5,609 research outputs found
Computing Graduate Employability: Sharing Practice
Computing is one of the largest subject areas in Higher Education, and is taught in almost every institution, graduating around 9,000 students each year. However Computing graduates are recorded as having the highest unemployment rates for all subjects (11% for Computing compared with an overall rate of 7% for graduates of all subjects). This new report, jointly published by the Council of Professors and Heads of Computing (CPHC) and Higher Education Academy (HEA) highlights the depth, complexity and richness of employability practices in the sector, and aims to share those practices more widely. The report places practice in a comparative context so that departments may learn what works from each other. It draws on research gathered from over fifty Higher Education institutions in a series of workshops, focus groups and interviews. Throughout, participantsâ voices are given priority, with the report structured around the common employability challenges faced by academics. Within that structure, clusters of similar practice (those which appear in several institutions) are presented, together with a series of showcases providing rich detail of specific interventions.
Challenges discussed within the reportâs three themes of âAddressing Employabilityâ, âCurriculum Issuesâ and âPlacementsâ include âthe employability agendaâ, âstudent engagementâ, âcurriculum designâ, âreaching âtipping pointââ and âfinding alternatives to the âsandwich yearââ and are balanced throughout with a âView from Employersâ.
Clusters identify good practice from âhackathonsâ, competitions, mentoring, âcompulsionâ, an employer-led curriculum, industry-focused projects and placement preparation, application, monitoring, return, assessment and alternatives. Showcases highlight practice in âauditing employabilityâ, âdedicated placement supportâ, âmultiplicity of opportunitiesâ, âshort placement modulesâ, âthink futureâ, âsummer internshipsâ and âtransition weekâ from the universities of York, Kent, London South Bank, West of Scotland, Edinburgh Napier, Southampton and Brunel London, amongst other
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Open Networking Lab: online practical learning of computer networking
Learning to configure computer networks is a topic requiring a substantial practical component and suggesting a pedagogic approach that foregrounds experiential learning. However, providing appropriate computer networking hardware is expensive for classroom labs, and is not viable for individual distance learners.
Simulation offers an alternative basis for practical learning and supports a range of modes, from individual distance learning to in-class blended learning. Sophisticated network simulation packages, such as Ciscoâs Packet Tracer, have high fidelity to networking devices and can simulate complex network scenarios. Unfortunately their complex interfaces make it difficult for a novice student to engage productively.
The Open Networking Lab (ONL) will provide online resources for students of introductory computer networking. It will take an activity-centred approach, supported with video and screencasts, in preference to lengthy text. Practical activity is based on PT Anywhere, a network simulator that provides students with an easy-to-use, browser-based interface over Ciscoâs Packet Tracer. PT Anywhere thus provides fully authentic simulation but, by only revealing a subset of features, supports a carefully scaffolded approach to teaching and learning.
We report at an early stage in the development of the ONL. Material is being piloted with students at UK Further Education colleges. Evaluation will include observation, surveys and interviews with students and staff; PT Anywhere also provides learning analytics. A further stage of development will culminate in a badged open course on the Open Universityâs OpenLearn platform.
The ONL will provide vocational learning at scale in educational institutions, employment contexts and for individual learners
Greater Philadelphia's Knowledge Industry: Leveraging the Region's Colleges and Universities in the New Economy
This report documents Greater Philadelphia's current standing as a knowledge region, compares its performance over a series of key indicators to the largest American knowledge regions, identifies activities being undertaken around the country, and offers a set of strategic recommendations for better linking the region's knowledge assets to economic development
Applying Recommendations to Align Competences, Methodology, and Assessment in Telematics, Computing, and Electronic Engineering Courses
The alignment between competences, teachinglearning
methodologies, and assessment is a key element of European
higher education. This paper presents the efforts carried
out by six telematics, computer science and electronic engineering
education teachers toward achieving this alignment in their
subjects. In a joint work with pedagogues, a set of recommended
actions are identified. A selection of these actions are applied and
evaluated in the six subjects. The cross analysis of the results
indicates that the actions allow students to better understand
the methodologies and assessments planned for the subjects,
facilitate (self-) regulation, and increase studentsâ involvement
in the subjects
Software Engineering for Millennials, by Millennials
Software engineers need to manage both technical and professional skills in
order to be successful. Our university offers a 5.5 year program that mixes
computer science, software and computer engineering, where the first two years
are mostly math and physics courses. As such, our students' first real teamwork
experience is during the introductory SE course, where they modify open source
projects in groups of 6-8. However, students have problems working in such
large teams, and feel that the course material and project are "disconnected".
We decided to redesign this course in 2017, trying to achieve a balance between
theory and practice, and technical and professional skills, with a maximum
course workload of 150 hrs per semester. We share our experience in this paper,
discussing the strategies we used to improve teamwork and help students learn
new technologies in a more autonomous manner. We also discuss what we learned
from the two times we taught the new course.Comment: 8 pages, 9 tables, 4 figures, Second International Workshop on
Software Engineering Education for Millennial
Big data for monitoring educational systems
This report considers âhow advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sectorâ, big data are âlarge amounts of different types of data produced with high velocity from a high number of various types of sources.â Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the âmacro perspective on governance on educational systems at all levels from primary, secondary education and tertiary â the latter covering all aspects of tertiary from further, to higher, and to VETâ, prioritising primary and secondary levels of education
Spartan Daily, January 24, 1985
Volume 84, Issue 1https://scholarworks.sjsu.edu/spartandaily/7254/thumbnail.jp
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