Efficient and Playful Tools to Teach Unix to New Students

Teaching Unix to new students is a common tasks in many higher schools. This paper presents an approach to such course where the students progress autonomously with the help of the teacher. The traditional textbook is complemented with a wiki, and the main thread of the course is a game, in the form of a treasure hunt. The course finishes with a lab exam, where students have to perform practical manipulations similar to the ones performed during the treasure hunt. The exam is graded fully automatically. This paper discusses the motivations and advantages of the approach, and gives an overall view of the tools we developed. The tools are available from the web, and open-source, hence re-usable outside the Ensimag.Comment: ITiCSE, Darmstadt : Germany (2011

Evaluating groupware support for software engineering students

Software engineering tasks, during both development and maintenance, typically involve teamwork using computers. Team members rarely work on isolated computers. An underlying assumption of our research is that software engineering teams will work more effectively if adequately supported by network-based groupware technology. Experience of working with groupware and evaluating groupware systems will also give software engineering students a direct appreciation of the requirements of engineering such systems. This research is investigating the provision of such network-based support for software engineering students and the impact these tools have on their groupwork. We will first describe our experiences gained through the introduction of an asynchronous virtual environment ­ SEGWorld to support groupwork during the Software Engineering Group (SEG) project undertaken by all second year undergraduates within the Department of Computer Science. Secondly we will describe our Computer Supported Cooperative Work (CSCW) module which has been introduced into the students' final year of study as a direct result of our experience with SEG, and in particular its role within Software Engineering. Within this CSCW module the students have had the opportunity to evaluate various groupware tools. This has enabled them to take a retrospective view of their experience of SEGWorld and its underlying system, BSCW, one year on. We report our findings for SEG in the form of a discussion of the hypotheses we formulated on how the SEGs would use SEGWorld, and present an initial qualitative assessment of student feedback from the CSCW module

Teaching Data Science

We describe an introductory data science course, entitled Introduction to Data Science, offered at the University of Illinois at Urbana-Champaign. The course introduced general programming concepts by using the Python programming language with an emphasis on data preparation, processing, and presentation. The course had no prerequisites, and students were not expected to have any programming experience. This introductory course was designed to cover a wide range of topics, from the nature of data, to storage, to visualization, to probability and statistical analysis, to cloud and high performance computing, without becoming overly focused on any one subject. We conclude this article with a discussion of lessons learned and our plans to develop new data science courses.Comment: 10 pages, 4 figures, International Conference on Computational Science (ICCS 2016

An integrated approach to courseware

Software engineering is becoming increasingly important as an engineering discipline, and its teaching in universities and other higher education institutions should be of high quality. In this paper we describe a tool (BOSS — the Boss Online Submission System) which aids the education of software engineers. BOSS allows students to submit programming assignments online, and to run black-box tests on their programs prior to submission. Instructors can use BOSS to assist in marking such assignments by allowing submitted programs to be tested against multiple data sets. We describe how BOSS helps in the teaching of specific conceptual aspects of software engineering, and how it addresses some of the practical issues involved in teaching large student numbers in a pedagogically neutral manner

Security and computer forensics in web engineering education

The integration of security and forensics into Web Engineering curricula is imperative! Poor security in web-based applications is continuing to cost organizations millions and the losses are still increasing annually. Security is frequently taught as a stand-alone course, assuming that security can be 'bolted on' to a web application at some point. Security issues must be integrated into Web Engineering processes right from the beginning to create secure solutions and therefore security should be an integral part of a Web Engineering curriculum. One aspect of Computer forensics investigates failures in security. Hence, students should be aware of the issues in forensics and how to respond when security failures occur; collecting evidence is particularly difficult for Web-based applications

Early experiences of computer‐aided assessment and administration when teaching computer programming

This paper describes early experiences with the Ceilidh system currently being piloted at over 30 institutions of higher education. Ceilidh is a course‐management system for teaching computer programming whose core is an auto‐assessment facility. This facility automatically marks students programs from a range of perspectives, and may be used in an iterative manner, enabling students to work towards a target level of attainment. Ceilidh also includes extensive course‐administration and progress‐monitoring facilities, as well as support for other forms of assessment including short‐answer marking and the collation of essays for later hand‐marking. The paper discusses the motivation for developing Ceilidh, outlines its major facilities, then summarizes experiences of developing and actually using it at the coal‐face over three years of teaching

Monkeys, typewriters and networks: the internet in the light of the theory of accidental excellence

Viewed in the light of the theory of accidental excellence, there is much to suggest that the success of the Internet and its various protocols derives from a communications technology accident, or better, a series of accidents. In the early 1990s, many experts still saw the Internet as an academic toy that would soon vanish into thin air again. The Internet probably gained its reputation as an academic toy largely because it violated the basic principles of traditional communications networks. The quarrel about paradigms that erupted in the 1970s between the telephony world and the newly emerging Internet community was not, however, only about transmission technology doctrines. It was also about the question – still unresolved today – as to who actually governs the flow of information: the operators or the users of the network? The paper first describes various network architectures in relation to the communication cultures expressed in their make-up. It then examines the creative environment found at the nodes of the network, whose coincidental importance for the Internet boom must not be forgotten. Finally, the example of Usenet is taken to look at the kind of regulatory practices that have emerged in the communications services provided within the framework of a decentralised network architecture. --