12,815 research outputs found

    A Success Story in Teaching Real World ICT to IS Students: A Case Study in using Portable Storage Devices

    Get PDF
    Teaching Information and Communications Technology (ICT) to Information Systems (IS) students has too often drawn its pedagogy from Computer Science Education. This paper illustrates by way of a case study a set of very successful techniques and a philosophy of, perhaps, an IS pedagogy. We show that it is possible to expose IS students to some quite rigorous educational experiences that are particularly well suited in preparing them for their future employment and their careers as IS professionals. This paper discusses the use of portable and removable hard disks as “virtual computers” and “virtual servers”, as an aide in the pursuit of providing practice of the ICT theory

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

    Get PDF
    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

    Teaching and learning in virtual worlds: is it worth the effort?

    Get PDF
    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

    Transforming pre-service teacher curriculum: observation through a TPACK lens

    Get PDF
    This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

    Student Learning Experience with an Industry Certification Course at University

    Full text link
    This is an analysis of the computer generated feedback from an industry certification course, as taught as part of a university unit. A method for extracting useful information from the available course evaluation data is proposed, and the method is shown to be effective and reasonable. Conclusions for the particular unit are drawn. In particular it is shown that the unit was successful in giving a large cohort of students a good learning experience and that there is a high degree of correlation between student enjoyment and the professionalism of the instructor

    Good practice report:Nurturing graduate employability in higher education

    Get PDF
    • 

    corecore