We call for students to learn professional and technical communication skills, but we do not provide detailed guidance on what we want to include in the curriculum. This Big Ideas session is intended to elicit the thinking of IT faculty and professionals with a goal of identifying what we want to ask for from our communication colleagues in terms of learning objectives and course content.
{"title":"Technical Communication Course: What do we want? What do students need?","authors":"Diane C. Shichtman","doi":"10.1145/3368308.3415354","DOIUrl":"https://doi.org/10.1145/3368308.3415354","url":null,"abstract":"We call for students to learn professional and technical communication skills, but we do not provide detailed guidance on what we want to include in the curriculum. This Big Ideas session is intended to elicit the thinking of IT faculty and professionals with a goal of identifying what we want to ask for from our communication colleagues in terms of learning objectives and course content.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129171989","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}
The ACM/IEEE Information Technology Curricula 2017 report has clearly stated that knowledge of the IT subject matter is not the only important aspect of a technical education. Teaching the 'soft' skills to technical people is just as important as learning the 'hard' skills. However, it is oftentimes left to the hiring company to fill in this void as most STEM related curricula are focused on the necessary science, math, and technical aspect of the related discipline. Creative problem-solving methodologies, design thinking, lateral thinking all tie into the use of improvisation. Companies are using the improvisation methods as a way of creating better collaborative teams and creating a work environment that says 'Yes' before 'No'. Improvisation training can help the rest of us to become better listeners, communicators, collaborators, innovators, and those who can focus on the organization or team story and not their own story.
{"title":"Using Creative Problem Solving and Applied Improvisation Techniques to Improve Soft Skills","authors":"Russell E. McMahon","doi":"10.1145/3368308.3415452","DOIUrl":"https://doi.org/10.1145/3368308.3415452","url":null,"abstract":"The ACM/IEEE Information Technology Curricula 2017 report has clearly stated that knowledge of the IT subject matter is not the only important aspect of a technical education. Teaching the 'soft' skills to technical people is just as important as learning the 'hard' skills. However, it is oftentimes left to the hiring company to fill in this void as most STEM related curricula are focused on the necessary science, math, and technical aspect of the related discipline. Creative problem-solving methodologies, design thinking, lateral thinking all tie into the use of improvisation. Companies are using the improvisation methods as a way of creating better collaborative teams and creating a work environment that says 'Yes' before 'No'. Improvisation training can help the rest of us to become better listeners, communicators, collaborators, innovators, and those who can focus on the organization or team story and not their own story.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116036701","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}
Alan Franklin, V. Veeramani, Malinda Suprise, Belle Woodward
Coyler & Woodward surveyed students within the IT discipline and assessed student self-confidence in various content areas (e.g., computer programming, mathematics, crytography, etc.) and recommended that additional content-based questions be developed to assess student self-confidence [1]. This work-in-progress manuscript proposes a reinspection of student self-confidence as pertains to IT content areas, as well as an exploration of potential differences in self-confidence for students in underrepresented groups.
{"title":"Underrepresented Students' Confidence in Information Technology Content Areas","authors":"Alan Franklin, V. Veeramani, Malinda Suprise, Belle Woodward","doi":"10.1145/3368308.3415429","DOIUrl":"https://doi.org/10.1145/3368308.3415429","url":null,"abstract":"Coyler & Woodward surveyed students within the IT discipline and assessed student self-confidence in various content areas (e.g., computer programming, mathematics, crytography, etc.) and recommended that additional content-based questions be developed to assess student self-confidence [1]. This work-in-progress manuscript proposes a reinspection of student self-confidence as pertains to IT content areas, as well as an exploration of potential differences in self-confidence for students in underrepresented groups.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122922849","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}
The COVID-19 pandemic has caused major disruptions across the world; universities have not been exempt. This has included disruptions in not only the delivery of traditional in-person classes, but also research. In this paper, we detail the efforts undertaken to modify the research protocols originally developed for a longitudinal experiment design with two in-person components to it. In particular, we address the challenges and benefits of this conversion, including issues related to compensation, scheduling, technical issues, and attempts to replace the in-person component of the original design.
{"title":"Conducting \"In-Person\" Research During a Pandemic","authors":"Marc J. Dupuis, Karen Renaud","doi":"10.1145/3368308.3415420","DOIUrl":"https://doi.org/10.1145/3368308.3415420","url":null,"abstract":"The COVID-19 pandemic has caused major disruptions across the world; universities have not been exempt. This has included disruptions in not only the delivery of traditional in-person classes, but also research. In this paper, we detail the efforts undertaken to modify the research protocols originally developed for a longitudinal experiment design with two in-person components to it. In particular, we address the challenges and benefits of this conversion, including issues related to compensation, scheduling, technical issues, and attempts to replace the in-person component of the original design.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128909019","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}
The problem of proctoring off-campus exams is considered. Under unexpected situation such as COVID-19 pandemics, for many university courses, high-stake summative exams must be conducted from student home as a result of lockdown and social distancing policies. This paper addresses the issue of how to proctor off-campus exams in this unprepared situation, where a few constraints limited the choices of possible solutions. A proctoring method was developed with the aim to provide a solution that can be applied as widely as possible under the constraints imposed on the situation. The method is based on free software and services. It makes use of only hardware and devices universally available among the target students. A proctoring concept based on the use of E-Cam and S-Cam, a procedure, as well as a portable cross-platform proctor monitoring tool have been developed and described. Results from applying the proposed tool and method to an actual off-campus exam has been reported and discussed. Lessons learned and suggestions are provided.
{"title":"Affordable Proctoring Method for Ad-hoc Off-campus Exams","authors":"N. Chotikakamthorn, Supawan Tassanaprasert","doi":"10.1145/3368308.3415421","DOIUrl":"https://doi.org/10.1145/3368308.3415421","url":null,"abstract":"The problem of proctoring off-campus exams is considered. Under unexpected situation such as COVID-19 pandemics, for many university courses, high-stake summative exams must be conducted from student home as a result of lockdown and social distancing policies. This paper addresses the issue of how to proctor off-campus exams in this unprepared situation, where a few constraints limited the choices of possible solutions. A proctoring method was developed with the aim to provide a solution that can be applied as widely as possible under the constraints imposed on the situation. The method is based on free software and services. It makes use of only hardware and devices universally available among the target students. A proctoring concept based on the use of E-Cam and S-Cam, a procedure, as well as a portable cross-platform proctor monitoring tool have been developed and described. Results from applying the proposed tool and method to an actual off-campus exam has been reported and discussed. Lessons learned and suggestions are provided.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123612669","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}
Information technology (IT) and computer science (CS) are two popular educational programs in the world. There is always a debate about the teaching and research in the IT and CS programs. The Association for Computing Machinery (ACM) owns the special interest group on IT education (SIGITE) and CS education (SIGCSE), both of which host an annual conference or symposium. In this paper, we investigate the 10-years publications in the SIGITE and SIGCSE symposiums, in order to deliver a comparative study of the IT and CS programs from the perspective of academic publications. Furthermore, we are able to identify the similarities and differences in SIGITE and SIGCSE publications, and it could be helpful for them to learn from each other in the long run.
{"title":"SIGITE and SIGCSE Symposiums: A Comparative Study","authors":"Yong Zheng","doi":"10.1145/3368308.3415400","DOIUrl":"https://doi.org/10.1145/3368308.3415400","url":null,"abstract":"Information technology (IT) and computer science (CS) are two popular educational programs in the world. There is always a debate about the teaching and research in the IT and CS programs. The Association for Computing Machinery (ACM) owns the special interest group on IT education (SIGITE) and CS education (SIGCSE), both of which host an annual conference or symposium. In this paper, we investigate the 10-years publications in the SIGITE and SIGCSE symposiums, in order to deliver a comparative study of the IT and CS programs from the perspective of academic publications. Furthermore, we are able to identify the similarities and differences in SIGITE and SIGCSE publications, and it could be helpful for them to learn from each other in the long run.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127361374","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}
Larry Singleton, Rui Zhao, Myoungkyu Song, Harvey P. Siy
Insecure program practices seriously threaten software security. Misusing security primitives in application-level code is not unusual. For example, in mobile banking apps, developers might store customers' privacy information in plaintext, leading to sensitive information leakage. To leverage cryptographic primitives, developers need to correctly select the cryptographic algorithm, appropriate parameters, and sometimes its post-process. While recent research discusses pitfalls in cryptography-related implementations, few academic programs integrate these concepts in their educational programs. One big challenge is the lack of automated guidance on how to utilize existing libraries for secure coding. In this paper, we discuss the prevalence of the problem, especially with respect to implementing programs that utilize cryptography, to motivate the need for better tool support for guidance in writing secure code. We present a tool, CryptoTutor, that can automatically flag common cryptographic misuses and suggest possible repairs. We discuss how tools like CryptoTutor can be integrated into programming courses at the college and pre-college levels.
{"title":"CryptoTutor","authors":"Larry Singleton, Rui Zhao, Myoungkyu Song, Harvey P. Siy","doi":"10.1145/3368308.3415419","DOIUrl":"https://doi.org/10.1145/3368308.3415419","url":null,"abstract":"Insecure program practices seriously threaten software security. Misusing security primitives in application-level code is not unusual. For example, in mobile banking apps, developers might store customers' privacy information in plaintext, leading to sensitive information leakage. To leverage cryptographic primitives, developers need to correctly select the cryptographic algorithm, appropriate parameters, and sometimes its post-process. While recent research discusses pitfalls in cryptography-related implementations, few academic programs integrate these concepts in their educational programs. One big challenge is the lack of automated guidance on how to utilize existing libraries for secure coding. In this paper, we discuss the prevalence of the problem, especially with respect to implementing programs that utilize cryptography, to motivate the need for better tool support for guidance in writing secure code. We present a tool, CryptoTutor, that can automatically flag common cryptographic misuses and suggest possible repairs. We discuss how tools like CryptoTutor can be integrated into programming courses at the college and pre-college levels.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"495 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115677778","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}
This SIGITE Big Idea in IT Education talk explores students doing class assignments and/or using automating scripts to update open education resources (OER) in information technology (IT) courses. In SIGITE we have long discussed OER-based IT courses replacing textbook-based courses [1,2] and identified a challenge of keeping the course material current. In a traditional textbook-based course, the author and publisher take care of updates, but, OER-based courses most often put that responsibility on the local course designers and/or instructors. Spreading this workload to involve students has two benefits: 1) reducing costs and faculty workload, and 2) increasing students' lifelong learning skills. Automating the mechanical parts of update makes a better user experience and a student-centered educational process.
{"title":"Updating OER Materials in IT Courses: Sharing the Fun and Fulfillment with Students while Sending the Workload to Automation","authors":"R. Halstead-Nussloch","doi":"10.1145/3368308.3415355","DOIUrl":"https://doi.org/10.1145/3368308.3415355","url":null,"abstract":"This SIGITE Big Idea in IT Education talk explores students doing class assignments and/or using automating scripts to update open education resources (OER) in information technology (IT) courses. In SIGITE we have long discussed OER-based IT courses replacing textbook-based courses [1,2] and identified a challenge of keeping the course material current. In a traditional textbook-based course, the author and publisher take care of updates, but, OER-based courses most often put that responsibility on the local course designers and/or instructors. Spreading this workload to involve students has two benefits: 1) reducing costs and faculty workload, and 2) increasing students' lifelong learning skills. Automating the mechanical parts of update makes a better user experience and a student-centered educational process.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121311213","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}
With a proliferation of Cloud based Speech-to-Text services it can be difficult to decide where to start and how to make use of these technologies. These include the major Cloud providers as well as several Open Source Speech-to-Text projects available. We desired to investigate a sample of the available libraries and their attributes relating to the recording artifacts that are the by-product of Online Education. The fact that so many resources are available means that the computing and technical barriers for applying speech recognition algorithms have decreased to the point of being a non-factor in the decision to use Speech-to-Text services. New barriers such as price, compute time, and access to the services? source code (software freedom) can be factored into the decision of which platform to use. This case study provides a beginning to developing a test-suite and guide to compare Speech-to-Text libraries and their out-of-the-box accuracy. Our initial test suite employed two models: 1) a Cloud model employing AWS S3 using AWS Transcribe, 2) an on-premises Open Source model that relies on Mozilla's DeepSpeech[1]. We present our findings and recommendations based on the criteria discovered. In order to deliver this test-suite, we also conducted research into the latest web development technologies with emphasis on security. This was done to produce a reliable and secure development process and to provide open access to this proof of concept for further testing and development.
{"title":"A Case Study in Comparative Speech-to-Text Libraries for Use in Transcript Generation for Online Education Recordings","authors":"Pablo Angel Alvarez Fernandez, Jeremy Hajek","doi":"10.1145/3368308.3415380","DOIUrl":"https://doi.org/10.1145/3368308.3415380","url":null,"abstract":"With a proliferation of Cloud based Speech-to-Text services it can be difficult to decide where to start and how to make use of these technologies. These include the major Cloud providers as well as several Open Source Speech-to-Text projects available. We desired to investigate a sample of the available libraries and their attributes relating to the recording artifacts that are the by-product of Online Education. The fact that so many resources are available means that the computing and technical barriers for applying speech recognition algorithms have decreased to the point of being a non-factor in the decision to use Speech-to-Text services. New barriers such as price, compute time, and access to the services? source code (software freedom) can be factored into the decision of which platform to use. This case study provides a beginning to developing a test-suite and guide to compare Speech-to-Text libraries and their out-of-the-box accuracy. Our initial test suite employed two models: 1) a Cloud model employing AWS S3 using AWS Transcribe, 2) an on-premises Open Source model that relies on Mozilla's DeepSpeech[1]. We present our findings and recommendations based on the criteria discovered. In order to deliver this test-suite, we also conducted research into the latest web development technologies with emphasis on security. This was done to produce a reliable and secure development process and to provide open access to this proof of concept for further testing and development.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125967536","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}
In order to operate in a regulated world, researchers need to ensure compliance with ever-evolving landscape of information security regulations and best practices. This work explains the challenges of Controlled Unclassified Information (CUI) and introduces a managed research ecosystem, REED+. The workflow of this cost effective framework is presented to demonstrate how controlled research data are processed to be compliant with one of the highest level of cybersecurity in a campus environment. The framework serves as a reference model for other institutions to support CUI research. The awareness and training program developed from this work will be shared with other institutions to build a bigger CUI ecosystem.
{"title":"Managing Controlled Unclassified Information (CUI) in Research Institutions","authors":"B. Yang, C. Ellis, Preston Smith","doi":"10.1145/3368308.3415432","DOIUrl":"https://doi.org/10.1145/3368308.3415432","url":null,"abstract":"In order to operate in a regulated world, researchers need to ensure compliance with ever-evolving landscape of information security regulations and best practices. This work explains the challenges of Controlled Unclassified Information (CUI) and introduces a managed research ecosystem, REED+. The workflow of this cost effective framework is presented to demonstrate how controlled research data are processed to be compliant with one of the highest level of cybersecurity in a campus environment. The framework serves as a reference model for other institutions to support CUI research. The awareness and training program developed from this work will be shared with other institutions to build a bigger CUI ecosystem.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121517828","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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