A trainiigandsupportprogramfor casualstatlinvolvedin undergraduate teaching in the Department of Computer Science at The University of hfelbourne has evolved over several years. The program was axpanded in 1997, when its major components were a large group induction session at the start of the year and small group discussion sessions midway through each semester. Overall, casual staif, most of whom are students in the department, reported that the various components of the program were useful. Differences were noted, however, across d.iEerentcohorts of casual stail We report our iindings, speculate on the reasons for the diiYerences found, and describe changes designed to make the program more inclusive in the future.
{"title":"Supporting a diverse group of casual tutors and demonstrators: one size doesn't fit all","authors":"Linda Stern","doi":"10.1145/289393.289400","DOIUrl":"https://doi.org/10.1145/289393.289400","url":null,"abstract":"A trainiigandsupportprogramfor casualstatlinvolvedin undergraduate teaching in the Department of Computer Science at The University of hfelbourne has evolved over several years. The program was axpanded in 1997, when its major components were a large group induction session at the start of the year and small group discussion sessions midway through each semester. Overall, casual staif, most of whom are students in the department, reported that the various components of the program were useful. Differences were noted, however, across d.iEerentcohorts of casual stail We report our iindings, speculate on the reasons for the diiYerences found, and describe changes designed to make the program more inclusive in the future.","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":"130634619","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}
Building research into teaching has particular value in the current academic climate; this paper considers why and reflects on the particular need for Computer Science education research in its own ...
在当前的学术氛围中，将研究融入教学具有特殊的价值;本文思考了计算机科学教育研究在我国的特殊需要。
{"title":"Building a rigorous research agenda into changes to teaching","authors":"M. Daniels, M. Petre, A. Berglund","doi":"10.1145/289393.289422","DOIUrl":"https://doi.org/10.1145/289393.289422","url":null,"abstract":"Building research into teaching has particular value in the current academic climate; this paper considers why and reflects on the particular need for Computer Science education research in its own ...","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"16 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":"123671308","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}
Problem Based Learnin g (PBL) is a radically different way to organise a course. Instead of an ins.%ructorwho transnu‘ts information to students who then apply -what they learnt in tightly-d&ned tasks for assessment, in PBL the students work in groups on authentic ill-defined tasks, us-mgresources (iiclmli.ng manuals, examples, mentors) when they find that help is needed. The PBL style of education is particularly suited to develop-mg students’ skill in software engineering and progr amming, as well as generic Skius in communication, cooperation and problem solving. For these reasons the University of Sydney has revised the iirst year Computer Science subjects to use PBL. This paper analyses the implications for the technical content covered in these courses. In particular, we show that PBL need not lead to the neglect of topics such as analysis of algorithms, recursion, computer orgauisation, and ethics. MTeillustrate our techniques with details of the tasks students are offered and the assessment scheme.
{"title":"Conveying technical content in a curriculum using problem based learning","authors":"A. Fekete, T. Greening, Jeffrey H. Kingston","doi":"10.1145/289393.289421","DOIUrl":"https://doi.org/10.1145/289393.289421","url":null,"abstract":"Problem Based Learnin g (PBL) is a radically different way to organise a course. Instead of an ins.%ructorwho transnu‘ts information to students who then apply -what they learnt in tightly-d&ned tasks for assessment, in PBL the students work in groups on authentic ill-defined tasks, us-mgresources (iiclmli.ng manuals, examples, mentors) when they find that help is needed. The PBL style of education is particularly suited to develop-mg students’ skill in software engineering and progr amming, as well as generic Skius in communication, cooperation and problem solving. For these reasons the University of Sydney has revised the iirst year Computer Science subjects to use PBL. This paper analyses the implications for the technical content covered in these courses. In particular, we show that PBL need not lead to the neglect of topics such as analysis of algorithms, recursion, computer orgauisation, and ethics. MTeillustrate our techniques with details of the tasks students are offered and the assessment scheme.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"106 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":"129546222","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}
from I%intext Damian Conway Linda McIver of Computer Science and Software Engineering Monash University dami.an@csse .monash. edu. au This paper describes a portable plaintext markup kmguage and associated processing system called DEIVKJN(“Distance Education Mark-Up Notation”). Wng DEh!lUN and a basic text editor, a course designer can create lessons, associated exercises (and solutions), assignments, sample exams, and support materials (biblio~mphies, glossaries, “fkquently asked questions” lists), and have them automatically structured and cross-referenced into a coherent collection of hyperl.inked WWW pages. ?-Mike HTIvlL and XI@+ the DEh4TJN mark-up notation reflects course design concepts (rather than presentation layout concepts). DEMUN also provides some support for interactive assessment.
{"title":"Automated generation of hypertextual course material from plaintext","authors":"Damian Conway, Linda McIver","doi":"10.1145/289393.289397","DOIUrl":"https://doi.org/10.1145/289393.289397","url":null,"abstract":"from I%intext Damian Conway Linda McIver of Computer Science and Software Engineering Monash University dami.an@csse .monash. edu. au This paper describes a portable plaintext markup kmguage and associated processing system called DEIVKJN(“Distance Education Mark-Up Notation”). Wng DEh!lUN and a basic text editor, a course designer can create lessons, associated exercises (and solutions), assignments, sample exams, and support materials (biblio~mphies, glossaries, “fkquently asked questions” lists), and have them automatically structured and cross-referenced into a coherent collection of hyperl.inked WWW pages. ?-Mike HTIvlL and XI@+ the DEh4TJN mark-up notation reflects course design concepts (rather than presentation layout concepts). DEMUN also provides some support for interactive assessment.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"381 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":"127885432","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}
Computing graduates learn how to develop software and/or databases throughout a computing degree. Young graduates are setting up their own software companies to market their products internationally-Through the Internet, and also work as contractors. Such graduates need to not only be aware of how to protect their software by means of existing intellectual property systems, but also, how to draft a license agreement for their software, what terms can be negotiated in a software contract, and more. In this paper, we describe our experiences with the introduction of intellectual property concepts at the first year level, and the feedback received from students. We also propose a legal strand for the Computer Science curriculum1. Such a strand is of relevance to today's computing professionals and can be implemented in a variety of ways. We describe teaching methods, resources, and implementations that can be used to introduce such a legal strand in the Computer Science curriculum.
{"title":"Introducing a legal strand in the computer science curriculum","authors":"C. Cifuentes, A. Fitzgerald","doi":"10.1145/289393.289398","DOIUrl":"https://doi.org/10.1145/289393.289398","url":null,"abstract":"Computing graduates learn how to develop software and/or databases throughout a computing degree. Young graduates are setting up their own software companies to market their products internationally-Through the Internet, and also work as contractors. Such graduates need to not only be aware of how to protect their software by means of existing intellectual property systems, but also, how to draft a license agreement for their software, what terms can be negotiated in a software contract, and more. In this paper, we describe our experiences with the introduction of intellectual property concepts at the first year level, and the feedback received from students. We also propose a legal strand for the Computer Science curriculum1. Such a strand is of relevance to today's computing professionals and can be implemented in a variety of ways. We describe teaching methods, resources, and implementations that can be used to introduce such a legal strand in the Computer Science curriculum.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"24 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":"132329039","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 briejly &scribes a peer mentoring scheme which was adopfed to improve the retention rate of female students in an undergraduate Buriness Compzting course. A detailed evaluation of the program foI1ows. l%e ewdti-on considers both the experiences of the participating young women and tkeir retti”on rak l%is rete~”on rate is compared with the retention rate of students not participating in the intervention stnr.tegy.
{"title":"Peer mentoring female computing students—does it make a difference?","authors":"A. Craig","doi":"10.1145/289393.289401","DOIUrl":"https://doi.org/10.1145/289393.289401","url":null,"abstract":"This paper briejly &scribes a peer mentoring scheme which was adopfed to improve the retention rate of female students in an undergraduate Buriness Compzting course. A detailed evaluation of the program foI1ows. l%e ewdti-on considers both the experiences of the participating young women and tkeir retti”on rak l%is rete~”on rate is compared with the retention rate of students not participating in the intervention stnr.tegy.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"24 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":"123278387","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}
Tutorials for large subjects entail a considerable investment of teaching resources. What are we trying to accomplish in this enterprise? Students in a second-year core computing subject, Information Systems 3 (IS3), were surveyed to determine their perceptions and desires regarding the tutorial component of the subject. Survey results were matched to final exam score. Students’ level of participation in the tutorial was the most significant factor in determining outcome on the exam. There was a significant negative effect on exam outcome for those who firstly wanted Answers to Exercises from the tutorials. Students mostly felt they were getting answers to exercises and there was an unfulfilled desire for more explanation of lecture material. Computer-based learning may be a cost effective way to deliver improved tutoring but only if the computer-based systems can perform as true “intelligent” tutoring systems (ITS) and accomplish explanation of material, not just drill-and-practice or on-line answers.
{"title":"Investigation of tutorials in a core computing subject","authors":"J. Warren","doi":"10.1145/289393.289402","DOIUrl":"https://doi.org/10.1145/289393.289402","url":null,"abstract":"Tutorials for large subjects entail a considerable investment of teaching resources. What are we trying to accomplish in this enterprise? Students in a second-year core computing subject, Information Systems 3 (IS3), were surveyed to determine their perceptions and desires regarding the tutorial component of the subject. Survey results were matched to final exam score. Students’ level of participation in the tutorial was the most significant factor in determining outcome on the exam. There was a significant negative effect on exam outcome for those who firstly wanted Answers to Exercises from the tutorials. Students mostly felt they were getting answers to exercises and there was an unfulfilled desire for more explanation of lecture material. Computer-based learning may be a cost effective way to deliver improved tutoring but only if the computer-based systems can perform as true “intelligent” tutoring systems (ITS) and accomplish explanation of material, not just drill-and-practice or on-line answers.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"17 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":"131889987","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}
describes the development and first presentation in Marck 1997 of a subject employing the object-oriented paradigm and the lava lan=guageas an entry level subject to a very large and diverse student body. The structure and content are described, problems highlighted and fntore directions outlined Some of the edIIWiOti and pIaCti~ decisions that had to be made are discussed.
{"title":"Jumping into Java: object-oriented software development for the masses","authors":"R. K. Allen, K. Bluff, Annette B. Oppenheim","doi":"10.1145/289393.289417","DOIUrl":"https://doi.org/10.1145/289393.289417","url":null,"abstract":"describes the development and first presentation in Marck 1997 of a subject employing the object-oriented paradigm and the lava lan=guageas an entry level subject to a very large and diverse student body. The structure and content are described, problems highlighted and fntore directions outlined Some of the edIIWiOti and pIaCti~ decisions that had to be made are discussed.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"270 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":"116399064","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}
R. Biddle, John Miller-Williams, E. Tempero, E. Vaks
Sofiwarz development can be facilitated by rhe use of tools within the development environment. In tlds paper we investigatethe use of ~oolswithinthedevelopmentenvironment lo improve learning. Specifically, we are in~erestcdin mols that support our approach 10 leaching design through emphasizing re.usabilhy.W discuss criteriafor evaluating such mols, presentprototypesof two tools we havedeveloped,anddiscussour experience.
{"title":"Tools to aid learning reusability","authors":"R. Biddle, John Miller-Williams, E. Tempero, E. Vaks","doi":"10.1145/289393.289413","DOIUrl":"https://doi.org/10.1145/289393.289413","url":null,"abstract":"Sofiwarz development can be facilitated by rhe use of tools within the development environment. In tlds paper we investigatethe use of ~oolswithinthedevelopmentenvironment lo improve learning. Specifically, we are in~erestcdin mols that support our approach 10 leaching design through emphasizing re.usabilhy.W discuss criteriafor evaluating such mols, presentprototypesof two tools we havedeveloped,anddiscussour experience.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"21 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":"132774491","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}
Experiences in leaching network management at undergraduate and post graduate levels of computer science courses has led to a recognition ‘f ~he need 10 offer some practical experience in xupport of Ike theore~ical material of the trzdilional course. This paper describes the developnwnt of a ‘model agm’, which can be programmed to present mal~agemtwt data 10 a network management platjhm in formats and sequences which simulate a range of network devices and patterns of bduzviour. The paper describes the way in which such a model agenr can be programmed, and shows, by means ofan example simulated network fiwh, how ~he model agents are z{tilised in a p~actical learning environment with a student (in ~.kerole of network manager) Izm’ing to identifi ~id diagnose the ‘fault’ using only data obtained f?om lke model agents forming ‘their’ network
{"title":"A network model for network management teaching","authors":"C. Pattinson, Tony Dacre","doi":"10.1145/289393.289404","DOIUrl":"https://doi.org/10.1145/289393.289404","url":null,"abstract":"Experiences in leaching network management at undergraduate and post graduate levels of computer science courses has led to a recognition ‘f ~he need 10 offer some practical experience in xupport of Ike theore~ical material of the trzdilional course. This paper describes the developnwnt of a ‘model agm’, which can be programmed to present mal~agemtwt data 10 a network management platjhm in formats and sequences which simulate a range of network devices and patterns of bduzviour. The paper describes the way in which such a model agenr can be programmed, and shows, by means ofan example simulated network fiwh, how ~he model agents are z{tilised in a p~actical learning environment with a student (in ~.kerole of network manager) Izm’ing to identifi ~id diagnose the ‘fault’ using only data obtained f?om lke model agents forming ‘their’ network","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"7 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":"123812631","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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