and implementation of an information literacy module for first semester undergraduate students at Loughborough University. These students were taking Information Management and either Business Studies or Computing, or a degree in Publishing with English or Publishing with E-business or Web Development and Design. The purpose of the module was to enable them to work effectively in the higher education context and be able to research topics, using the resources around them and conform to the norms associated with student work. In addition, the module provided an opportunity for students to become familiar with the discipline of information science. Specifically, they were expected to identify an area where the systematic management of data, information and knowledge enabled people to learn and make better decisions. This provided the inquiry based context within which information literacy was developed in the sense that they chose the area to investigate rather than researching a closely defined question. Students mapped the subject domain, became familiar with learning resources, made use of information and created a poster to communicate their findings. A combination of lectures, practical sessions, pointers to learning resources and assignments, as well as, pre and post diagnostic tests, were used deliver and evaluate information literacy learning. It is argued that a similar approach could be taken to foster information literacy within other disciplines.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123716882","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 : 2009-06-01DOI: 10.11120/ital.2009.08020053
J. Augusto
Abstract Ambient Intelligence (AmI) is consolidating its role as a new paradigm and driving force within computer science that exploits the opportunities to deploy distributed intelligent systems supported by new technology. Most of the developments related to AmI so far are concentrated either in the healthcare (e.g. smart homes for the elderly), or automotive (smart cars) sectors. This paper provides an overview of the use of AmI in educational environments. One aim of this article is to increase the awareness of the possibilities that AmI bring to the teaching and learning environment. The other aim of the article is to illustrate the thesis that those possibilities have been so far overlooked around the globe, more noticeable in the UK where other applications of AmI are thriving.
{"title":"Ambient intelligence: opportunities and consequences of its use in smart Classrooms","authors":"J. Augusto","doi":"10.11120/ital.2009.08020053","DOIUrl":"https://doi.org/10.11120/ital.2009.08020053","url":null,"abstract":"Abstract Ambient Intelligence (AmI) is consolidating its role as a new paradigm and driving force within computer science that exploits the opportunities to deploy distributed intelligent systems supported by new technology. Most of the developments related to AmI so far are concentrated either in the healthcare (e.g. smart homes for the elderly), or automotive (smart cars) sectors. This paper provides an overview of the use of AmI in educational environments. One aim of this article is to increase the awareness of the possibilities that AmI bring to the teaching and learning environment. The other aim of the article is to illustrate the thesis that those possibilities have been so far overlooked around the globe, more noticeable in the UK where other applications of AmI are thriving.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133583982","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 : 2009-06-01DOI: 10.11120/ital.2009.08020064
Emanuela Boschetto, Agostino Cortesi
Abstract The gender gap in Informatics education is becoming a crucial issue. Over the last four years, the number of women enrolled in IT-related bachelor programs in Italian universities has dramatically decreased, by around 30%. Today, only 15% of Informatics students are female, while the overall percentage of females enrolled at Italian universities is more than 55%. The aim of the Ada Web Portal we present in this paper is to facilitate communication and to share experiences between women (students, teachers, and professionals) working in the IT area.
信息学教育中的性别差异问题日益成为一个重要的问题。在过去的四年里，在意大利大学攻读it相关学士学位的女性人数急剧下降，降幅约为30%。如今，只有15%的信息学学生是女性，而意大利大学的女性入学率超过了55%。我们在本文中介绍的Ada Web Portal的目的是促进在IT领域工作的女性(学生、教师和专业人员)之间的交流和分享经验。
{"title":"Women and Informatics: the Ada Web Portal","authors":"Emanuela Boschetto, Agostino Cortesi","doi":"10.11120/ital.2009.08020064","DOIUrl":"https://doi.org/10.11120/ital.2009.08020064","url":null,"abstract":"Abstract The gender gap in Informatics education is becoming a crucial issue. Over the last four years, the number of women enrolled in IT-related bachelor programs in Italian universities has dramatically decreased, by around 30%. Today, only 15% of Informatics students are female, while the overall percentage of females enrolled at Italian universities is more than 55%. The aim of the Ada Web Portal we present in this paper is to facilitate communication and to share experiences between women (students, teachers, and professionals) working in the IT area.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115306461","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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