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

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

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

An efficient ant colony system based on receding horizon control for the aircraft arrival sequencing and scheduling problem

The aircraft arrival sequencing and scheduling (ASS) problem is a salient problem in air traffic control (ATC), which proves to be nondeterministic polynomial (NP) hard. This paper formulates the ASS problem in the form of a permutation problem and proposes a new solution framework that makes the first attempt at using an ant colony system (ACS) algorithm based on the receding horizon control (RHC) to solve it. The resultant RHC-improved ACS algorithm for the ASS problem (termed the RHC-ACS-ASS algorithm) is robust, effective, and efficient, not only due to that the ACS algorithm has a strong global search ability and has been proven to be suitable for these kinds of NP-hard problems but also due to that the RHC technique can divide the problem with receding time windows to reduce the computational burden and enhance the solution's quality. The RHC-ACS-ASS algorithm is extensively tested on the cases from the literatures and the cases randomly generated. Comprehensive investigations are also made for the evaluation of the influences of ACS and RHC parameters on the performance of the algorithm. Moreover, the proposed algorithm is further enhanced by using a two-opt exchange heuristic local search. Experimental results verify that the proposed RHC-ACS-ASS algorithm generally outperforms ordinary ACS without using the RHC technique and genetic algorithms (GAs) in solving the ASS problems and offers high robustness, effectiveness, and efficienc

Information systems evaluation methodologies

Due to the prevalent use of Information Systems (IS) in modern organisations nowadays, evaluation research in this field is becoming more and more important. In light of this, a set of rigorous methodologies were developed and used by IS researchers and practitioners to evaluate the increasingly complex IS implementation used. Moreover, different types of IS and different focusing perspectives of the evaluation require the selection and use of different evaluation approaches and methodologies. This paper aims to identify, explore, investigate and discuss the various key methodologies that can be used in IS evaluation from different perspectives, namely in nature (e.g. summative vs. formative evaluation) and in strategy (e.g. goal-based, goal-free and criteria-based evaluation). The paper concludes that evaluation methodologies should be selected depending on the nature of the IS and the specific goals and objectives of the evaluation. Nonetheless, it is also proposed that formative criteria-based evaluation and summative criteria-based evaluation are currently among the most and more widely used in IS research. The authors suggest that the combines used of one or more of these approaches can be applied at different stages of the IS life cycle in order to generate more rigorous and reliable evaluation outcomes

ILR School Ph.D. Dissertations

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COOPERATIVE LEARNING FOR ENHANCED READING COMPREHENSION: A STUDY WITH FIRST-YEAR STUDENTS

This research aimed to determine the effectiveness of teaching reading comprehension using a cooperative learning model for first-year students at Universitas Muhammadiyah Bone. The study employed a quasi-experimental design, involving two groups: an experimental group (30 students) and a control group (30 students). Both groups underwent pre-test assessments, material presentations, and post-test evaluations. The data, collected through multiple-choice items, were analyzed using mean scores and the t-test formula. The research revealed that reading comprehension improved significantly in the experimental group (mean score 83.11) compared to the control group (mean score 61.56). The t-test also indicated a significant difference between the two groups, favoring the cooperative learning model. In conclusion, the use of the cooperative learning model effectively enhances students' reading comprehension.