6,711 research outputs found
Proceedings of the Third Computing Women Congress (CWC 2008): Student papers
The Third Computing Women Congress was held at the University of Waikato, Hamilton, New Zealand from February 11th to 13th, 2008. The Computing Women Congress (CWC) is a Summer University for women in Computer Science. It is a meeting-place for female students, academics and professionals who study or work in Information Technology. CWC provides a forum to learn about and share the latest ideas of computing related topics in a supportive environment. CWC provides an open, explorative learning and teaching environment. Experimentation with new styles of learning is encouraged, with an emphasis on hands-on experience and engaging participatory techniques
Does gender matter in online learning?
It is generally noted that computing is gendered, with women opting out of IT. Will the impact of online learning change this? Some researchers claim that women are disadvantaged in online courses. Others argue that we need a âwomenâfriendly cyberâclassroomâ. Yet our experience is that the women achieve better results than the men; it is loner males that are disadvantaged by distance learning. We argue that online courses need to be peopleâfriendly so that no learners are disadvantaged
North Derbyshire Tertiary College: report from the Inspectorate (FEFC inspection report; 31/94 and 36/98)
The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFCâs inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1993-94 and 1997-98
Derwentside College: report from the Inspectorate (FEFC inspection report; 60/97 and 33/00)
Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1996-97 and 1999-200
The Case for Improving U.S. Computer Science Education
Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvementâcomputer science
Blackburn College: report from the Inspectorate (FEFC inspection report; 38/96 and 77/99)
Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1995 and 1998/9
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Preparing women for dead-end jobs? Vocational education and training (VET) for information and communication technology (ICT) jobs
This paper discusses the role that vocational education and training (VET) in ICT subject areas plays in contributing to the gender and social class structuring of ICT occupations, focusing in particular on education and employment data from the UK. The paper also makes reference to similar data about ICT VET in Germany and Japan to argue that the new areas of âsoftâ ICT skills â in education and in occupations - have become feminised, and channel women into low skilled and low paid work. Unlike university level ICT education, which has opened opportunities for women and students coming from families with no experience of higher education, sub-degree level ICT VET seems to be continuing to reproduce gender and socio- economic class within and through ICT occupations. I argue that those concerned with gender equity research and interventions in ICT need to work with an analysis that disaggregates what are now appearing to be quite different skills sets, and different career opportunities often misleadingly conflated under the umbrella term âICTâ. I also argue for better analytical models for the gendering of ICT than those offered by the âleaky pipelineâ or âcritical massâ models, and for new analyses that would incorporate both a structural analysis and new ways of looking at womenâs choices, such as Hakimâs âorientation to workâ
Knowsley Community College: report from the Inspectorate (FEFC inspection report; 38/94 and 77/98)
The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFCâs inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1993-94 and 1997-98
Cricklade College: report from the Inspectorate (FEFC inspection report; 08/95 and 21/98)
Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1997-9
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