Teaching Agile Development with DevOps in a Software Engineering and Database Technologies Practicum

[EN] DevOps is a new concept for Software Engineering. Teaching DevOps can be challenging with the limited resources that are available at many universities. This paper exams how to teach of an Agile Development Methodology using a DevOps approach for the Regis University (RU) M.S. in Software Engineering and Database Technologies Practicum. With faculty support, heavy stakeholder involvement and RU Information Technology Services (Operations Support) mentoring, students were able to successfully follow the Agile Development methodology to create an application that was incoporated into the RU Web-site infrastructure.Mason, R.; Masters, W.; Stark, A. (2017). Teaching Agile Development with DevOps in a Software Engineering and Database Technologies Practicum. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1353-1362. https://doi.org/10.4995/HEAD17.2017.5607OCS1353136

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

Enhancing Information Systems Teaching Practices with Game-Based Learning: The Melbourne Beer Game

The literature has recognised the value of the Beer Game simulation program in teaching and learning supply chain management (SCM) concepts. However, existing Beer Game programs were developed with outdated technologies with limited supporting resources. This study aims to identify improvement opportunities to enhance the Beer Game features, develop a new game called the Melbourne Beer Game using the latest web technology and offer detailed lesson plans that adhere to game-based learning principles. This paper offers a contribution to academia by providing a feature-rich and flexible game that can facilitate teaching and learning of the intricacies of supply chain dynamics and the decision-making process within the supply chain. To pedagogy literature, this paper shows that the development of teaching guidelines that align with a specific learning approach, such as game-based learning, is crucial to facilitate the teaching and learning with the Beer game to ensure optimum learning outcomes

Accessibility and Utilization of E-Learning Resources of Undergraduate Students in Academic Libraries: A Precursor to Academic Goals

The hallmark of the 21st century era is access and share of information across the globe for sustainable capacity and development.  .Little wonder then, that equitable access and utilization of information is being championed globally. Academic libraries are at the center of learning and research in higher institutions. The library is tasked with provision of timely, important, accurate, up-to-date, and accessible information resources to support teaching, learning, and research and in turn, help students to become functional members of the society through access to information. The world as a global village depend so much on the internet/web in share of timely information not limited by geography. This led to the adoption of Information Communication Technologies (ICTs) in academic libraries.  E-learning resources are components of ICT. However, librarians are therefore, concerned with the accessibility level of these wonder-resources by students. Consequently, this study further examined the relationship between accessibility and utilization of e-learning resources and achievement of academic goals. The paper adopted correlational study design. The population of the study comprised of undergraduate students of the University of Port Harcourt, Rivers State, Nigeria. The finding showed that there is indeed a relationship between accessibility and utilization of e-learning resources and achievement of academic goals. It was therefore, recommended that efforts should be made by educationists and managements of higher institutions to provide adequate e-learning resources to aid learning. Keywords: E-learning resources, accessibility, utilization, academic libraries, undergraduates, academic goals

Supporting strategic cultural change: The Strathclyde learning technology initiative as a model

This paper describes the strategies being developed at the University of Strathclyde in response to the vision in the Dearing Report of a learning society in which Communication and Information Technology (C&IT) is central to students' learning experiences. The Strathclyde Learning Technology Initiative aims to support strategic change in the development and use of new learning technologies to improve the quality and efficiency of teaching and learning within the University. In order for a major cultural shift in teaching and learning to take effect there are three main areas that need to be addressed: (i) many academics still work within a traditional teaching framework and believe that these methods can simply be transferred to the Web, (ii) students who have been taught in a traditional teaching environment need support in acquiring new learning skills for an electronic learning environment, and (iii) new methods of learning and teaching can only be successfully integrated within the environment of a supporting infrastructure and institutional climate. These key elements are further explored, drawing on the lessons learned from the implementation of the Initiative, and suggestions are made for ways of surmounting the barriers to the uptake of C&IT perceived by academics

Collaboration between Librarians and Learning Technologists to enhance the learning of health sciences students.

Collaboration between Librarians and Learning Technologists at Bournemouth University (BU) has been stimulated and cemented by Pathfinder funding from the Higher Education Academy. This paper will consider four case studies collected as part of the eRes Project that describe the use of Web 2.0 technologies in the School of Health and Social Care at BU. The project aimed to enhance the student learning experience in an increasingly electronic environment. This was achieved by developing and disseminating innovative pedagogical frameworks, bringing together learning activities and academically led quality e-resources within the unit of study. An e-reading strategy which encompasses models for resource discovery and e-literacy was developed, drawing on the experiences and findings of the case studies. Issues considered in this paper will include accessing academic electronic reading materials and using a social bookmarking tool integrated within BU’s virtual learning environment with students studying away from the main campus. Additionally the paper will consider how technology can be used to motivate students, especially in large groups and how it can be used to engage students with a subject perceived as “dry” or “difficult”. The rich possibilities of health science materials can be exploited more fully using new technologies embedded within the curriculum

From flowers to palms: 40 years of policy for online learning

This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the beginning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation