A framework for facilitating functioning knowledge in a computer based instruction end-user computing service course

Thesis (PhD)--University of Pretoria, 2019.Most South African universities, like many such institutions in the developing world, enrol a first-year student without the requisite digital competencies to be fully functional in the information world. The end-user computing service course – a computer literacy course designed for students who do not major in computer sciences – is common among South African institutions of higher learning. The use of computer-based instruction systems in enduser computing service courses at South African universities is widespread. The use of computer-based instruction systems has many benefits for pedagogy, including continuous and round-the-clock access to an instructional system for students. Facilitators are relieved of mundane tasks and innovative instructional approaches, such as blended learning, flipping the classroom and open learning, become possible. Literature indicates that an overreliance on such systems for instruction is detrimental, as the learning environment fails to promote deep thinking and the performance of tasks with understanding. Current models on technology use in instruction offer generalised guidelines that do not take into account the unique nature of the end-user computing service course. New guidelines for promoting functioning knowledge in computer-based instruction in end-user computing service courses are necessary. This study explores the use of computer-based instruction systems in an end-user computing service course and recommends Technology Role in Exploring Learning Orientations (TRELO), a framework for promoting functioning knowledge. Design science research approaches are adopted to guide the conception of the research problem and the development of the framework for promoting functioning knowledge (solution). The problem-solving process involves understanding the nature of functioning knowledge in an end-user computing service course and suggesting the role of computer-based instruction systems in supporting learning processes that promote functioning knowledge. The framework presents six kinds of knowledge that constitute functioning knowledge in an end-user computing service course. The first two, declarative computer knowledge and disciplinary knowledge focus primarily on knowledge acquisition and concept formation. The next two, computer utilisation knowledge and disciplinary innovation knowledge, indicate knowledge application. The last two, computing reflection and disciplinary reflection, focus on appraising learning actions. Illustrative demonstrations show that computer-based instruction systems play three supportive roles in promoting functioning knowledge. Firstly, a content delivery role aids the acquisition of the declarative knowledge that is necessary for concept formation. Secondly, a productive role promotes constructive learning and knowledge use. Finally, the systems play a discursive role that enables reflective thoughts and insights to be shared. The framework is also compatible with current higher educational instructional methodologies, such as the flipped classroom approach, blended learning and open learning. The framework is also consistent with two renowned taxonomies for specifying educational learning outcomes, Bloom’s taxonomy and the structure of observed learning outcomes (SOLO) taxonomy. The TRELO framework is offered as an interdisciplinary learning artefact in the field of computer application.TM2019InformaticsPhDUnrestricte

The Link between BPR, Evolutionary Delivery and Evolutionary Development

In this paper we intend to show how the challenges of managing a Business Process Reengineering (BPR) project are consistent with the ones of a Systems Development project. As traditional management techniques were no longer appropriate in the changing business environment, companies employed BPR to achieve elevated business performance. Similarly, as traditional systems development approaches delivered disappointing results, system developers experimented with other models, including Evolutionary Delivery and Evolutionary Development, in order to enable successful technology exploitation by businesses. Both these business and systems initiatives embrace elements of cultural change, management flexibility, empowerment, organisational readiness, and technology introduction in a changing environment. We will present the similarities of the two initiatives and show how progress in one initiative could contribute in the progress of the other

Human-computer interaction for development (HCI4D):the Southern African landscape

Human-Computer interaction for development (HCI4D) research aims to maximise the usability of interfaces for interacting with technologies designed specifically for under-served, under-resourced, and under-represented populations. In this paper we provide a snapshot of the Southern African HCI4D research against the background of the global HCI4D research landscape.We commenced with a systematic literature review of HCI4D (2010-2017) then surveyed Southern African researchers working in the area. The contribution is to highlight the context- specific themes and challenges that emerged from our investigation

Addressing challenges to teach traditional and agile project management in academia

In order to prepare students for a professional IT career, most universities attempt to provide a current educational curriculum in the Project Management (PM) area to their students. This is usually based on the most promising methodologies used by the software industry. As instructors, we need to balance traditional methodologies focused on proven project planning and control processes leveraging widely accepted methods and tools along with the newer agile methodologies. Such new frameworks emphasize that software delivery should be done in a flexible and iterative manner and with significant collaboration with product owners and customers. In our experience agile methodologies have witnessed an exponential growth in many diverse software organizations, and the various agile PM tools and techniques will continue to see an increase in adoption in the software development sector. Reflecting on these changes, there is a critical need to accommodate best practices and current methodologies in our courses that deliver Project Management content. In this paper we analyse two of the most widely used methodologies for traditional and agile software development – the widely used ISO/PMBOK standard provided by the Project Management Institute and the well-accepted Scrum framework. We discuss how to overcome curriculum challenges and deliver a quality undergraduate PM course for a Computer Science and Information systems curricula. Based on our teaching experience in Europe and North America, we present a comprehensive comparison of the two approaches. Our research covers the main concepts, processes, and roles associated with the two PM frameworks and recommended learning outcomes. The paper should be of value to instructors who are keen to see their computing students graduate with a sound understanding of current PM methodologies and who can deliver real-world software products.Accepted manuscrip

Spreadsheet knowledge: An exploratory study

Spreadsheets are the most commonly used tool for end user development of applications, and organizations depend heavily upon them for decision making. This paper reports on a study to investigate the role of spreadsheet knowledge in the successful use of spreadsheet applications. It considers both the spreadsheet knowledge of the user developer and the spreadsheet knowledge of the user and tests a model of the effect of spreadsheet knowledge on the success of a user-developed spreadsheet application. Spreadsheet knowledge was shown to be important in two ways. It influences the quality of the system being developed, but it also acts directly upon the individual impact of the application. Successful use appears to require sufficient knowledge to understand and, if necessary, alter the application