Information research strategies (IMT 220) and fluency with information technology (CSE 100): Two approaches to teaching use of technology

The University of Washington has recently initiated two approaches to teaching technology and information resources via the School of Library and Information Science (SLIS) and Computer Science and Engineering (CSE). The courses developed by the respective departments, IMT 200 2 and CSE 100, offered specialized instruction, regarding computer use and the availability of information resources. These courses were offered during Winter 1999 and Spring 2000 quarters, allowing for the evaluation of their success over time, and comparison to courses that were unaccompanied by this type of information resource instruction. Questionnaires were administered to students in IMT 220 and CSE 100 both at the beginning and end of the course, and included questions tapping ability, confidence and performance with respect to information resources and technology. Analysis revealed that the incorporation of information resource and technology instruction resulted in significantly improved ratings given by the students concerning their computer skills, as well as increased computer literacy. A detailed account of student responses, as well as conclusions and recommendations for future courses are discussed. Over the last several years, the University of Washington has taken a number of different approaches to teaching the use of information resources and technology. Recently, two additional approaches have been developed and introduced into the curriculum. First, is the instruction that has traditionally been provided by University librarians in the use of information resources. This instruction has evolved over time in response to the increasing implementation of computerized databases. More recently, a new course was introduced within the department of Computer Science and Engineering based on a model developed by the National Research Council. The report, Being Fluent with Information Technology (FIT) defines the level of understanding of information technology sufficient for lifelong self-education. The emphasis within FITness is primarily on the technology underlying information resources, whereas that of the Libraries is on the use of those resources

Effective approach in making Capstone project a holistic learning experience to students of undergraduate computer science engineering program

Final year or Capstone Project is the final and important phase of the undergraduate curriculum in a Computer Science Engineering program. Final year project is a course where all the skills learnt by the students in the course are applied and evaluated. The important aspects in the delivery of this course are (i) developing a model to train the students to deliver quality project work and documentation, (ii) effective evaluation of the student based on rubrics which are mapped to the course outcomes (iii) Calculate program outcome and course outcome attainment and make necessary changes to improve the delivery of the course (iv) Map the feedback from stakeholders as per graduate attributes and measure performance. This paper discusses the approach followed for three academic years 2014-2017 on a batch of 180 students per year. Training sessions, evaluation rubrics, usage of project management tools, mapping performance of the students with the outcomes of the course and program, feedback from the stakeholders like companies and students themselves gives a clear view of improvement of the performance of the students during the Final Year Project course in three yearsPeer Reviewe

Transfer Technology of Laser Engraving Machine for Vocational School in Tegal District

Background: The problems and challenges that occur in Vocational High Schools (SMK) today are curriculum used is not aligned with the competencies, SMK graduates are not absorbed in the business world and the industrial world, the lack of quality products, competency test facilities, cooperation between companies, government agencies, the business world, and universities. Some of the weaknesses can be overcome through synergy between universities and vocational schools through Community Service activities, one of which is regarding CNC-based machines. Contribution: The contributionof this program is that the Pancasakti University of Tegal, especially the Faculty of Computer Science Engineering in collaboration with SMK Negeri 1 Bumijawa, will carry out learning activities for laser engraving machine training to enhance students' knowledge and experience. Method: The learning model used is theory and practice. The theory is given before practical learning or integrated during practice and at the last meeting an evaluation is held. Results: Training activities through this community service program are divided into several activities, including socialization of the laser engraving training program, Implementation of Theory and practice regarding Laser Engraving Technology, Post-Training Evaluation. Conclusion: The conclusion of this program states that the participants can increase their knowledge and understanding of laser engraving machine technolog

Effective approach in making Capstone project a holistic learning experience to students of undergraduate computer science engineering program

Final year or Capstone Project is an important and final phase of the undergraduate curriculum in Computer Science Engineering program. Final year project is a course where all the skills learnt by the students in previous semesters are applied and evaluated. The important aspects in the delivery of course are i) developing a model to train the students to deliver quality project work and documentation, ii) effective evaluation of the student based on rubrics which are mapped to course outcomes iii) Map the feedback from stakeholders as per graduate attributes and measure performance. This paper discusses the approach followed for three academic years 2014-2017 on a batch of 250 students per year. Training sessions, evaluation rubrics, usage of project management tools, mapping of their performance with the outcomes of the course and program, feedback from the stakeholders like companies and students themselves gives a clear view of improvement of the performance of the students after the Final Year Project course in three years

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

The formation a computer and network engineering major curriculum for vocational high school in Indonesia

Science and technology continues to develop at this time which requires human resources ready for work and equipped with competences in their field [1]. Producing quality human resource cannot be separated from the role of any educational institution. In Indonesia one of the educational institutions which refer to the development of human resources is the Vocational Technology School (SMK). SMK Technology deals with the tasks of a technical vocational institution that aims to prepare graduates as future workforce. To do so the students need to develop the knowledge and also the skills of the workforce. Alignment of education and the Work Ministry of Education team in a matter of socialization alignment, identified a negative gap related to the relationship between SMK and industry the biggest gap at curriculum factors the industry was not satisfied concerning conformity between vocational curriculum and development industry with a score of -0.71 gap [2]. This research aims at (1) investigating the Indonesia Qualification Framework (IQF) and the Vocational Curriculum as an object of the research, (2) investigating the Productive Curriculum in Vocational School at Computer Technical Support skill of Vocational School students, (3) investigating the industrial work qualification of the Information Technology and Communication Major of SMK, particularly Computer Technician and Network Engineering Competency, (4) synchronizing and developing the Curriculum for the Information Technology and Communication Major of SMK, specifically the Computer and Network Engineering Competency that suits stakeholders’ needs. The results of this research were expected to produce some advantages on different areas of vocational education as: (1) Theory: by supporting an argumentation of the urgency of the relationship between work qualification and competency in a standard-based learning process, particularly for the Information Technology and Communication Major, (2) Comparison: by becoming a theoretical reference for other majors in designing a competency development model, (3) Practice: by detailing references for the Information Technology and Communication Major for SMK, particularly Computer Technician and Network Engineering Competency regarding the relation between work qualification and standard-based competency curriculum, (4) Evaluation: by improving the curriculum and particularly by determining the level of competency accomplishment in the end of each academic yearВ настоящее время наука и технология продолжают развиваться, что требует человеческих ресурсов, которые готовы работать и компетентны в своей области [1]. Производство качественного человеческого ресурса не может быть отделено от роли любого учебного заведения. В Индонезии одним из учебных заведений, которое относится к развитию человеческих ресурсов, является профессиональная техническая школа (SMK). Профессиональная техническая школа имеет дело с задачами профессионально-технического учреждения, основной целью которого является подго-товить выпускников как будущих работников. Для этого студентам необходимо разви-вать знания и навыки работников. Выравнивание образования и рабочей группы Мини-стерства образования в течение нескольких социализаций, определены как отрицатель-ный разрыв. Это было связано с отношениями между профессиональной технической школой и промышленностью. Учебная программа не соответствовала профессиональ-ной программе развития промышленности. Данный разрыв составлял минус 0.71 [2]. Данное исследование направлено, во-первых, на исследование структуры ква-лификаций в Индонезии (IQF) и учебной программы для профессиональной школы как объект исследования, во-вторых, на изучение учебной программы учащихся в SMK, в-третьих, на исследование квалификации для производства в области информационных и коммуникационных технологий для SMK, в частности на исследование квалифика-ций технических компьютерных и инженерных сетей и, в-четвертых, на синхрониза-цию и разработку учебного плана для профессиональной технической школы в области информационно-коммуникационных технологий и определение компетенций в области компьютерных технологий и инженерных сетей. Результаты этого исследования должны произвести некоторые преимущества в различных областях профессионального образования, такие как: 1) Теория: путем оказания поддержки аргументацией актуальности отношения между квалификационной работы и компетентности в стандартной основе процесса обучения, в частности, для информационно-коммуникационных технологий; 2) Сравнение: становясь теоретическим источником других специальностей в разработке модели развития компетенций; 3) Практика: описание требований информационно-коммуникационных техно-логий для профессиональной технической школы, в частности компетенций в области компьютерных технологий и инженерных сетей, касающихся связи между квалифика-ционной работы и на основе стандартов компетенции учебного плана SMK; 4) Оценка: путем совершенствования учебных программ и, в частности путем определения уровня достижений компетентности в конце каждого учебного год

Brave New World: Can We Engineer a Better Start for Freshers?

Abstract - The crucial importance of first experiences in shaping future success has been widely acknowledged. Creating the best foundations in large cohorts of students from diverse backgrounds presents special problems of its own. But a secure foundation can enhance student achievement and improve retention – and the students may even have fun too. Research has suggested that building learning communities can enhance student engagement and achievement. This paper examines how introducing non-technical activities can establish sound foundations for a university career by a) addressing objectives in the wider curriculum and b) promoting non-technical skills and experience of group working. A set of changes introduced to five degree cohorts in our academic school were designed to complement enhancements to our technical curriculum introduced during many years of debate and consideration. The changes have impacted upon generic and technical educational experiences. The paper presents an evaluation of the programme of changes through two iterations from the perspective of both faculty and student