Using Virtual Servers to Teach the Implementation of Enterprise-level DBMSs: A Teaching Note

One of the areas where demand has remained strong for MIS students is in the area of database management. Since the early days, this topic has been a mainstay in the MIS curriculum. Students of database management today typically learn about relational databases, SQL, normalization, and how to design and implement various kinds of database applications. Choosing the best database package on which to base the hands-on activities for the class is one of the biggest difficulties of teaching it. Many schools end up using the lowest common denominator which is often a PC-based package such as MS Access. While this package is certainly adequate, basing the whole course on using this one package may be a disservice to the students. This is because in the real business world, the market is dominated by the larger, enterprise-level DBMSs such as Oracle, IBM DB2, and Microsoft SQL Server. However, getting the students access to one of these packages poses a whole series of other problems involving getting academic alliances and maintaining it on a server. This article describes a novel use of a server virtualization tool that is commonly used in the business world to allow students to gain experience in using several of the most popular enterprise-level DBMSs. Students benefit because they get more real-world experience out of the class and gain confidence that their skills will more readily transfer to jobs. Faculty also benefit by having more flexibility in how they can present the material

Creative Coding and Visual Portfolios for CS1

In this paper, we present the design and development of a new approach to teaching the college-level introductory computing course (CS1) using the context of art and creative coding. Over the course of a semester, students create a portfolio of aesthetic visual designs that employ basic computing structures typically taught in traditional CS1 courses using the Processing programming language. The goal of this approach is to bring the excitement, creativity, and innovation fostered by the context of creative coding. We also present results from a comparative study involving two offerings of the new course at two different institutions. Additionally, we compare our results with another successful approach that uses personal robots to teach CS1

Creative Coding and Visual Portfolios for CS1

In this paper, we present the design and development of a new approach to teaching the college-level introductory computing course (CS1) using the context of art and creative coding. Over the course of a semester, students create a portfolio of aesthetic visual designs that employ basic computing structures typically taught in traditional CS1 courses using the Processing programming language. The goal of this approach is to bring the excitement, creativity, and innovation fostered by the context of creative coding. We also present results from a comparative study involving two offerings of the new course at two different institutions. Additionally, we compare our results with another successful approach that uses personal robots to teach CS1

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course

Evaluation of usability and user experience of an m-learning environment, custom-designed for a tertiary educational context

Undergraduate software engineering learners demonstrate a lack of motivation with face-to-face classroom education. Limited access to the Internet via PCs and laptops, hinders effective communication and collaboration. However, the majority of learners enrolled for studies in tertiary education, have cellphones and are proficient in the use of digital technology. A technology-enhanced m-learning solution is indicated. This research project evaluates the usability and user experience of an m-learning environment, custom-designed for a tertiary educational context and delivered by mobile handheld devices, features a synthesized framework of categories and criteria, and determines the nature and scope of an emergent digital divide. A design-based research model suited to the context of the study is implemented, gathering quantitative and qualitative data from experts and learners by survey questionnaires. Analysis of data highlights usability and UX problems, provides insight into an emergent digital divide and suggests guidelines specific to the design of m-learning implementations.Educational StudiesM. Sc. (Information Systems

The Impact of Using Mobile Technology on Omani Science Teachers' Reflective Practices and Their Motivation Towards Teaching and Planning Lessons

Mobile technologies, especially smartphones, are globally popular, including amongst teachers. Thus, it could be very helpful for in-service teacher training providers to use such technologies in developing teachers’ practices. This study describes using smartphones as a platform for teachers’ professional development. It reveals levels of reflective practices, and motivation towards teaching and planning lessons, of Omani in-service science teachers, and it explores effects of the professional development on these characteristics. A training programme was designed, based on models of reflection (Kolb’s and Gibb’s Cycles) and on the Expectancy-Value theory of motivation, and hosted on Facebook and Twitter. The programme aim was to improve teachers’ reflective practices and motivation. This study took place in the Al Batinah-North Governorate of the Sultanate of Oman. 83 Omani science teachers were involved over approximately 14 weeks. A pre-post experimental design ensured accurate assessment of the mobile technology programme’s effects. Interviews, questionnaires, and document analyses were employed in order to obtain data. The findings were that Omani science teachers believe that they are at a medium level, on a five-point scale, in respect of reflective practices. However, some evidence shows that their reflective practices might objectively be less than this. They self-report a level higher than medium in motivation towards teaching and planning lessons. The results indicate that Omani female science teachers practise reflection and are motivated towards planning lessons significantly more than their male counterparts. There is a positive, but not statistically significant, impact of mobile technology use on the teachers’ reflective practices and motivation towards teaching and planning. Furthermore, there is a positive relationship between teachers’ reflective practices and their motivation towards planning lessons. Influences on Omani science teachers’ reflective practices and motivation are: professional development methods, workload in relation to focus of attention and to time, and teachers’ personality traits

A mobile learning framework for universities in Pakistan

This research aims at identifying mobile learning characteristics. In this exploratory research, focus groups involving students, teachers and administrative stakeholders from Pakistani universities informed the research findings. Socio-cultural aspect is a major contributing factor, in addition to pedagogical and technological factors. A Mobile Learning Framework (MLF) incorporating these factors was developed to cater for developing countries' learning environments. MLF may be generalized to other developing and developed countries with similar higher education and socio-cultural environments