Computational sense: the role of technology in the education of digital librarians

The rapid progress of digital library technology from research to implementation has created a force for change in the curricula of library schools. The education of future librarians has always had to adapt to new technologies but the pace, complexity and implications of digital libraries pose considerable challenges. In this article we explore how we might successfully blend elements of computer science and library science to produce effective educational experiences for the digital librarians of tomorrow. We first outline the background to current digital librarian education and then propose the concept of computational sense as an appropriate meeting point for these two disciplines

Didactic tools for teaching quantum informatics

Development of quantum informatics as a new field of computer science poses new challenges to teachers and students of computer science. Among others, very dynamic branches of quantum informatics are quantum programming languages and simulation of quantum systems.This article presents the program of the lecture: Quantum systems of informatics that is proposed to students of last semesters of computer science at Faculty of Automatic Control, Electronics and Computer Science of Silesian University of TechnologyThe objective of this lecture is to familiarize students with notions and elements of quantum informatics. Lecture will introduce basic mathematical concepts needed to operate a quantum mechanics apparatus and elements of information theory.Many tools useful in education of quantum informatics are presented. Most of them are based on Quantum Computer Language. They are the authors' original work.In the last section the examples of programs of laboratory classes, during which described software is used, are presented

The future of citizen science: emerging technologies and shifting paradigms

Citizen science creates a nexus between science and education that, when coupled with emerging technologies, expands the frontiers of ecological research and public engagement. Using representative technologies and other examples, we examine the future of citizen science in terms of its research processes, program and participant cultures, and scientific communities. Future citizen‐science projects will likely be influenced by sociocultural issues related to new technologies and will continue to face practical programmatic challenges. We foresee networked, open science and the use of online computer/video gaming as important tools to engage non‐traditional audiences, and offer recommendations to help prepare project managers for impending challenges. A more formalized citizen‐science enterprise, complete with networked organizations, associations, journals, and cyberinfrastructure, will advance scientific research, including ecology, and further public education

The future of citizen science: emerging technologies and shifting paradigms

Citizen science creates a nexus between science and education that, when coupled with emerging technologies, expands the frontiers of ecological research and public engagement. Using representative technologies and other examples, we examine the future of citizen science in terms of its research processes, program and participant cultures, and scientific communities. Future citizen‐science projects will likely be influenced by sociocultural issues related to new technologies and will continue to face practical programmatic challenges. We foresee networked, open science and the use of online computer/video gaming as important tools to engage non‐traditional audiences, and offer recommendations to help prepare project managers for impending challenges. A more formalized citizen‐science enterprise, complete with networked organizations, associations, journals, and cyberinfrastructure, will advance scientific research, including ecology, and further public education

Analysis of the Development of the University of Josip Juraj Strossmayer in Osijek and It's Role in Building the Information Society

Universities play a significant role in the development of the society they act in. Their role is mainly felt at regional level. Nevertheless, through their scientific research, artistic and educational work, universities have a significant impact on a wider environment as well. The University of Josip Juraj Strossmayer in Osijek, continuing a three-century-long tradition of higher education in Eastern Croatia, is one of the most important factors of development of the region. The new millennium has posed new challenges. The ongoing transformation process is extremely complex and requires the engagement of not only the entire academic community, but also of any entity interacting with the university. In order to give an overview of the main development trends of the University over the past ten years, the study presented in this paper applies adequate statistical methods and models. Deriving from the commitment taken by Croatia to found its social and economic progress on building an information society, the study puts special emphasis on analysing the possibility for the University of Josip Juraj Strossmayer in Osijek to actively contribute to the above process by providing conditions for the implementation of research programmes and projects as well as for the education and training of computer science human resources.regional university, economic development, statistical methods and models, information society, education and training of computer science human resources

Nice to know

The byproduct of today’s massive interconnectivity is that basically nothing and no-one is immune to cyber attacks any longer. Sadly, this can be demonstrated rather trivially. It is therefore not surprising that there is no other research area in computer science with as much social and\ud political impact as computer security. We all know that ‘perfect security’ does not exist. However, when it comes to our IT security research agenda we forget this and dedicate our energies to delivering ‘provably secure’\ud technology. This a limiting factor: including insecurity in our security research is a great challenge which will open new application areas.\ud Taking advantage of this multidisciplinary terrain, ‘Nice to Know’ talks about old lessons we have not learned in the past and a few crucial challenges we have to tackle in the future, both in research and in education

A social learning theory model for understanding team-based professional communication learning for computer science students

The study interrogates an annual course with undergraduate computer science students that takes place against the background of national student protests at universities across South Africa to effect equitable access to universities. It uses reflections by computer science students of their experience of collaborative work on a Scenario Pedagogy (SP) course, as well as the results of a survey of student collaborative practices in a digital space as a window into their learning trajectories. The study demonstrates and offers an understanding of how SP can contribute to developing computer science students as communicators in their discipline at university and future workplaces. It explores the usefulness of Communities of Practice (COP) and Knowledgeability across Landscapes of Practice (KLP) theory as an analytical tool-set as well as a descriptive language for investigating and explaining learning events. The changing and changed landscape of higher education and the world of work present new challenges and opportunities, particularly in curriculum development and delivery. Utilising “authentic” pedagogies and social learning theory provides appropriate tools for meeting these challenges. Exploring reflective practices and their contribution to the emerging of transformed practices and identities in the South African higher education sector would be a fruitful avenue of future research

Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes

This Innovative Practice Full Paper explores the diversity of challenges relating to the teaching of cybersecurity in UK higher education degree programmes, through the lens of national policy, to the impact on pedagogy and practice.There is a serious demand for cybersecurity specialists, both in the UK and globally; there is thus significant and growing higher education provision related to specialist undergraduate and postgraduate courses focusing on varying aspects of cybersecurity. To make our digital systems and products more secure, all in IT need to know some cybersecurity — thus, there is a case for depth as well as breadth; this is not a new concern, but it is a growing one. Delivering cybersecurity effectively across general computer science programmes presents a number of challenges related to pedagogy, resources, faculty and infrastructure, as well as responding to industry requirements.Computer science and cognate engineering disciplines are evolving to meet these demands — both at school-level, as well as at university — however, doing so is not without challenges. This paper explores the progress made to date in the UK, building on previous work in cybersecurity education and accreditation by highlighting key challenges and opportunities, as well as identifying a number of enhancement activities for use by the international cybersecurity education community. It frames these challenges through concerns with the quality and availability of underpinning educational resources, the competencies and skills of faculty (especially focusing on pedagogy, progression and assessment), and articulating the necessary technical resources and infrastructure related to delivering rigorous cybersecurity content in general computer science and cognate degrees.Though this critical evaluation of an emerging national case study of cybersecurity education in the UK, we also present a number of recommendations across policy and practice — from pedagogic principles and developing effective cybersecurity teaching practice, challenges in the recruitment, retention and professional development of faculty, to supporting diverse routes into post-compulsory cybersecurity education (and thus, diverse careers) — to provide the foundation for potential replicability and portability to other jurisdictions contemplating related education and skills reform initiatives and interventions

The barriers and challenges to successful implementation of STEM education in Ukraine

he problem of effective realization of a new interdisciplinary educational approach – STEM education (Science, Technology, Education, and Math) in the Ukrainian education system is studied in the article. The discussed aspects are: defi nition, goals and promises of STEM education, legal framework of STEM education in Ukraine. The author addresses the barriers and challenges to effective implementation of STEM education in Ukraine. The research draws upon mainly primary national and international sources in the area of the STEM education including Ukrainian legislative base. The implementation of STEM initiative in Ukrainian educational system is a good opportunity to train the future employees with strong scientifi c, computer and mathematical backgrounds to succeed at the global job market in high-tech area

Coding Success through Math Intervention in an Elementary School in Rural Amish Country

Coding in the elementary classroom is a relatively new movement in K-12 education that intends to engage young people in computer science and technology-related study. Coding initiatives focus on introducing young learners to coding and developing their computational thinking abilities. Coding helps enhance problem solving, mathematics skills, and higher-order thinking. Nevertheless, educators face many challenges with teaching coding at the elementary school level, because of the newness of computer science concepts and programming languages, gaps in student mathematics knowledge, use of technology, a relatively short attention span of young students and not fully developed reasoning, logic, and inferential skills among many others. This report describes how math interventions helped elementary school students in rural Amish Country become more successful with their coding activities