Enterprise Resource Planning (ERP) systems are large information systems that make possible the efficient flow of information between all functions within a business. ERP sales represent an important component of business spending in information systems infrastructure. Implementing an ERP system is a costly and time-consuming task and these costs are due mainly to the short supply of professionals with ERP skills. ERP vendors, such as SAP, have formed university alliances in an attempt to address this skills shortage. Many of these universities are grasping how best to incorporate ERP systems into their curriculum. This paper discusses the use of industry-based projects in curriculum and the benefits they can provide to industry, university and students.
{"title":"Industry collaboration: a practical approach for ERP education","authors":"Paul Hawking, Brendan McCarthy","doi":"10.1145/359369.359388","DOIUrl":"https://doi.org/10.1145/359369.359388","url":null,"abstract":"Enterprise Resource Planning (ERP) systems are large information systems that make possible the efficient flow of information between all functions within a business. ERP sales represent an important component of business spending in information systems infrastructure. Implementing an ERP system is a costly and time-consuming task and these costs are due mainly to the short supply of professionals with ERP skills. ERP vendors, such as SAP, have formed university alliances in an attempt to address this skills shortage. Many of these universities are grasping how best to incorporate ERP systems into their curriculum. This paper discusses the use of industry-based projects in curriculum and the benefits they can provide to industry, university and students.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132349739","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 study identified and compared a deep understanding of the concept of an information system (IS) with the various levels of understanding of a group of undergraduate IS students. The aim was to identify aspects of the concept of an IS that were educationally critical to that development of a deep understanding. The study was significant in that the educationally critical aspects of the concept of an IS have not been researched previously. Yet, without addressing these aspects in teaching and learning the development of a deep understanding is unlikely. The nature of a deep understanding of the concept of an IS was established from the literature. For effective practice, an IS should be conceptualised as a social system supported by embedded information technology. A group of undergraduate students were interviewed and completed questionnaires about their understanding of the concept of an IS before, during and after a year of study. The student data was analysed using phenomenographic research techniques. Six qualitatively different levels of understanding of the concept of an IS were described. The students' levels of understanding were found to differ from the desired understanding with respect to a number of educationally critical aspects. These differences involved both social and technical aspects of an IS and the relationship between the social and technical aspects. The identification of the educationally critical aspects of the concept of an IS was significant in that learning tasks can now be designed which enhance students' likelihood of developing an appropriate understanding.
{"title":"Educationally critical aspects of a deep understanding of the concept of an information system","authors":"C. Cope","doi":"10.1145/359369.359377","DOIUrl":"https://doi.org/10.1145/359369.359377","url":null,"abstract":"This study identified and compared a deep understanding of the concept of an information system (IS) with the various levels of understanding of a group of undergraduate IS students. The aim was to identify aspects of the concept of an IS that were educationally critical to that development of a deep understanding. The study was significant in that the educationally critical aspects of the concept of an IS have not been researched previously. Yet, without addressing these aspects in teaching and learning the development of a deep understanding is unlikely.\u0000The nature of a deep understanding of the concept of an IS was established from the literature. For effective practice, an IS should be conceptualised as a social system supported by embedded information technology. A group of undergraduate students were interviewed and completed questionnaires about their understanding of the concept of an IS before, during and after a year of study. The student data was analysed using phenomenographic research techniques. Six qualitatively different levels of understanding of the concept of an IS were described. The students' levels of understanding were found to differ from the desired understanding with respect to a number of educationally critical aspects. These differences involved both social and technical aspects of an IS and the relationship between the social and technical aspects.\u0000The identification of the educationally critical aspects of the concept of an IS was significant in that learning tasks can now be designed which enhance students' likelihood of developing an appropriate understanding.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133956640","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}
Transition from academic studies to life as a professional is one of the most challenging and important roles in educating students. Students spend most of their academic life learning through completion of assignment work, yet will be expected to work as a member of a team in industry. The skills they will require are more diverse than technical skills, particularly communication, how to manage a project, and team work. This paper discusses the significance of an industry related project to student learning and commitment. Discussion of the difficulties experienced by students is also covered. One of the main outcomes of the project was the positive response from students and their increased awareness of critical non technical issues that make a project successful. One final goal of this paper is to draw attention to autonomous robots as a source of project work for programmers, hardware designers, artificial intelligence developers, and researchers.
{"title":"Preparing students for the workforce","authors":"G. Lowe","doi":"10.1145/359369.359394","DOIUrl":"https://doi.org/10.1145/359369.359394","url":null,"abstract":"Transition from academic studies to life as a professional is one of the most challenging and important roles in educating students. Students spend most of their academic life learning through completion of assignment work, yet will be expected to work as a member of a team in industry. The skills they will require are more diverse than technical skills, particularly communication, how to manage a project, and team work.\u0000This paper discusses the significance of an industry related project to student learning and commitment. Discussion of the difficulties experienced by students is also covered. One of the main outcomes of the project was the positive response from students and their increased awareness of critical non technical issues that make a project successful.\u0000One final goal of this paper is to draw attention to autonomous robots as a source of project work for programmers, hardware designers, artificial intelligence developers, and researchers.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129584926","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}
Abdulmotaleb El Saddik, A. Ghavam, Stephan Fischer, R. Steinmetz
The application of educational metadata is nowadays often limited to the description of static resources (text or image) in order to support the retrieval process. The usage of metadata is done in a static way with respect to the (static) content and cannot influence multimedia content itself. An adequate description of dynamic multimedia content, for example animations, is also difficult. In this paper we propose dynamic educational metadata as an extension of IEEE's Learning Objects Metadata (LOM) to describe multimedia content. These metadata can be used to customize the behavior of the multimedia object according to the user's needs. The term customization is normally used in the context of component software technology and applied in our context to denote changes and/or modifications to a multimedia learning object. These changes are necessary to match the learning goals of a user and to reuse dynamic multimedia content in a different context.
{"title":"Metadata for smart multimedia learning objects","authors":"Abdulmotaleb El Saddik, A. Ghavam, Stephan Fischer, R. Steinmetz","doi":"10.1145/359369.359382","DOIUrl":"https://doi.org/10.1145/359369.359382","url":null,"abstract":"The application of educational metadata is nowadays often limited to the description of static resources (text or image) in order to support the retrieval process. The usage of metadata is done in a static way with respect to the (static) content and cannot influence multimedia content itself. An adequate description of dynamic multimedia content, for example animations, is also difficult.\u0000In this paper we propose dynamic educational metadata as an extension of IEEE's Learning Objects Metadata (LOM) to describe multimedia content. These metadata can be used to customize the behavior of the multimedia object according to the user's needs. The term customization is normally used in the context of component software technology and applied in our context to denote changes and/or modifications to a multimedia learning object. These changes are necessary to match the learning goals of a user and to reuse dynamic multimedia content in a different context.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120979841","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 information-hiding principle is recognised as one of the fundamental principles of software engineering. This paper reports on two kinds of experience the authors have gained in using and teaching information hiding in software engineering projects. The first relates to the enormous practical and pedagogical advantages of taking a strict approach. The second is the suprising lack of support for such an approach in the object-oriented programming languages commonly used for such projects.
{"title":"Using and teaching information hiding in single-semester software engineering projects","authors":"M. Evered, G. Menger","doi":"10.1145/359369.359384","DOIUrl":"https://doi.org/10.1145/359369.359384","url":null,"abstract":"The information-hiding principle is recognised as one of the fundamental principles of software engineering. This paper reports on two kinds of experience the authors have gained in using and teaching information hiding in software engineering projects. The first relates to the enormous practical and pedagogical advantages of taking a strict approach. The second is the suprising lack of support for such an approach in the object-oriented programming languages commonly used for such projects.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121503813","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 Dot.Com or generation Y student was born after 1981 and will be entering university as a transition student from 2000. The Dot.Com transition student has received an intensive education in information technology. The Dot.Com student comes to university with a need to be information competent and can demonstrate considerable information technology skills. This paper analyses the information literacy and knowledge of the Dot.Com transition student at Victoria University. Two definitions were used to categorise IT usage of students; General IT practices looked at the availability of IT to students and specific IT skills refer to the use of business IT packages. The main findings show that home access to a computer has peaked, home internet usage is escalating, the gender gap in IT practices is closing but a gender and Dot.Com gap in IT skills still exist.
{"title":"The dot.com generation: IT practices & skills of transition students (2000)","authors":"A. Stein, A. Craig","doi":"10.1145/359369.359403","DOIUrl":"https://doi.org/10.1145/359369.359403","url":null,"abstract":"The Dot.Com or generation Y student was born after 1981 and will be entering university as a transition student from 2000. The Dot.Com transition student has received an intensive education in information technology. The Dot.Com student comes to university with a need to be information competent and can demonstrate considerable information technology skills. This paper analyses the information literacy and knowledge of the Dot.Com transition student at Victoria University. Two definitions were used to categorise IT usage of students; General IT practices looked at the availability of IT to students and specific IT skills refer to the use of business IT packages. The main findings show that home access to a computer has peaked, home internet usage is escalating, the gender gap in IT practices is closing but a gender and Dot.Com gap in IT skills still exist.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124217506","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 humble “list” is usually presented early in a first course on data structures and algorithms, one topic among many, generally considered less interesting than trees and graphs. We believe the list deserves better, and show how the list can be used to bring together a wide variety of Computer Science topics, including: algebraic reasoning, proof by induction, abstract data types, recursion, and generic programming. The emphasis is on developing abstraction and design skills, applying both theory and engineering considerations, ultimately arriving at an unexpectedly powerful framework.
{"title":"The versatile list: a pathway to abstraction","authors":"J. Hamer, Adriana Ferraro","doi":"10.1145/359369.359387","DOIUrl":"https://doi.org/10.1145/359369.359387","url":null,"abstract":"The humble “list” is usually presented early in a first course on data structures and algorithms, one topic among many, generally considered less interesting than trees and graphs. We believe the list deserves better, and show how the list can be used to bring together a wide variety of Computer Science topics, including: algebraic reasoning, proof by induction, abstract data types, recursion, and generic programming. The emphasis is on developing abstraction and design skills, applying both theory and engineering considerations, ultimately arriving at an unexpectedly powerful framework.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116923108","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}
Computer Supported Collaborative Work (CSCW) is a new information technology subject at Charles Sturt University, that develops a learning community and knowledge sharing network for a diverse range of students. By integrating course content about CSCW, students use information environments and groupware products such as e-mail, the Z Object Publishing Environment (ZOPE) and MOO to create learning artefacts. The subject immerses students into social, philosophical and psychological aspects of working in online environments as well as the technology issues associated with being a participant in a workgroup that can be applied in such fields as professional development, information technology, library science, education, teacher librarianship, health care or policing. Students explore the principles of workgroups, various cognitive frameworks and collaborative task (eg. meetings, document generation, argument support and policy work). They learn how to select and tailor a framework appropriate to a specific collaborative situation, and guide the development of workgroup-specific infrastructure. They are also expected to evaluate the effectiveness of workflow, human interaction and knowledge management within an organisation. This paper describes how a team-teaching approach has been structured, and how students and lecturers facilitated each other in regard to course content, methods of instruction, methods of assessment and evaluation.
{"title":"A community and knowledge building model in computer education","authors":"Kenneth Eustace, L. Hay","doi":"10.1145/359369.359383","DOIUrl":"https://doi.org/10.1145/359369.359383","url":null,"abstract":"Computer Supported Collaborative Work (CSCW) is a new information technology subject at Charles Sturt University, that develops a learning community and knowledge sharing network for a diverse range of students. By integrating course content about CSCW, students use information environments and groupware products such as e-mail, the Z Object Publishing Environment (ZOPE) and MOO to create learning artefacts. The subject immerses students into social, philosophical and psychological aspects of working in online environments as well as the technology issues associated with being a participant in a workgroup that can be applied in such fields as professional development, information technology, library science, education, teacher librarianship, health care or policing.\u0000Students explore the principles of workgroups, various cognitive frameworks and collaborative task (eg. meetings, document generation, argument support and policy work). They learn how to select and tailor a framework appropriate to a specific collaborative situation, and guide the development of workgroup-specific infrastructure. They are also expected to evaluate the effectiveness of workflow, human interaction and knowledge management within an organisation.\u0000This paper describes how a team-teaching approach has been structured, and how students and lecturers facilitated each other in regard to course content, methods of instruction, methods of assessment and evaluation.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132248055","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}
John Messing, S. Abeck, J. Batlogg, Dirk Feuerhelm, O. Mehl
The changing nature of education and training has challenges which have not been adequately addressed despite persistent promises that it will herald an era of globalisation. One of those challenges is the regular reuse of educational material developed elsewhere. Information Technology (IT) is in particular need of such reuse because of the rate at which the domain is changing and the inability of individual organizations to keep their educational and training material current. To accomplish this requires the development of an open, flexible and most importantly, acceptable, platform. The CANDLE project is a European Commission funded project which has taken on this challenge by designing and developing a state of the art system. The use of metadata to classify content at different levels of granularity and an information broker architecture are two components of the system.
{"title":"A CANDLE to light the way?","authors":"John Messing, S. Abeck, J. Batlogg, Dirk Feuerhelm, O. Mehl","doi":"10.1145/359369.359397","DOIUrl":"https://doi.org/10.1145/359369.359397","url":null,"abstract":"The changing nature of education and training has challenges which have not been adequately addressed despite persistent promises that it will herald an era of globalisation. One of those challenges is the regular reuse of educational material developed elsewhere. Information Technology (IT) is in particular need of such reuse because of the rate at which the domain is changing and the inability of individual organizations to keep their educational and training material current. To accomplish this requires the development of an open, flexible and most importantly, acceptable, platform. The CANDLE project is a European Commission funded project which has taken on this challenge by designing and developing a state of the art system. The use of metadata to classify content at different levels of granularity and an information broker architecture are two components of the system.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"62 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120836522","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}
Commercial software tools are increasingly used for teaching computer science courses. Because they are powerful and complex, they are often difficult to learn and to use. It is critical to balance benefits and problems that a software tool may bring about. Visual C++ is used as a tool for developing GUI applications in our “GUI Design” course. We identified examples of several well-known design patterns with Visual C++ and based our lecture on these patterns when teaching the tool. Our experience shows that design patterns help deal with the complex and flatten the learning curve without diverting too much attentions from the course's primary objectives.
{"title":"Teaching software tools via design patterns","authors":"Yonglei Tao","doi":"10.1145/359369.359407","DOIUrl":"https://doi.org/10.1145/359369.359407","url":null,"abstract":"Commercial software tools are increasingly used for teaching computer science courses. Because they are powerful and complex, they are often difficult to learn and to use. It is critical to balance benefits and problems that a software tool may bring about. Visual C++ is used as a tool for developing GUI applications in our “GUI Design” course. We identified examples of several well-known design patterns with Visual C++ and based our lecture on these patterns when teaching the tool. Our experience shows that design patterns help deal with the complex and flatten the learning curve without diverting too much attentions from the course's primary objectives.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123750369","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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