127,828 research outputs found
Walking Through the Method Zoo: Does Higher Education Really Meet Software Industry Demands?
Software engineering educators are continually challenged by rapidly evolving concepts, technologies, and industry demands. Due to the omnipresence of software in a digitalized society, higher education institutions (HEIs) have to educate the students such that they learn how to learn, and that they are equipped with a profound basic knowledge and with latest knowledge about modern software and system development. Since industry demands change constantly, HEIs are challenged in meeting such current and future demands in a timely manner. This paper analyzes the current state of practice in software engineering education. Specifically, we want to compare contemporary education with industrial practice to understand if frameworks, methods and practices for software and system development taught at HEIs reflect industrial practice. For this, we conducted an online survey and collected information about 67 software engineering courses. Our findings show that development approaches taught at HEIs quite closely reflect industrial practice. We also found that the choice of what process to teach is sometimes driven by the wish to make a course successful. Especially when this happens for project courses, it could be beneficial to put more emphasis on building learning sequences with other courses
Teaching psychology to computing students
The aim of this paper is twofold. The first aim is to discuss some observations gained from teaching Psychology to Computing students, highlighting both the wide range of areas where Psychology is relevant to Computing education and the topics that are relevant at different stages of students’ education. The second aim is to consider findings from research investigating the characteristics of Computing and Psychology students. It is proposed that this information could be considered in the design and use of Psychology materials for Computing students.
The format for the paper is as follows. Section one will illustrate the many links between the disciplines of Psychology & Computing; highlighting these links helps to answer the question that many Computing students ask, what can Psychology offer to Computing? Section two will then review some of the ways that I have been involved in teaching Psychology to Computing students, from A/AS level to undergraduate and postgraduate level. Section three will compare the profiles of Computing and Psychology students (e.g. on age, gender and motivation to study), to highlight how an understanding of these factors can be used to adapt Psychology teaching materials for Computing students. The conclusions which cover some practical suggestions are presented in section four
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Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report
Overview
This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools.
Aims and background
This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11).
Methodology
The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27).
Key findings
• Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments.
• Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about.
• Ownership of mobile phones was ubiquitous.
• Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low.
Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level.
• Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs.
• The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged.
• The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological
Ethical and Social Aspects of Self-Driving Cars
As an envisaged future of transportation, self-driving cars are being
discussed from various perspectives, including social, economical, engineering,
computer science, design, and ethics. On the one hand, self-driving cars
present new engineering problems that are being gradually successfully solved.
On the other hand, social and ethical problems are typically being presented in
the form of an idealized unsolvable decision-making problem, the so-called
trolley problem, which is grossly misleading. We argue that an applied
engineering ethical approach for the development of new technology is what is
needed; the approach should be applied, meaning that it should focus on the
analysis of complex real-world engineering problems. Software plays a crucial
role for the control of self-driving cars; therefore, software engineering
solutions should seriously handle ethical and social considerations. In this
paper we take a closer look at the regulative instruments, standards, design,
and implementations of components, systems, and services and we present
practical social and ethical challenges that have to be met, as well as novel
expectations for software engineering.Comment: 11 pages, 3 figures, 2 table
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E-voting in Brazil - the risks to democracy
Literature has shown that countries with strong democratic traditions, such as the United States and Canada, are not yet using electronic voting systems intensively, due to the concern for and emphasis on security. It has revealed that there is no such thing as an error-free computer system, let alone an electronic voting system, and that existing technology does not offer the conditions necessary for a reliable, accurate and secure electronic voting system. In this context, then, what are the risks of e-voting to democracy? In what ways, if at all, can more fragile, less mature democracies be buttressed with e-voting systems? As a key component of e-democracy, it seems that e-voting technologies are to become more secure and increasingly reliable in the near future and will indeed be adopted in many countries. In what ways, if at all, will the introduction of such systems increase voter confidence in the political system, promote citizen engagement in political life, and nurture the evolution of democracy? If both e-voting and edemocracy are emerging based on popular demand - that is, as a demand-driven alternative to current processes, then there is no doubt that they are likely to enhance and improve the efficiency of traditional democracy. However, if e-voting technology is being introduced based on a supply-driven fashion - the technology exists therefore it should and must be implemented - then the implications for democracy should be considered. Brazil's introduction of e-voting offers a cautionary tale of supply-driven technological implication. The purpose of this paper is to demonstrate how the introduction of e-voting in Brazil is highly risky to democracy due to the lack of emphasis on security and the lack of a sociallyinformed and socially driven approach to technological innovation. The Brazilian example illustrates the democratic implications of a market-driven approach. The lack of a technology strategy designed to promote and extend democratic principles is not surprising given the closed door, market-based negotiations that led to the adoption of e-voting in Brazil. The promise, and indeed, the imperative of a democratic, voter-centered approach as an alternative for the development of an electronic voting system, is explored in the paper
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