Many universities are providing a flexible format in their teaching programmes. A wealth of literature exist on the various methods that many researchers have employed in providing a flexible learning environment for students. However, much of the current research focuses on instructional design and learner characteristics in general rather than on specific course areas. This study explorers the use of a flexible approach to teaching management students the rudiments of programming in a business degree. The results of this study indicate student performance has been enhanced through the use of the flexible learning approach and that they believe Web-based technologies provide an effective learning environment. Further research is being conducted to extend these findings to other student cohorts.
{"title":"Teaching a first-level programming course to management students: a flexible approach","authors":"Kay C. Bryant","doi":"10.1145/359369.359373","DOIUrl":"https://doi.org/10.1145/359369.359373","url":null,"abstract":"Many universities are providing a flexible format in their teaching programmes. A wealth of literature exist on the various methods that many researchers have employed in providing a flexible learning environment for students. However, much of the current research focuses on instructional design and learner characteristics in general rather than on specific course areas. This study explorers the use of a flexible approach to teaching management students the rudiments of programming in a business degree. The results of this study indicate student performance has been enhanced through the use of the flexible learning approach and that they believe Web-based technologies provide an effective learning environment. Further research is being conducted to extend these findings to other student cohorts.","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":"130018810","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}
Teaching students a computer language is not just about teaching them the syntax of a language. It is the underlying concepts behind the language features that are important. In our School, Java is offered as an introductory subject and is becoming the official of students for all our I.T. students. Due to the diversity of students in the first year, it is a challenge to bring all these students to the same level of understanding in some of the issues are theories. It is especially hard when some of the issues are not popular in the physical world. Having said that, our understanding of the environment comes from our interaction with the physical objects around us. We are accustomed to use these concrete items to help comprehend and develop more advanced knowledge. Hence, it is hypothesed that the use of physical props in teaching programming language is beneficial to students in constructing mental models of the abstract programming concepts. The mental model allows them to simulate and to experiment relevant issues without the actual coding. An experiment was designed to interplay the program codes in both the real world and the virtual environment. This approach proved to be very effective to facilitate students in building mental models during the learning process.
{"title":"Java meets teletubbies: an interaction between program codes and physical props","authors":"Josiah Poon","doi":"10.1145/359369.359399","DOIUrl":"https://doi.org/10.1145/359369.359399","url":null,"abstract":"Teaching students a computer language is not just about teaching them the syntax of a language. It is the underlying concepts behind the language features that are important. In our School, Java is offered as an introductory subject and is becoming the official of students for all our I.T. students. Due to the diversity of students in the first year, it is a challenge to bring all these students to the same level of understanding in some of the issues are theories. It is especially hard when some of the issues are not popular in the physical world. Having said that, our understanding of the environment comes from our interaction with the physical objects around us. We are accustomed to use these concrete items to help comprehend and develop more advanced knowledge. Hence, it is hypothesed that the use of physical props in teaching programming language is beneficial to students in constructing mental models of the abstract programming concepts. The mental model allows them to simulate and to experiment relevant issues without the actual coding. An experiment was designed to interplay the program codes in both the real world and the virtual environment. This approach proved to be very effective to facilitate students in building mental models during the learning process.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"12 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":"123906972","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 Logo programming language implements a virtual drawing machine—the turtle machine. The turtle machine is well-known for giving students an intuitive understanding of fundamental procedural programming principles. In this paper we present our experiences with resurrecting the Logo turtle in a new object-oriented way and using it in an introductory object-oriented programming course. While, at the outset, we wanted to achieve the same qualities as the original turtle (understanding of state, control flow, instructions) we realized that the concept of turtles is well suited for teaching a whole range of fundamental principles. We have successfully used turtles to give students an intuitive understanding of central object-oriented concepts and principles such as object, class, message passing, behaviour, object identification, subclasses and inheritance; an intuitive understanding of recursion; and to show students the use of abstraction in practice as the turtles at a late stage in the course becomes a handy graphics library used in a context otherwise unrelated to the turtles.
{"title":"Here, there and everywhere - on the recurring use of turtle graphics in CS1","authors":"M. Caspersen, H. Christensen","doi":"10.1145/359369.359375","DOIUrl":"https://doi.org/10.1145/359369.359375","url":null,"abstract":"The Logo programming language implements a virtual drawing machine—the turtle machine. The turtle machine is well-known for giving students an intuitive understanding of fundamental procedural programming principles. In this paper we present our experiences with resurrecting the Logo turtle in a new object-oriented way and using it in an introductory object-oriented programming course. While, at the outset, we wanted to achieve the same qualities as the original turtle (understanding of state, control flow, instructions) we realized that the concept of turtles is well suited for teaching a whole range of fundamental principles. We have successfully used turtles to give students an intuitive understanding of central object-oriented concepts and principles such as object, class, message passing, behaviour, object identification, subclasses and inheritance; an intuitive understanding of recursion; and to show students the use of abstraction in practice as the turtles at a late stage in the course becomes a handy graphics library used in a context otherwise unrelated to the turtles.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"51 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":"131936162","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 paper discusses the teaching of Iknmn-Computer Interaction (HCI) at opposite ends of the Computer Science course curriculum. We provide tips on course content within ikml-year HCI courses These tips focus on interface dialogue notations which are often either ignored or superficially discussed in HCI texts. By teaching these notations through the specification of real interfaces, their value becomes clear and we ease the problems of students viewing HCI as “woolly and vague”. We also describe the ways that we are introducing HCI lecture material into our first year Computer Studies service course. The benefits that we hope to gain include the promotion of students’ critical tilght into the software systems that they learn, and increased confidence through a reduction in the students’ tendency to blame themselves for the problems encountered while using software systems.
{"title":"Extending HCI in the computer science curriculum","authors":"A. Cockburn, T. Bell","doi":"10.1145/289393.289411","DOIUrl":"https://doi.org/10.1145/289393.289411","url":null,"abstract":"This paper discusses the teaching of Iknmn-Computer Interaction (HCI) at opposite ends of the Computer Science course curriculum. We provide tips on course content within ikml-year HCI courses These tips focus on interface dialogue notations which are often either ignored or superficially discussed in HCI texts. By teaching these notations through the specification of real interfaces, their value becomes clear and we ease the problems of students viewing HCI as “woolly and vague”. We also describe the ways that we are introducing HCI lecture material into our first year Computer Studies service course. The benefits that we hope to gain include the promotion of students’ critical tilght into the software systems that they learn, and increased confidence through a reduction in the students’ tendency to blame themselves for the problems encountered while using software systems.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133992312","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}
Sytems analystsneeo!a sophisticatedudmmding of the natureofan informationsystem(IS) but they ,mustalso recognise and accommodatea variety of mkrmndtngs among users.New graduatesarenot weUprqurdfor thistask We hirveused teadhg principlessuggestedinrecent collations of 20 years ofphemnenogrizphic research into studentlearning to structure a studj aimed at understanding ad improving our teachingad our shuiknts’ lehg about 1S. The study draws together important aspects of a @enomenogro..hic perspective on kaming, scholarlykmwledge aboutthenutureof on IS iwdthe resultsof a cmtinuing empiricalstudy of our studimts’ laming about IS. Bawd on our mdysis of the results to dhte, we hirveproposeda $eactig approuchandsomelearningadbities likely to improveourstudents’learningaboutthenature of an IS.
{"title":"Toward an understanding of teaching and learning about information systems","authors":"C. Cope, P. Horan","doi":"10.1145/289393.289420","DOIUrl":"https://doi.org/10.1145/289393.289420","url":null,"abstract":"Sytems analystsneeo!a sophisticatedudmmding of the natureofan informationsystem(IS) but they ,mustalso recognise and accommodatea variety of mkrmndtngs among users.New graduatesarenot weUprqurdfor thistask We hirveused teadhg principlessuggestedinrecent collations of 20 years ofphemnenogrizphic research into studentlearning to structure a studj aimed at understanding ad improving our teachingad our shuiknts’ lehg about 1S. The study draws together important aspects of a @enomenogro..hic perspective on kaming, scholarlykmwledge aboutthenutureof on IS iwdthe resultsof a cmtinuing empiricalstudy of our studimts’ laming about IS. Bawd on our mdysis of the results to dhte, we hirveproposeda $eactig approuchandsomelearningadbities likely to improveourstudents’learningaboutthenature of an IS.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131747727","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}
Convergence has been characterized as a key attribute of computer technology in the coming millennium. In this talk the issue of convergence will be examined as it relates to the computer science curriculum, and in particular, as it becomes a compelling reason to implement social and ethical learning objectives across the core CS curriculum as an integral component with the technical content. A case study that examines the creation of the social construct of trust on the internet through the developed of new telecommunications protocols will be presented as an example of why such an integrated approach to the teaching of computer science is criticzdto the preparation of future computer professionals. I?com the technical perspective, this case study illustrates the role of standards in software development, the evolving communications protocols, computer security, zmd all of the new client-server hardware and software technologies. From the perspectiveof soci~ malYsis, th=e te~ohgi= affect individual, communities, organizations such as trade associations and advocacy groups, institutional sectors such as education, government, and business, and even national versus global interests. From ~ the ethical perspective, the issues include individual and professional responsibility, personal and ‘ community values, quality of life, the use of power, privacy, and equity of access. The second part of the talk will describe the work of the ImpactCS Project. Over the past three years the project has produced three reports that have defined the core content, pedagogical objectives and implementation strategies for integrating social impact and ethics into the computer science curricuhun. The first report of Project ImpactCS provided a formal, theoretical framework as the foundation for a tenth subject area in computer science. The second report articulated this content area, in the context of actual knowledge units and learning objectives. The final report provides an integrated approach to implementing ethics and social impact across the CS curriculum. Starting with ethical awareness in the first year, us-mgcase studies in the sophomore and junior core CS courses to develop analysis and de&lon-making skills, and providing students -with opportunities to carry out analysis in real -world settings in their capstone projects, the purpose of this new curriculum area is to produce computer professionals capable of turning ethical dec~lons into responsible action in the new millennium. 9
{"title":"Computer science in the new millennium: convergence of the technical, social and ethical","authors":"C. Martin","doi":"10.1145/289393.289394","DOIUrl":"https://doi.org/10.1145/289393.289394","url":null,"abstract":"Convergence has been characterized as a key attribute of computer technology in the coming millennium. In this talk the issue of convergence will be examined as it relates to the computer science curriculum, and in particular, as it becomes a compelling reason to implement social and ethical learning objectives across the core CS curriculum as an integral component with the technical content. A case study that examines the creation of the social construct of trust on the internet through the developed of new telecommunications protocols will be presented as an example of why such an integrated approach to the teaching of computer science is criticzdto the preparation of future computer professionals. I?com the technical perspective, this case study illustrates the role of standards in software development, the evolving communications protocols, computer security, zmd all of the new client-server hardware and software technologies. From the perspectiveof soci~ malYsis, th=e te~ohgi= affect individual, communities, organizations such as trade associations and advocacy groups, institutional sectors such as education, government, and business, and even national versus global interests. From ~ the ethical perspective, the issues include individual and professional responsibility, personal and ‘ community values, quality of life, the use of power, privacy, and equity of access. The second part of the talk will describe the work of the ImpactCS Project. Over the past three years the project has produced three reports that have defined the core content, pedagogical objectives and implementation strategies for integrating social impact and ethics into the computer science curricuhun. The first report of Project ImpactCS provided a formal, theoretical framework as the foundation for a tenth subject area in computer science. The second report articulated this content area, in the context of actual knowledge units and learning objectives. The final report provides an integrated approach to implementing ethics and social impact across the CS curriculum. Starting with ethical awareness in the first year, us-mgcase studies in the sophomore and junior core CS courses to develop analysis and de&lon-making skills, and providing students -with opportunities to carry out analysis in real -world settings in their capstone projects, the purpose of this new curriculum area is to produce computer professionals capable of turning ethical dec~lons into responsible action in the new millennium. 9","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129719666","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}
Em+ student dropouts ia jirst year computer science courses are ~pically high Many reasom are proposed such as the inherent demands of the disa”pline, or that many students believe that computer science enhances general career prospects (leading many to enrol without personal iMerest in the subject matter). There are numerous possibilitiar, all possessing cm intuitively appeakg basis to them kl’oweve~ ajler some years of hearing such possibilities, it occurs that they hinge on a more j%damen!al question“ISit the case that many students who enrol for a jirst computer science course h so with some ve~ limiting nzisconcepn”ons of what the discipline entails?” This paper summarises a pilot study that was motivated by Ws questiorL L The Research Methodology On the sptitic issues of interes~ the literature appears to have very Iitde to offer on which to develop a research response. The research effort was therefore cast as a pilot study, seeking in part to highlight future research directions. Initially motivated by the possibfity that students enrolling for computer science courses may not realise the very nature of the disciplin% the research domain widened to consider the convers% namely that students might also not be enrolling in computer science courses due to similar misconceptions. The nature of the study, then, became an exploration of student preconceptions of what it means to study computer science. 1.1 Sampling Procedures It was assumed that the best place to test the preconceptions of potential students was before their enrolment in a C5mputer science course. The actual point of enrolmenL even before exposure to any of the course contenL would be too late to detect the presence of attitudes which may lead to students not considering participating in such a course. The sampling was therefore directed at senior secondmy students. Additionally, the research was focussed on schools in New South Wales as a matter of convenience. It was further assumed that the sample populations of greatest interest would be located in secondary-level computing courses, in that such students were already indicating a level of interest in technology which would help to identi& them as potential tertiary students in computing. In New South Wales, this would mean that students would be doing one of the Computing Studies subjects. Permission to m:ke digital]hard copy of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed far profit or commercial advantage, the copyright notice, the title of the publication :nd its date appear, and notice is given that copying is by permission of the ACM, Inc. To copy otherwise, to republish, to post on servers or to redistribute to lists, requir= prior specific permission and/or a fee. ACSE9S, Brisbane QLD AUSTRALIA. @lW, ACM l-5 SllS-018-X/9S/0007 $5.oo 145 Eleven NSW high schools offering Computing Studies courses were identified by a simple World-Wide Web
在计算机科学课程的第一年，Em+学生的辍学率特别高，提出了许多原因，例如“disa”学科的固有要求，或者许多学生认为计算机科学提高了总体的职业前景(导致许多人在没有个人兴趣的情况下注册该学科)。有无数的可能性，所有的可能性都有直观的基础，但在听了几年这样的可能性之后，它们似乎依赖于一个更大的可能性!问:“是否有这样的情况:许多学生在第一次注册计算机科学课程时，对这门学科的内容有一些非常有限的误解?”本文总结了一项试点研究，该研究的动机是由w .提问者L . L .研究方法在利益的怀疑问题上，文献似乎有很多东西可以提供，以发展研究反应。因此，这项研究工作被视为一项试点研究，部分目的是为了突出未来的研究方向。最初的动机是，注册计算机科学课程的学生可能没有意识到这门学科的本质，研究领域扩大到考虑转换，即学生也可能由于类似的误解而不注册计算机科学课程。于是，这项研究的本质就变成了探索学生对学习计算机科学意味着什么的先入为主的观念。假设测试潜在学生先入为主观念的最佳时机是在他们注册c5计算机科学课程之前。即使在接触到任何课程内容之前，发现可能导致学生不考虑参加此类课程的态度的存在，也为时已晚。因此，抽样是针对高中学生的。此外，为了方便起见，研究主要集中在新南威尔士州的学校。进一步假设，最感兴趣的样本人群将位于二级计算机课程，因为这些学生已经表示对技术有一定程度的兴趣，这将有助于确定他们是否有可能成为计算机专业的大专学生。在新南威尔士州，这意味着学生将学习一门计算机研究课程。允许免费复制本作品的全部或部分电子版，供个人或课堂使用，前提是不为盈利或商业利益制作或分发副本，并注明版权声明、出版物名称和日期，并注明复制是经ACM公司许可的。以其他方式复制，重新发布，在服务器上发布或重新分发到列表，需要事先获得特定许可和/或付费。ACSE9S，澳大利亚昆士兰州布里斯班。@lW, ACM l-5 SllS-018-X/9S/0007 $5。2005年，通过一个简单的全球网络搜索，确定了11所提供计算机研究课程的新南威尔士州高中。我们通过学校主页上提供的电子邮件地址联系了这些学校。三所学校接受了参与研究的邀请，并向每所学校发送了要求数量的调查表格。其中两所学校——彭里斯的圣保罗文法学校和诺曼赫斯特的洛雷托学校——归还了11年级和12年级总共4名学生完成的调查问卷。抽样的目的性导致样本不能代表一般高中人口。然而，这可以被认为是有利于研究的性质。例如，92.9%的学生报告说家里有电脑，这是一个非常高的比例，人们不会预料到通常的情况。然而，在某种程度上，诸如此类的因素有助于更强烈地识别在高等教育阶段学习计算机的潜在学生，可以假设，在样本中对此类课程的误解很可能在人群中更广泛地分布。与大学计算机课程相比，样本中一个显著不同的因素是性别比例。女性占样本的71.4%，而在我们目前的第一年课程中，这一比例约为28%(这一数字与其他机构相当)。目前的研究排除了性别的影响，因为人们认为24名男性的样本不能提供可靠性。然而，计算机科学中缺乏性别代表是一个重要的问题，如果这项研究对女性特有的误解产生了未被发现的偏见，那么结果仍然会对该学科的总体学生退学和入学模式产生重要的考虑。
{"title":"Computer science: through the eyes of potential students","authors":"T. Greening","doi":"10.1145/289393.289415","DOIUrl":"https://doi.org/10.1145/289393.289415","url":null,"abstract":"Em+ student dropouts ia jirst year computer science courses are ~pically high Many reasom are proposed such as the inherent demands of the disa”pline, or that many students believe that computer science enhances general career prospects (leading many to enrol without personal iMerest in the subject matter). There are numerous possibilitiar, all possessing cm intuitively appeakg basis to them kl’oweve~ ajler some years of hearing such possibilities, it occurs that they hinge on a more j%damen!al question“ISit the case that many students who enrol for a jirst computer science course h so with some ve~ limiting nzisconcepn”ons of what the discipline entails?” This paper summarises a pilot study that was motivated by Ws questiorL L The Research Methodology On the sptitic issues of interes~ the literature appears to have very Iitde to offer on which to develop a research response. The research effort was therefore cast as a pilot study, seeking in part to highlight future research directions. Initially motivated by the possibfity that students enrolling for computer science courses may not realise the very nature of the disciplin% the research domain widened to consider the convers% namely that students might also not be enrolling in computer science courses due to similar misconceptions. The nature of the study, then, became an exploration of student preconceptions of what it means to study computer science. 1.1 Sampling Procedures It was assumed that the best place to test the preconceptions of potential students was before their enrolment in a C5mputer science course. The actual point of enrolmenL even before exposure to any of the course contenL would be too late to detect the presence of attitudes which may lead to students not considering participating in such a course. The sampling was therefore directed at senior secondmy students. Additionally, the research was focussed on schools in New South Wales as a matter of convenience. It was further assumed that the sample populations of greatest interest would be located in secondary-level computing courses, in that such students were already indicating a level of interest in technology which would help to identi& them as potential tertiary students in computing. In New South Wales, this would mean that students would be doing one of the Computing Studies subjects. Permission to m:ke digital]hard copy of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed far profit or commercial advantage, the copyright notice, the title of the publication :nd its date appear, and notice is given that copying is by permission of the ACM, Inc. To copy otherwise, to republish, to post on servers or to redistribute to lists, requir= prior specific permission and/or a fee. ACSE9S, Brisbane QLD AUSTRALIA. @lW, ACM l-5 SllS-018-X/9S/0007 $5.oo 145 Eleven NSW high schools offering Computing Studies courses were identified by a simple World-Wide Web","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121619631","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 year 2000 is ripe with meaning for Computer Science. First, it signifies the end of one millennium and the start of another. As with all disciplines anew millennium invites speculation on the future of the discipline. For Computer Science, the year 2000 has extra layers of meaning. As everyone knows-even the comput”mg illiterate-it is the name of a software bug. But this is no ordinary bug: it symbolizes the -youth of the discipline; the lack of prectilon with which this discipline has progressed; the unforeseen success of the discipline. Thus this particular conjunction of time, failure and success provides a mirror on the future from the past. Some of these reflections are pursued in this paper.
{"title":"Where are we? The year 2000 and computer science","authors":"K. Robinson","doi":"10.1145/289393.289410","DOIUrl":"https://doi.org/10.1145/289393.289410","url":null,"abstract":"The year 2000 is ripe with meaning for Computer Science. First, it signifies the end of one millennium and the start of another. As with all disciplines anew millennium invites speculation on the future of the discipline. For Computer Science, the year 2000 has extra layers of meaning. As everyone knows-even the comput”mg illiterate-it is the name of a software bug. But this is no ordinary bug: it symbolizes the -youth of the discipline; the lack of prectilon with which this discipline has progressed; the unforeseen success of the discipline. Thus this particular conjunction of time, failure and success provides a mirror on the future from the past. Some of these reflections are pursued in this paper.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116078529","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}
IwIly traditional software enb@neering ccmrses, ‘m their attempt to convey current industry practice, get bogged down in large texts or can implement only toy projects using traditional soft-wine engineering languages such as C, C++, Ada, or Oberon. An alternative approach is to use several iterations of rapid prototyping in a very high level language to convey key software engineering concepts and issues in a short time frame.
{"title":"Tight spiral projects for communicating software engineering concepts","authors":"C. Jeffery","doi":"10.1145/289393.289414","DOIUrl":"https://doi.org/10.1145/289393.289414","url":null,"abstract":"IwIly traditional software enb@neering ccmrses, ‘m their attempt to convey current industry practice, get bogged down in large texts or can implement only toy projects using traditional soft-wine engineering languages such as C, C++, Ada, or Oberon. An alternative approach is to use several iterations of rapid prototyping in a very high level language to convey key software engineering concepts and issues in a short time frame.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"147 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129997937","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}
~~~~~~ As advanced technologies become incre&ngly central to our every-day lives, there is a growing awareness on the part of both manuf~urers and customersof Xheimportanceof ‘so$er’or >eopkw!akd’ issues in Ihe desi~ development and use of technology-based txzefuts. l%h, however, is poorly ?@?ectedat dergraduate k?velwhere,within computing am?other Iechaok+y-orientedcourses,there tends to be a strozg preoccup~-on with the technology and link 6mpMsis on socio-tecimicalfactors, managementtheory ad group work Conversely, students taking arts, nm..geuzent and social science coursesfrequently have little cwnprehenswn of th important roles played by tec?m.ology in modem societies. In this papec tnperierxes with a novel “TechnologyManagement” course, and its derivatives, that aim to address these problems are reponed EmphasiS is plizced on the vm”oxsrolesplayed by computer-assistedteachingand kz?ming.
{"title":"Undergraduate students and the management-technology interface: a multi-disciplinary education program","authors":"G. McGrath, R. Offen","doi":"10.1145/289393.289395","DOIUrl":"https://doi.org/10.1145/289393.289395","url":null,"abstract":"~~~~~~ As advanced technologies become incre&ngly central to our every-day lives, there is a growing awareness on the part of both manuf~urers and customersof Xheimportanceof ‘so$er’or >eopkw!akd’ issues in Ihe desi~ development and use of technology-based txzefuts. l%h, however, is poorly ?@?ectedat dergraduate k?velwhere,within computing am?other Iechaok+y-orientedcourses,there tends to be a strozg preoccup~-on with the technology and link 6mpMsis on socio-tecimicalfactors, managementtheory ad group work Conversely, students taking arts, nm..geuzent and social science coursesfrequently have little cwnprehenswn of th important roles played by tec?m.ology in modem societies. In this papec tnperierxes with a novel “TechnologyManagement” course, and its derivatives, that aim to address these problems are reponed EmphasiS is plizced on the vm”oxsrolesplayed by computer-assistedteachingand kz?ming.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122273061","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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