Free and open source software in computing education

Free and Open Source Software (FOSS) exemplifies the merit and successes of open content, understood broadly as creative work that explicitly allows sharing and further changes by anyone, whether an individual or organization. Although the benefits of improving computing education with open source practices are largely acknowledged, transforming teaching to create effective learning environments has many challenges. The panelists will bring different perspectives on teaching strategies and curricular content they have used in their classrooms. These perspectives will exemplify key issues with FOSS-based education and FOSS-based IT systems. The developer and user communities established around FOSS-based IT systems are of particular interest to the IT discipline because of its focus on user centeredness and advocacy for advancing professional practices in authentic environments

Assessing collaborative and experiential learning

Collaborative and experiential learning has many proven merits. Team projects with real clients motivate students to put in the time for successfully completing demanding projects. However, assessing student performance where individual student contributions are separated from the collective contribution of the team as a whole is not a straightforward, simple task. Assessment data from multiple sources, including students as assessors of their own work and peers\u27 work, is critical to measuring certain student learning outcomes, such as responsible team work and timely communication. In this paper we present our experience with assessing collaborative and experiential learning in five Computer Information Systems courses. The courses were scheduled over three semesters and enrolled 57 students. Student performance and student feedback data were used to evaluate and refine our assessment methodology. We argue that assessment data analysis improved our understanding of (1) the assessment measures that support more closely targeted learning outcomes and (2) how those measures should be implemented

A Prospectus on Substantive Change

Prepared for The Commission on Colleges, Northwest Association of Schools and Colleges, October 1, 1987. For consideration by the Commission on Colleges at its December 5 and 6, 1987, meeting at the Salt Lake Hilton Hotel

ILR Faculty Publications 2007-08

The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty's research continues to find its way into the very best industrial relations, social science and statistics journals.Faculty_Publications_2007_08.pdf: 39 downloads, before Oct. 1, 2020

Is Urban Decay Bad? Is Urban Revitalization Bad Too?

Many observers argue that urban revitalization harms the poor, primarily by raising rents. Others argue that urban decline harms the poor by reducing job opportunities, the quality of local public services, and other neighborhood amenities. While both decay and revitalization can have negative effects if moving costs are sufficiently high, in general the impact of neighborhood change on utility depends on the strength of price responses to neighborhood quality changes. Data from the American Housing Survey are used to estimate a discrete choice model identifying households' willingness-to-pay for neighborhood quality. These willingness-to-pay estimates are then compared to the actual price changes that accompany observed changes in neighborhood quality. The results suggest that price increases associated with revitalization are smaller than most households' willingness to pay for neighborhood improvements. The results imply that, in general, neighborhood revitalization is more favorable than neighborhood decline.

Revitalising the Planning Commission

This paper considers the key problems confronting the Pakistan Planning Commission, briefly examines the essentials of planning for a mixed economy, draws lessons from the experience of countries, both developed and developing, that have formulated and implemented successful plans, and suggests measures to revitalize the Planning Commission. Some suggestions are put forward for continuous upgrading of the institution’s skills in the longer run. The paper also describes ways in which policymakers can learn from their counterparts in successful countries in the region

A DISTRIBUTED E-LEARNING SERVICE FOR REMOTE AREAS

The cloud-compatible architecture of a distributed distance e-learning system which has been deployed and is being utilized in five remote areas in Eastern Europe (Finland, Poland, Bulgaria, Greece and Cyprus) is presented and discussed as a case study of e-learning. A series of e-courses is being conducted with a variety of learning tools and techniques: a Virtual World, Web 2.0 tools, a web conference platform and a learning management system. Emphasis is placed on the feasibility of the delivery of the integrated Distance Learning (DL) service through distributed web services; an architecture is proposed that extends the existing one by implementing the DL service in the form of a SOA in a hybrid cloud

English for Specific Purpose: Revitalizing Climate Change Awareness Using Digital Literacy and Gamification for Engineering Faculty in Papua

The air quality index (AQI) in Papua has the best index among other provinces in Indonesia. Papua has different geographical and social conditions than western Indonesia. In particular, forests in Papua are more numerous with fewer industries and automobiles than provinces in western Indonesia. The article aims to determine respondents' perceptions related to climate change awareness and pro-environmental behavior (PEB) in regions that have AQI in Indonesia, namely Papua. This study uses a survey strategy through a questionnaire instrument for students who have received the application of digital literacy and gamification in the English for Specific Purposes class. The questionnaire was distributed to be filled in by respondents with a total number of responses totaling 164 responses from students of engineering faculty. This study identified that respondents' awareness of climate change was in the moderately aware category (M = 3.8). These findings are directly proportional to PEB respondents who are at the middle level (M = 3.9). Furthermore, analysis of the data shows that respondents are highly aware (M = 4.3) that humans have a responsibility for climate change, and respondents are highly concern (M = 4.4) to carry out forestation both by individuals and community. The finding implication of this study is learning through digital literacy and gamification has a positive potential to be applied through policy and developed into a learning model to increase awareness of climate change and PEB. Keywords:  Climate Change, Pro-environmental Behavior, Digital Literacy, Englsih for Specific Puprpose