Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Primary connections in a provincial Queensland school system: relationships to science teaching self-efficacy and practices

The teaching of science is important, both to meet the need for future workers in fields requiring scientific capability and to equip students for full participation in modern societies where many decisions depend upon knowledge of science. However, many teachers in Australian primary schools do not allocate science education sufficient amounts of time to achieve these outcomes. This study reports data obtained from 216 teachers in the primary schools in a provincial Australian school system. The purpose of the study was to assess the effects of existing strategies using Primary Connections for promoting science teaching and to inform future professional development strategies. Teachers reported moderate levels of self-efficacy for teaching science and a proportion reported allocating little or no time to teaching science. Both self-efficacy for science teaching and the amount of science taught were higher for teachers who had used Primary Connections curriculum materials

Race to the Top: Colorado May Be Used to High Altitudes But Can It Compete in Race to the Top?

Outlines expected requirements for the American Recovery and Reinvestment Act's funding to the states for education reform. Offers strategies for improving teacher quality in Colorado, as well as data infrastructure, low-performing schools, and standards

Investing In Results: How Business Roundtable Is Supporting Proven Education Reforms

The CEO effort to expand on what's working started in 2013 when Business Roundtable launched its Education Philanthropy Initiative. Two years later, this report examines how the five programs selected for their outstanding work in K-12 education reform have reached more students and improved educational outcomes as a result of the more than $15 million contributed to the Initiative by Roundtable CEOs

Understanding best practices in control engineering education using the concept of TPACK

This study aimed to design an integrated pedagogical approach to advance introductory Process Control Engineering Education through the application of the Technological Pedagogical Content Knowledge (TPACK) framework, and evaluating its impact on student learning. The research is initially being undertaken at Nottingham Trent University, UK but we will next adapt it to a case study in Libya. This paper aims to strengthen the teaching of introductory Process Control by using appropriate approach es in universities to improve the learning outcomes for students. From this work a new schematic for teaching Process Control ha s be en developed and, moreover, a thoughtful best practice in introducing Process Control in engineering education can be developed

Participation and Performance on Paper- and Computer-Based Low-Stakes Assessments

High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes Research-Based Assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify administering, scoring, and interpreting assessments, thereby reducing barriers to instructors' use of RBAs. By supporting instructors' objective assessment of the efficacy of their courses, these services can stimulate instructors to transform their courses to improve student outcomes. We investigate the extent to which RBAs administered outside of class with the online Learning About STEM Student Outcomes (LASSO) platform provide equivalent data to tests administered on paper in class, in terms of both student participation and performance. We use an experimental design to investigate the differences between these two assessment conditions with 1,310 students in 25 sections of 3 college physics courses spanning 2 semesters. Analysis conducted using Hierarchical Linear Models indicates that student performance on low-stakes RBAs is equivalent for online (out-of-class) and paper-and-pencil (in-class) administrations. The models also show differences in participation rates across assessment conditions and student grades, but that instructors can achieve participation rates with online assessments equivalent to paper assessments by offering students credit for participating and by providing multiple reminders to complete the assessment. We conclude that online out-of-class administration of RBAs can save class and instructor time while providing participation rates and performance results equivalent to in-class paper-and-pencil tests