Embedding Continuous Lifelong Verification in Service Life Cycles *

Abstract Service-oriented systems are an instantiation of open world software, which is characterized by high dynamism and decentralization. These properties strongly impact on how service-oriented systems are engineered, built, and operated, as well as verified. To address the challenges of applying verification to open service-oriented systems, in this position paper we propose to apply verification across the entire life cycle of a service and introduce a verificationoriented service life cycle

The development of student learning and information literacy: a case study

Literacy is a fundamental human right. When exercised it improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results. In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service

The development of student learning and information literacy: a case study

Literacy is a fundamental human right. When exercised it improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results. In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service

The development of student learning and information literacy: a case study [conference item]

Literacy is documented as a fundamental human right. The ability to exercise this right improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and it opens opportunities for social, economic and political integration. Currently in an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with information literacy skills. For example it is essential for the student to develop a thesis statement, i.e. research question and to consequently search, organise, share and evaluate the results. In this paper we present a case studyhighligting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments (Schools) and leads on the development and implementation of a coherent and strategic approach to the development of learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support Service

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

From assessment for ranking toward assessment for learning: An action research study in preservice physical education teacher during a year-long school placement

Tradicionalmente, a prioridade da avaliação continua focada na atribuição de notas, no classificar o desempenho ou atitudes dos alunos, sem qualquer preocupação em usá-la como um suporte à aprendizagem ou ajuda aos alunos na co-construção (por exemplo, tomar decisões) e co-regulação da sua aprendizagem (por exemplo, auto e heteroavaliação). Potenciar a aprendizagem é difícil e a avaliação tem tido um parco contributo. Este cenário, aumentou o interesse na avaliação para a aprendizagem (AfL), por esta ser orientada para a aprendizagem dos alunos, através do alinhamento do sistema de três mensagens: avaliação, currículo e pedagogia. AfL procura tornar o processo ensino-aprendizagem claro e compreensível para os alunos, envolvendo-os ativamente nesse mesmo processo. No entanto, a AfL é reconhecida como sendo desafiante para os professores e, ainda mais, para os professores em formação (PSTs). Assim, a intenção desta investigação foi informar e considerar futuras práticas de AfL na educação física escolar e nos programas de formação de professores de educação física (PETE). Os objetivos, interligados, pretenderam examinar como é que os PSTs de educação física melhoraram a sua literacia de avaliação, aprenderam a usar os princípios da AfL no seu ensino durante o estágio profissional, bem como as consequências que isso originou nas experiências dos alunos e o impacto na co-construção e co-regulação da sua aprendizagem, e complementarmente, investigar a perceção dos alunos sobre a sua aprendizagem. Participaram nesta investigação, eu como investigador, formadores de professores (da faculdade e da escola), PSTs e alunos da escola. Os dados foram recolhidos ao longo de um ano letivo integral durante o estágio profissional de 15 PSTs. A investigação, baseou-se em ciclos de investigação-ação, sendo predominantemente qualitativa (por exemplo, entrevistas, observações participante, notas de campo, reflexões, questionários, relatórios) contemplando também uma componente quantitativa, com recurso a um questionário. Esta investigação engloba um estudo de revisão de literatura e quatro estudos empíricos. Na revisão de literatura foi identificada a necessidade de criar um espaço nos programas PETE para melhorar a literacia de avaliação dos PSTs e apoiar os PSTs na aplicação da AfL no seu ensino. Os principais resultados empíricos revelaram i) a complexidade de reconstruir entendimentos, planeamentos e aplicação das práticas de avaliação; ii) melhorias na literacia de avaliação dos PSTs, isto apesar das dificuldades em evitar replicar as suas experiências escolares como alunos; iii) que o apoio da comunidade de aprendizagem e o investigador ter assumido o papel de praticante ajudou os PSTs a terem mais sucesso na aplicação da AfL; iv) a importância de os alunos terem acesso aos objetivos de aprendizagem e critérios de avaliação para melhor se envolverem nos processos de co-construção e co-regulação da sua aprendizagem; e v) que o perfil e perspetiva de aprendizagem dos alunos foi afetada pelo Covid-19. PALAVRAS-CHAVE: AVALIAÇÃO COMO APRENDIZAGEM; LITERACIA DE AVALIAÇÃO; FORMAÇÃO DE PROFESSORES; INVESTIGADOR PRATICANTE; PERFIS DE APRENDIZAGEM.Traditionally, an interest in exploring assessment has focused on determining grades, aptitude, or achievement with less concern in supporting the learning process or helping students in co-constructing (e.g. making decisions) and co-regulating (e.g. self and peer assessment) their learning. Enhancing learning is difficult, and there has been an increased interest in Assessment for Learning (AfL) as a means of considering students' learning through the alignment of three message systems: assessment, curriculum, and pedagogy. The intention of AfL is to make the teaching-learning process clear and understandable for students by involving them in this process. However, it is recognised that enacting AfL is challenging for teachers and preservice teachers (PSTs). Subsequently, the intent of this research was to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes. The interconnected purposes were to examine (i) how physical education PSTs improved their assessment literacy, (ii) how physical education PSTs learned to enact AfL principles in their teaching during school placement, (iii) the consequences on students' experiences and the impact on co-construction and co-regulation of their learning, and (iv) students' perceptions of their learning. The participants were me, teacher educators (from university and school), PSTs and school students. Data collection took place over one schoolyear during the school placement component of 15 PSTs. Based on action-research cycles, the research is predominantly qualitative (e.g., interviews, participant observations, field notes, reflections, surveys, reports) with a quantitative component captured through a questionnaire. A literature review study and four empirical studies were carried out. The literature review identified the need to create a space on PETE programmes to improve PSTs' assessment literacy and support PSTs in the enactment of AfL in their teaching. The main empirical findings reveal i) the complexity of reconsidering understanding, planning and enactment of assessment practices; ii) PSTs' assessment literacy improvements, despite struggling to avoid replicating their experiences as school students; iii) that learning community members supporting and assuming a practitioner researcher's role aided PSTs being more successful enacting AfL; iv) the importance of having access to learning goals and assessment criteria for students' involvement in co-construction and co-regulation learning processes; and v) that students' learning profile and perspective was affected by Covid-19

Landing AI on Networks: An equipment vendor viewpoint on Autonomous Driving Networks

The tremendous achievements of Artificial Intelligence (AI) in computer vision, natural language processing, games and robotics, has extended the reach of the AI hype to other fields: in telecommunication networks, the long term vision is to let AI fully manage, and autonomously drive, all aspects of network operation. In this industry vision paper, we discuss challenges and opportunities of Autonomous Driving Network (ADN) driven by AI technologies. To understand how AI can be successfully landed in current and future networks, we start by outlining challenges that are specific to the networking domain, putting them in perspective with advances that AI has achieved in other fields. We then present a system view, clarifying how AI can be fitted in the network architecture. We finally discuss current achievements as well as future promises of AI in networks, mentioning a roadmap to avoid bumps in the road that leads to true large-scale deployment of AI technologies in networks

The CDIO Syllabus 3.0 - An Updated Statement of Goals

The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of “optional” CDIO standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guided by feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities, 3.1 Teamwork and Collaboration, and 5.3 Research