Pub Date : 2009-02-01DOI: 10.11120/ITAL.2009.08010017
Ray Stoneham
Abstract Clear assessment deadlines and severe penalties for late submission of coursework are a feature of a number of UK universities. This presents a severe challenge for any online upload system. Evidence from a range of different implementations at the School of Computing and Mathematical Sciences at the University of Greenwich over the past few years is examined to assess the impact of a zero-tolerance deadline policy on the way students work and the problems that arise. Suggestions are made on how to minimise any possible negative impact of a zero-tolerance deadline policy on the administration of the system and on staff and students.
{"title":"Coursework Uploads and Zero-Tolerance Deadlines","authors":"Ray Stoneham","doi":"10.11120/ITAL.2009.08010017","DOIUrl":"https://doi.org/10.11120/ITAL.2009.08010017","url":null,"abstract":"Abstract Clear assessment deadlines and severe penalties for late submission of coursework are a feature of a number of UK universities. This presents a severe challenge for any online upload system. Evidence from a range of different implementations at the School of Computing and Mathematical Sciences at the University of Greenwich over the past few years is examined to assess the impact of a zero-tolerance deadline policy on the way students work and the problems that arise. Suggestions are made on how to minimise any possible negative impact of a zero-tolerance deadline policy on the administration of the system and on staff and students.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134045092","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 : 2009-02-01DOI: 10.11120/ital.2009.08010027
John Rees, Jingjie Lu
Abstract During 2007/8, Southampton Solent University worked on a Leadership Foundation project focused on the utility of the multi-functional team approach as a vehicle to deliver innovation in strategic and operational terms in higher education (HE). The Task-Orientated Multi-Functional Team Approach (TOMFTA) project took two significant undertakings for Southampton Solent as key areas for investigation, one academic and one administrative in focus. The academic project was the development of an innovative and novel degree programme in knowledge management (KM). The new KM Honours degree programme is timely both in recognition of the increasing importance to organisations of knowledge as a commodity, and in its adoption of a distinctive structure and pedagogy. The methodology for the KM curriculum design brings together student-centred and market-driven approaches: positioning the programme for the interests of students and requirements of employers, rather than just the capabilities of staff; while looking at ways that courses can be delivered with more flexibility, e.g. accelerated and block-mode; with level-differentiated activities, common cross-year content and material that is multi-purpose for use in short courses. In order to permit context at multiple levels in common, a graduate skills strand is taught separately as part of the University’s business-facing education agenda. The KM portfolio offers a programme of practically-based courses integrating key themes in knowledge management, business, information distribution and development of the media. They develop problem-solving, communications, teamwork and other employability skills as well as the domain skills needed by emerging information management technologies. The new courses are built on activities which focus on different aspects of KM, drawing on existing content as a knowledge base. This paper presents the ongoing development of the KM programme through the key aspects in its conception and design.
{"title":"Innovation and Employability in Knowledge Management Curriculum Design","authors":"John Rees, Jingjie Lu","doi":"10.11120/ital.2009.08010027","DOIUrl":"https://doi.org/10.11120/ital.2009.08010027","url":null,"abstract":"Abstract During 2007/8, Southampton Solent University worked on a Leadership Foundation project focused on the utility of the multi-functional team approach as a vehicle to deliver innovation in strategic and operational terms in higher education (HE). The Task-Orientated Multi-Functional Team Approach (TOMFTA) project took two significant undertakings for Southampton Solent as key areas for investigation, one academic and one administrative in focus. The academic project was the development of an innovative and novel degree programme in knowledge management (KM). The new KM Honours degree programme is timely both in recognition of the increasing importance to organisations of knowledge as a commodity, and in its adoption of a distinctive structure and pedagogy. The methodology for the KM curriculum design brings together student-centred and market-driven approaches: positioning the programme for the interests of students and requirements of employers, rather than just the capabilities of staff; while looking at ways that courses can be delivered with more flexibility, e.g. accelerated and block-mode; with level-differentiated activities, common cross-year content and material that is multi-purpose for use in short courses. In order to permit context at multiple levels in common, a graduate skills strand is taught separately as part of the University’s business-facing education agenda. The KM portfolio offers a programme of practically-based courses integrating key themes in knowledge management, business, information distribution and development of the media. They develop problem-solving, communications, teamwork and other employability skills as well as the domain skills needed by emerging information management technologies. The new courses are built on activities which focus on different aspects of KM, drawing on existing content as a knowledge base. This paper presents the ongoing development of the KM programme through the key aspects in its conception and design.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127372096","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 : 2009-02-01DOI: 10.11120/ital.2009.08010045
L. Payne
Abstract It is becoming increasingly important that students develop an awareness and understanding of sustainability issues: that they develop their ‘sustainability literacy’. For the past few years we have included some explicit coverage of this for computing students. Computing students tend to be very strategically-orientated and reject material which seems to them to be of no direct relevance to their career development. Helping students to see the relevance of sustainability to them is not easy. To encourage their engagement, in 2007/8, they were given a group assignment which required them to derive sustainability ‘tips’ for an IT development company. Most students, and particularly computing students, are very active users of Web 2.0 tools and spend much of their time communicating using social networking sites (Facebook, MySpace, Bebo) and image, video and music sharing sites (YouTube, flickr). They routinely use chat and message board services and some use blogs. They view such communication tools as natural and ‘part of life’. Therefore, to support the development of submissions for their sustainability assignment, students’ collaborative work was supported by requiring them to use a wiki site. Whilst all students have accessed a wiki, at least in the form of the online encyclopaedia wikipedia, most students had never created one but readily saw its relevance to collaborative working and welcomed the opportunity to create one.
{"title":"Using a Wiki to Support Sustainability Literacy","authors":"L. Payne","doi":"10.11120/ital.2009.08010045","DOIUrl":"https://doi.org/10.11120/ital.2009.08010045","url":null,"abstract":"Abstract It is becoming increasingly important that students develop an awareness and understanding of sustainability issues: that they develop their ‘sustainability literacy’. For the past few years we have included some explicit coverage of this for computing students. Computing students tend to be very strategically-orientated and reject material which seems to them to be of no direct relevance to their career development. Helping students to see the relevance of sustainability to them is not easy. To encourage their engagement, in 2007/8, they were given a group assignment which required them to derive sustainability ‘tips’ for an IT development company. Most students, and particularly computing students, are very active users of Web 2.0 tools and spend much of their time communicating using social networking sites (Facebook, MySpace, Bebo) and image, video and music sharing sites (YouTube, flickr). They routinely use chat and message board services and some use blogs. They view such communication tools as natural and ‘part of life’. Therefore, to support the development of submissions for their sustainability assignment, students’ collaborative work was supported by requiring them to use a wiki site. Whilst all students have accessed a wiki, at least in the form of the online encyclopaedia wikipedia, most students had never created one but readily saw its relevance to collaborative working and welcomed the opportunity to create one.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133787580","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 : 2008-06-01DOI: 10.11120/ital.2008.07010034
R. Mcdermott, G. Eccleston, G. Brindley
Abstract The difficulties that students have acquiring programming skills are compounded when they enter a course of study with little confidence in their own ability to use symbolic reasoning. The idea, therefore, that programming should be understood primarily as an algorithmic process often produces severe anxiety and a consequent rapid disengagement with the subject. The recent development of visual programming environments has led to the claim that this algorithmic metaphor can be replaced, at least initially, by one that draws on a correspondence between programming and storytelling. It is asserted that this allows more productive scaffolding to occur around students’ prior experience and consequently that anxiety is reduced and learning is enhanced. This paper investigates such a claim in the context of an introductory programming module taught to first year Computing undergraduates at the Robert Gordon University. It also examines the problem of transition to more conventional code-based environments.
{"title":"More than a good story — can you really teach programming through storytelling?","authors":"R. Mcdermott, G. Eccleston, G. Brindley","doi":"10.11120/ital.2008.07010034","DOIUrl":"https://doi.org/10.11120/ital.2008.07010034","url":null,"abstract":"Abstract The difficulties that students have acquiring programming skills are compounded when they enter a course of study with little confidence in their own ability to use symbolic reasoning. The idea, therefore, that programming should be understood primarily as an algorithmic process often produces severe anxiety and a consequent rapid disengagement with the subject. The recent development of visual programming environments has led to the claim that this algorithmic metaphor can be replaced, at least initially, by one that draws on a correspondence between programming and storytelling. It is asserted that this allows more productive scaffolding to occur around students’ prior experience and consequently that anxiety is reduced and learning is enhanced. This paper investigates such a claim in the context of an introductory programming module taught to first year Computing undergraduates at the Robert Gordon University. It also examines the problem of transition to more conventional code-based environments.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"3 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115256719","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 : 2008-06-01DOI: 10.11120/ital.2008.07010108
S. J Turner, G. Hill
Abstract This paper considers the experiences of teaching on a module where problem-solving is taught first, then programming. The main tools for the problem-solving part, alongside two problem-solving approaches, are tasks using Mindstorm (LEGO, Denmark) robot kits. This is being done as a foundation step before the syntax of a language (Java) is taught to enable a Graphical User Interface (GUI) emulation of a previous robot problem. Results of student evaluation and feedback will be presented and the use of two simulators will be considered.
{"title":"Robotics within the teaching of problem-Solving","authors":"S. J Turner, G. Hill","doi":"10.11120/ital.2008.07010108","DOIUrl":"https://doi.org/10.11120/ital.2008.07010108","url":null,"abstract":"Abstract This paper considers the experiences of teaching on a module where problem-solving is taught first, then programming. The main tools for the problem-solving part, alongside two problem-solving approaches, are tasks using Mindstorm (LEGO, Denmark) robot kits. This is being done as a foundation step before the syntax of a language (Java) is taught to enable a Graphical User Interface (GUI) emulation of a previous robot problem. Results of student evaluation and feedback will be presented and the use of two simulators will be considered.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121630628","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 : 2008-06-01DOI: 10.11120/ital.2008.07010003
A. Cox, P. Levy, Peter Stordy, S. Webber
Abstract This paper describes and evaluates Inquiry in Information Management, a first year undergraduate module designed on inquiry-based learning (IBL) principles at the University of Sheffield. In the module, students undertake a small scale, group research project, choosing a research question, conducting the research and reporting their results in poster form to invited staff and their peers, while also maintaining a group blog. The paper begins by explaining the context in which the module was developed and summarising the concept of IBL. It continues by describing the design of the module, highlighting some workshop activities designed to ‘scaffold’ students’ inquiries. The quality of student work was high, and there was an enthusiastic response to the freedom offered by IBL. Involving students in designing assessment criteria for the posters helped them understand the assessment better. Overall, students’ engagement with Information Management seemed to have deepened. Future developments are discussed and the authors reflect on the new demands IBL makes on both students and staff, and on how the application of IBL in this context is shaped by the fluidity of Information Management as a discipline and ambiguities regarding the place of research in this context.
{"title":"Inquiry-based learning in the first-year Information Management curriculum","authors":"A. Cox, P. Levy, Peter Stordy, S. Webber","doi":"10.11120/ital.2008.07010003","DOIUrl":"https://doi.org/10.11120/ital.2008.07010003","url":null,"abstract":"Abstract This paper describes and evaluates Inquiry in Information Management, a first year undergraduate module designed on inquiry-based learning (IBL) principles at the University of Sheffield. In the module, students undertake a small scale, group research project, choosing a research question, conducting the research and reporting their results in poster form to invited staff and their peers, while also maintaining a group blog. The paper begins by explaining the context in which the module was developed and summarising the concept of IBL. It continues by describing the design of the module, highlighting some workshop activities designed to ‘scaffold’ students’ inquiries. The quality of student work was high, and there was an enthusiastic response to the freedom offered by IBL. Involving students in designing assessment criteria for the posters helped them understand the assessment better. Overall, students’ engagement with Information Management seemed to have deepened. Future developments are discussed and the authors reflect on the new demands IBL makes on both students and staff, and on how the application of IBL in this context is shaped by the fluidity of Information Management as a discipline and ambiguities regarding the place of research in this context.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130647807","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 : 2008-06-01DOI: 10.11120/ital.2008.07010022
N. Gordon, M. Brayshaw
Abstract This paper considers the role of inquiry based learning in connecting research with teaching in the Higher Education environment, in particular in the case of teaching Computer Science. The way in which technology can enhance and support inquiry based learning is briefly touched upon. Inquiry Based Learning is a topic which is identified with the so called “teaching research nexus", an issue which has been identified internationally and in particular within the U.K. as of growing importance. Pressures on H.E. education have brought the matter of how research interfaces with undergraduate teaching into the spotlight. Indeed, in 2007 one of the key issues identified by the U.K. Higher Education Academy is the research-teaching nexus. This topic is relevant to the H.E. sector in general, but the focus of this paper is on how inquiry based learning is relevant to and can impact on the teaching of computer science, a subject which is often perceived as focussed on practical and applied knowledge.
{"title":"Inquiry based Learning in Computer Science teaching in Higher Education","authors":"N. Gordon, M. Brayshaw","doi":"10.11120/ital.2008.07010022","DOIUrl":"https://doi.org/10.11120/ital.2008.07010022","url":null,"abstract":"Abstract This paper considers the role of inquiry based learning in connecting research with teaching in the Higher Education environment, in particular in the case of teaching Computer Science. The way in which technology can enhance and support inquiry based learning is briefly touched upon. Inquiry Based Learning is a topic which is identified with the so called “teaching research nexus\", an issue which has been identified internationally and in particular within the U.K. as of growing importance. Pressures on H.E. education have brought the matter of how research interfaces with undergraduate teaching into the spotlight. Indeed, in 2007 one of the key issues identified by the U.K. Higher Education Academy is the research-teaching nexus. This topic is relevant to the H.E. sector in general, but the focus of this paper is on how inquiry based learning is relevant to and can impact on the teaching of computer science, a subject which is often perceived as focussed on practical and applied knowledge.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114390175","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 : 2008-06-01DOI: 10.11120/ital.2008.07010103
C. Dennett, J. Traxler
Abstract In this paper, we present a novel approach to supporting first year computing students by exploiting widespread ownership of Bluetooth enabled devices, specifically, but not restricted to, mobile phones. The combined software and hardware solution described allows delivery of information with low set-up costs and zero transmission overhead. We show how this system can be used to provide different types and formats of information, from basic textual information such as timetabling alerts and reminders, to richer content like presentations, audio and video files. We then go on to provide examples of the system in practice, including its application to other disciplines. Finally we look at developments in the system that have been undertaken since the project and collaborations that are under discussion.
{"title":"Project Bluetooth, engaging and supporting Computing First Years through mobile phones","authors":"C. Dennett, J. Traxler","doi":"10.11120/ital.2008.07010103","DOIUrl":"https://doi.org/10.11120/ital.2008.07010103","url":null,"abstract":"Abstract In this paper, we present a novel approach to supporting first year computing students by exploiting widespread ownership of Bluetooth enabled devices, specifically, but not restricted to, mobile phones. The combined software and hardware solution described allows delivery of information with low set-up costs and zero transmission overhead. We show how this system can be used to provide different types and formats of information, from basic textual information such as timetabling alerts and reminders, to richer content like presentations, audio and video files. We then go on to provide examples of the system in practice, including its application to other disciplines. Finally we look at developments in the system that have been undertaken since the project and collaborations that are under discussion.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"307 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123595861","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 : 2008-06-01DOI: 10.11120/ital.2008.07010073
A. Cox, Stephen Tapril, Peter Stordy, S. Whittaker
Abstract It has been argued that age-related and generational differences in communication technology use and more generally in learning style and mindset increasingly divide lecturers from students. This paper reports an investigation of one cohort of level 1 students’ current communication practices and learning styles conducted in order to adapt a module in direct response to student need. A small scale survey of communication and web use was undertaken and students completed the Kolb learning style inventory. The results demonstrate that the sweeping generalizations of generational or age related difference are not a firm foundation for pedagogy. For example, familiarity and use of Web2.0 technologies was patchy and students seemed to prefer to be consumers not producers, though they did show a preference for immediate communication. This reinforced our sense of the need to teach students about many Web2.0 technologies, especially the content creation aspects. Students had diverse learning styles and their preferences did not suggest a radical change from the past. The need continues to be to offer a variety of learning opportunities for a diverse student body. The paper demonstrates the value of systematic data collection about students’ existing knowledge and practices and of assessed reflective activities to stimulate students to be more active in negotiating a successful learning experience for themselves.
{"title":"Teaching our grandchildren to suck eggs? Introducing the study of communication technologies to the “Digital generation”","authors":"A. Cox, Stephen Tapril, Peter Stordy, S. Whittaker","doi":"10.11120/ital.2008.07010073","DOIUrl":"https://doi.org/10.11120/ital.2008.07010073","url":null,"abstract":"Abstract It has been argued that age-related and generational differences in communication technology use and more generally in learning style and mindset increasingly divide lecturers from students. This paper reports an investigation of one cohort of level 1 students’ current communication practices and learning styles conducted in order to adapt a module in direct response to student need. A small scale survey of communication and web use was undertaken and students completed the Kolb learning style inventory. The results demonstrate that the sweeping generalizations of generational or age related difference are not a firm foundation for pedagogy. For example, familiarity and use of Web2.0 technologies was patchy and students seemed to prefer to be consumers not producers, though they did show a preference for immediate communication. This reinforced our sense of the need to teach students about many Web2.0 technologies, especially the content creation aspects. Students had diverse learning styles and their preferences did not suggest a radical change from the past. The need continues to be to offer a variety of learning opportunities for a diverse student body. The paper demonstrates the value of systematic data collection about students’ existing knowledge and practices and of assessed reflective activities to stimulate students to be more active in negotiating a successful learning experience for themselves.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134373605","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 : 2008-06-01DOI: 10.11120/ital.2008.07010044
C. Beaumont, Tessa Owens, M. Barret-Baxendale, B. Norton
Abstract This paper discusses some issues involved in a model of delivery adopted for widening participation at outreach centres for Liverpool Hope University and explores the rationale for using blended Problem-based learning (PBL) as a means of addressing the issues and improving learning. A number of principles are proposed for the effective use of blended PBL and the paper analyses a case study, explaining the design and organisation of the module, together with the research methodology adopted. It provides some initial guidelines for other practitioners who wish to pursue similar activities.
{"title":"Blended problem-based learning for widening participation: a case study","authors":"C. Beaumont, Tessa Owens, M. Barret-Baxendale, B. Norton","doi":"10.11120/ital.2008.07010044","DOIUrl":"https://doi.org/10.11120/ital.2008.07010044","url":null,"abstract":"Abstract This paper discusses some issues involved in a model of delivery adopted for widening participation at outreach centres for Liverpool Hope University and explores the rationale for using blended Problem-based learning (PBL) as a means of addressing the issues and improving learning. A number of principles are proposed for the effective use of blended PBL and the paper analyses a case study, explaining the design and organisation of the module, together with the research methodology adopted. It provides some initial guidelines for other practitioners who wish to pursue similar activities.","PeriodicalId":247470,"journal":{"name":"Innovation in Teaching and Learning in Information and Computer Sciences","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125770592","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：