Walking Through the Method Zoo: Does Higher Education Really Meet Software Industry Demands?

Software engineering educators are continually challenged by rapidly evolving concepts, technologies, and industry demands. Due to the omnipresence of software in a digitalized society, higher education institutions (HEIs) have to educate the students such that they learn how to learn, and that they are equipped with a profound basic knowledge and with latest knowledge about modern software and system development. Since industry demands change constantly, HEIs are challenged in meeting such current and future demands in a timely manner. This paper analyzes the current state of practice in software engineering education. Specifically, we want to compare contemporary education with industrial practice to understand if frameworks, methods and practices for software and system development taught at HEIs reflect industrial practice. For this, we conducted an online survey and collected information about 67 software engineering courses. Our findings show that development approaches taught at HEIs quite closely reflect industrial practice. We also found that the choice of what process to teach is sometimes driven by the wish to make a course successful. Especially when this happens for project courses, it could be beneficial to put more emphasis on building learning sequences with other courses

Knowledge and technology transfer from universities to industries: A case study approach from the built environment field

Enabling kowledge societies and knowledge based economies is a key policy in the UK. KTP (Knowledge Transfer Partnership) scheme initiated by the Technology Strategy Board is a pathway for collaboration and partnerships between Higher Education institutions and companies to transfer innovative knowledge based solutions from universities to businesses in order to equip them with the leading edge knowledge and technology infrastructure for sustainable long term competitive advantages in both national and international market. The paper explains a KTP project between the University of Salford and John McCall Architects (JMA) in Liverpool in the UK that aimed to identify, map and re-engineer JMA’s strategic and operational change processes through Lean thinking and the implementation of Building Information Modelling (BIM), which is a foundational tool for implementing an efficient process and invariably leads to lean-orientated, team based approach to design and construction by enabling the intelligent interrogation of designs; provide a quicker and cheaper design production; better co-ordination of documentation; more effective change control; less repetition of processes; a better quality constructed product; and improved communication both for JMA and across the supply chain whereas it provided opportunity to increase business relevance of knowledge based research and teaching for the Higher Education. Case Study approach is employed in the paper and the KTP project is assessed for i) how it helped in improving JMA’s knowledge and technology capacity in conducting their practice, and, ii) how it helped the university in improving its knowledge based research and teaching

Theoretical and Practical Meaning of Teach-Learn-Do Amalgamation

Abstract. There are still many shortcomings in the teaching of our higher vocational colleges. The author carries on the reform of traditional implementation of specialized course The automobile engine electronic control technology, and introduces the advanced teaching mode "Teach-Learn-Do amalgamation". The paper mainly introduces the research and practice of this teaching mode, and demonstrates the feasibility of applying Teach-Learn-Do amalgamation in the specialized course The automobile engine electronic control technology. What's more, the paper verifies the success and necessity of teaching mode "Teach-Learn-Do amalgamation" in the specialized course <The automobile engine electronic control technology> through the good teaching results after specific implementation. According to the survey of magazine Auto Fan, in the teaching of automobile major, more than 40% of higher vocational colleges around the country still adopt the traditional mode, that is to only pass on theoretical knowledge in theory class, then receive practical teaching after completing the theory course. The biggest weakness of the traditional teaching method is theoretical management, in which the theory and practice are disconnected. In the process of learning theory, students feel boring and have no interest, so the study effect is unsatisfactory and the basic theoretical knowledge is weak; the students have high interest in the practical teaching but the ideal results can't be achieved due to lack of solid theoretical knowledge. What's worse, outdated theory is still passed on in some schools, which disconnects the practical teaching contents, and not enough time for practice or old practice equipment, which fall behind the actual technical requirement significantly, leading to scarce practical knowledge. According to the statistics of human resources and social security, more than 90% of recruitment units disagree with traditional teaching mode as three-month learning in the repair factory has better results than three-year school learning. In this situation, under the joint efforts of education departments at all levels and department of human resources and social security, the new teaching mode is born at the right moment, which is Teach-Learn-Do amalgamation. The Study on Teach-Learn-Do Amalgamation The Definition of Teach-Learn-Do Amalgamation. Generally speaking, Teach-Learn-Do amalgamation is a kind of teaching mode, which is directed by students, guided by teachers, to teach, learn and practice synchronously around certain techniques in practical work Theoretical and Practical Meaning of Teach-Learn-Do Amalgamation. On account of the characteristics of higher vocational education, based on the principle of close integration of modern teaching and learning methods as well as theory and practice, studying and drawing lessons from the advanced experience of similar colleges and universities, combined with the project-oriented and task-driven teaching mode, the employment standard in industry and enterprise, and capability requirements in the major of automobile electronic technology[2], the implementation of Teach-Learn-Do amalgamation in the specialized course <The automobile engine electronic control technology> has significant theoretical and practical meaning: The project parallels the skill training and professional theory knowledge, and links each other closely, which achieves the close combination of theory and practice, and synchronization of reason and sensibility. The organic combination of theory teaching and skill training can make the students double-check and understand the professional theoretical knowledge and practical application timely. "Teach-Learn-Do amalgamation" narrows the learning goals by focusing one period of teaching time and emphasizing one task module. From "structure", "operating principle" to "maintenance and troubleshooting", the students can form a complete recognition to the system of task module coherently and in line with the cognitive logic in a relatively short period of time. The teaching mode applies the ways of sense memory, understanding memory and movement memory to promote memory, so students can quickly develop comprehensive knowledge system of the learning objects in the brain. Repeated crossover of theoretical learning and skill training and constantly updated content are fresh to the students. Skill training guided by theory can make students feel truly learn the skills, increase self-confidence and speed up the process of skill formation. Moreover, under the guidance professional technical theory, the quality of practice teaching is ensured as well as the good condition of teaching equipments. "Teach-Learn-Do amalgamation" enhance the direct contact of teachers and students and build a good relationship between teachers and students, which makes the teacher understand the degree of students mastering professional knowledge and skills more intuitively. According to the actual situation of students, from different angles, using different methods, students are taught case by case to meet the needs of students in different levels. "Teach-Learn-Do amalgamation" sets higher demands for course teachers, making them constantly improve their professional theoretical knowledge and practical operating ability and become "compound" teachers. Based on their own specific situations, the teachers learn from others' strong points to offset their weakness, improve their own professional abilities, the teaching level and quality, and enhance their sense of responsibility so as to improve the teaching effect. The Implementation of Teach-Learn-Do Amalgamation in The Specialized Course The Automobile Engine Electronic Control Technology The Stage of Research and Data Preparation, Consolidating The Basis for Project Implementation. The project team inspected the state-level demonstration higher vocational colleges, such as Wuxi Vocational and Technical College and Nanjing Traffic Junior College, and researched the cultivation schemes, curriculums, experiment courses and training courses of the majors related with automobile. The team visited and inspected the Dalian Panasonic automobile electronics technology Co., Ltd, Shitong electronic technology Co., Ltd, Changhong automobile repair factory in succession, understood the professional skill requirements for special skilled talents majored in automobile electronic technology with high quality for enterprises and employment standard 1266 To Improve The Construction of Automobile Engine Electronic Control Training Room---training Room Construction of Teach-Learn-Do Amalgamation. In order to implement the teaching mode of Teach-Learn-Do amalgamation in the specialized course The automobile engine electronic control technology[4], the first is to give up the traditional way of allocating the training equipment according to the major, and bring together the electronic control gasoline engine training platform, starting system demonstrator, charging system demonstrator, automobile fuel system demonstrator, engine electronic control system demonstrator and Santana engine anatomy demonstrator into the training room for Teach-Learn-Do amalgamation. In this way, the engine starting system, the electric generator power supply system, the fuel supply system, air supply system, engine electronic control system, engine structure, engine working process and engine working principle are formed into one complete stereo structure; the preparation of the complete training equipment helps students establish complete knowledge system. The second is the transformation of electric power system in the training room; most training equipments require single-phase, and some require three-phase as the power source to drive the three-phase AC asynchronous motor. The third is to install multimedia equipment, which coordinates the teaching through playing the teaching materials such as PPT, video and animation. The last is to arrange the student chairs reasonably in order to bring close the relationship between students and teachers and improve the teaching effect of the Teach-Learn-Do amalgamation To Promote The Project Development of The Training Equipments such as Automobile Engine Training Platform, Automobile Engine Electronic Control System Demonstrator and Automobile Fuel Supply System Demonstrator. The project development of training equipment should pay attention to the logic, coherence and practicability of the engine working process [6]. Concerning the teaching mode of Teach-Learn-Do amalgamation, lots of research, integration and sorting are needed for developing corresponding teaching project of the specialized course of The automobile engine electronic control technology. In the teaching process of The automobile engine electronic control technology, it involves the contents learned before by students in the courses such as Automobile mechanics, Automotive electronic technology, Electronic equipments in automobile, etc. However, the knowledge of previous courses is unsatisfactory in the teaching process of The automobile engine electronic control technology because of long interval, weak knowledge, not forming complete knowledge system, etc. The development of teaching project can integrate the course content and help students establish complete knowledge system when finish the study of The automobile engine electronic control technology. For example, developing the project of Start control of automobile engine can involve the engine starting system demonstrator related with the course Automotive electronic technology and Electronic equipments in automobile, Santana engine anatomy demonstrator related with the course Automobile mechanics, and electronic control gasoline engine demonstrator related with the course The automobile engine electronic control technology; developing the project of Working process of automobile engine can involve the Santana engine anatomy demonstrator related with the course Automobile mechanics, automobile fuel system demonstrator related with the course Automotive electronic technology and Electronic equipments in automobile, and engine electronic control system demonstrator and electronic control gasoline engine demonstrator related with the course The automobile engine electronic control technology. In this way, in the teaching process of The automobile engine electronic control technology, it can integrate all the course contents and help students establish complete knowledge system. To Achieve The Teaching Mode of Teach-Learn-Do Amalgamation in The Specialized Course The Automobile Engine Electronic Control Technology The practical base is the training room for Teach-Learn-Do amalgamation, and the theoretical base is the teaching project of engine electronic control technology; the aim is how to achieve the teaching mode of Teach-Learn-Do amalgamation in the specialized course The automobile engine electronic 1267 control technology. This is process of "research-try-reflection-promotion" in the actual teaching process; try while researching, reflect while trying, and promote while reflecting The specialized course The automobile engine electronic control technology practices Teach-Learn-Do amalgamation. In the first school year, the specialized course The automobile engine electronic control technology for sophomore majored in automobile electronic technology will be completed in the training room for Teach-Learn-Do amalgamation, the actual problems can be found in the actual teaching process "research-try-reflect-promotion" [8]. At the same time, the freshmen majored in automobile electronic technology will get familiar with the training room for Teach-Learn-Do amalgamation while completing the course as sophomores. In the second school year, we make in-depth analysis to the simulated situational teaching model, task-driven teaching mode, heuristic teaching mode, and game-interact teaching mode based on the teaching experience of the sophomores, and form the teaching mode suitable for the course The automobile engine electronic control technology Conclusion In conclusion, Teach-Learn-Do amalgamation has combined the theoretical teaching and practical teaching organicall

By design : negotiating flexible learning in the built environment discipline

The term ‘flexible education’ is now firmly entrenched within Australian higher education discourse, yet the term is a contested one imbued with a multiplicity of meanings. This paper describes a process designed to elucidate how the idea of flexible education can be translated into teaching models that are informed by the specific demands of disciplinary contexts. The process uses a flexible learning ‘matching’ tool to articulate the understandings and preferences of students and academics of the Built Environment to bridge the gap between student expectations of flexibility and their teacher’s willingness and ability to provide that flexibility within the limits of the pedagogical context and teaching resources. The findings suggest an informed starting point for educators in the Built Environment and other creative disciplines from which to traverse the complexities inherent in negotiating flexibility in an increasingly digital world

Preparing Tomorrow’s World Language Teacher Today: The Case for Seamless Induction

This essay is a call to action. It offers a comprehensive overview of the challenges facing world language (WL) teacher educators and their employers, the K-12 schools, during the teacher induction period. We propose a new paradigm for WL teacher education based on national accreditation standards, best-practice pedagogy, insights from the professional literature on methods education, and the enhanced role of the methods instructor/supervisor. In order to become successful in the classroom, the pre-service educator undergoes a seamless period of induction that is student-centered and college/university-supported beyond the classroom arena

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Reproduction is authorised provided the source is acknowledged.Final Published versio

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches