Introductory Problem Solving in Computer Science

This paper describes our experiences in devising a lightweight, informal methodology for problem solving in introductory, university level, computer science. We first describe the original context of the experiment and the background to the methodology. We then give the details of the steps of the Problem Solving Cycle - Understanding, Designing, Writing and Reviewing - and the lessons we learned about our teaching from devising the material. We also present practical examples of how it has been applied in a variety of units in our programme

Towards a strategy for the introduction of information and computer literacy (ICL) courses

An important goal of the national policy on computers in education in the Netherlands is the familiarization of all citizens with information technology. This policy was a plea for some basic education in information and computer literacy. In the beginning of the implementation of this basic education for all a national survey (about grassroots developments) in Dutch junior secondary education was executed (Spring, 1984) with the following objectives: (i) to collect information which can serve as a baseline for the evaluation of future developments and (ii) to perform a context analysis to provide policy makers, innovation planners and curriculum developers with information about the state-of-the-art on information and computer literacy in the schools. The survey instruments were partly developed with as underlying structure some of the factors which are influencing the implementation of educational changes. The instruments were submitted to a sample of 462 schools representing the different types of junior secondary schools. Variation between the schools was obtained by distinguishing different levels of involvements of schools in information and computer literacy. This paper analyses how far in the schools, which are experimenting with information and computer literacy on their own initiative, some of the implementation factors of Fullan are fulfilled. Based upon this analysis a recommendation for a policy strategy for introducing this new domain in the schools is formulated

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

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning