IS Solution for the Global Environmental Challenge: An Australian Initiative

There is a complex range of interrelated environmental issues that currently challenge decision-makers across the world. To date the reputation of the information and communication technology (ICT) industry in Australia, and elsewhere, has been quite negative with respect to its effect on the environment. The recent ‘Green IT’ initiatives of the Australian Computer Society to reduce carbon emission are manifestations of this. While not denying the worth of this agenda, the authors of this paper suggest that it is timely to promote a more positive position for ICT as a source of solutions to environmental problems. In this paper, we draw on the Australian experience and our own research into various ICT-tools, to map out the territory where these solutions may be found and to identify first steps in their implementation

Review of Key Competencies in the Knowledge Society Conference 2010: E-Learning and Computer Competency Research in the Age of Social Media

In September 2010, I attended the Key Competencies in the Knowledge Society(KCKS) conference, held as part of the International Federation for Information Processing World Computer Congress (WCC) in Brisbane, Australia. The WCC is held every two years in a host nation and was organised by the Australian Computer Society. The uniqueness of this conference is the mix of commercial and corporate sectors, non profit organisations, government departments, schools and academic researchers from many countries who present academic and commercial research. My key observation of the conference was that social media and technological devices are educational tools now becoming indispensable for learning and acquiring information and knowledge. With the large array of Web 2.0 tools currently in existence students are now authors of content in their learning (Gray et al., 2010). The issue of how to develop competent skills to use Web 2.0 tools in this fashion was the central concern of the researchers at the conference

The introduction of a \u27Learning in the Workplace\u27 component for an undergraduate IT program and its impact on professional accreditation

A new learning in the workplace and community policy (LiWC) at Victoria University has been introduced to ensure that graduates are job and career ready. The policy mandates that all programs incorporate at least a 25% workplace contextual learning component by 2010. For the IT undergraduate program, compliance with this policy poses a number of significant challenges, not least of which is the meeting of professional accreditation criteria. Acquiring a recognized professional body accreditation, like that of the Australian Computer Society (ACS), is pivotal for all IT Australian programs, in that, it is a vital quality assurance measure and it enhances program marketability. For an ACS accreditation, the course structure and content of the IT program is examined against the Society‘s defined core body of knowledge (CBOK) which covers both generic and ICT specific skill sets. This paper describes the current Bachelor of Science in Information Technology degree structure with respect to the ACS‘s CBOK. Within this framework, a possible strategy is proposed for realizing the University‘s LiWC policy whilst conforming to accreditation requirements. Finally the advantages and disadvantages of the proposed approach are discussed

ACS Accreditation: What‟s in the name?

In Australia, all higher education Information and Communications Technology (ICT) programs seek accreditation at the professional level with the Australian Computer Society (ACS). It acts as the basis for national and international benchmarking of ICT professional education. Additionally, meeting the requirements of an independent professional body is vital for onshore and offshore course marketing purposes, hence contributing towards the University‘s performance portfolio. The overriding task of the ACS accreditation is to examine all aspects in the provision of a quality ICT education program designed to produce competent graduates. To this end, the ACS seeks evidence that comprehensively covers the three main aspects of accreditation assessment: the structure and content of curricula; the resources of the teaching and learning environments; and the quality assurance processes in place at the applying University. This paper describes the recent ACS accreditation of Victoria University computing courses: the accreditation process, the preparation for the accreditation, the visit of the accreditation panel and their feedback. The paper reports on the local response and the process of addressing the panel recommendations which posed a number of local challenges. An insight into issues of importance in the execution of the recommendations is discussed as the ACS accreditation informs the framework for future course reviews

Teaching Simulations Supported by Artificial Intelligence in the Real World

Video conferencing has enabled synchronous communication in a classroom and created multi-sensory content to stimulate learners. Artificial intelligence involves complex equations that are better taught using a constructive pedagogy where students experiment with alternative ways of solving the same problem. Multiple-choice questions have high reliability and can easily reveal student skill levels in a quick way. The Australian Computer Society accreditation exercise ensures that the content for each subject serves as a flexible template for teaching. The geographical extent of the country requires the presence of multiple subordinate campuses affiliated to a main campus. Following the concept of strands, it was also necessary to show continuity in learning and assessments between the first- and second-year subjects. Student feedback for subjects with artificial intelligence-based simulations showed that several students found it difficult to understand lectures and assignments. Hence, to measure student learning, we introduced a Kahoot quiz during the recess of each lecture that students could join through their mobile phones from different campuses. Software project management is challenging for students with vision or attention-related disorders. We taught them how to use charts to visually observe variables and narrow down possible relationships before performing in-depth analysis. One of the main purposes of education is employability. Hence, greater context to real world industry examples was introduced into lectures

Response to The Department of the Prime Minister and Cabinet's discussion paper "Connecting with Confidence"

The ACS has prepared this response to the discussion paper to assist with the design of the cyber whitepaper expected in 2012. The ACS also welcomes the opportunity to promote discussion and support of our digital economy to position Australia for the future. Drawing from its membership of ICT professionals, and academics - particularly in areas of cyber resilience and security - the ACS established a Cyber Taskforce for this purpose. The ACS recommends: greater focus on education - noting that ICT education in primary and secondary schooling is essential - to developing ICT skills of the future and that school level educational activity forms the base on which appropriate tertiary level education programs can function for the education and training of ICT professionals; greater assistance to small and medium sized business as this is the engine room of the Australian economy; policy coordination on trusted identities; better coordination of cyber related education and research; providing consumers and businesses with resources directed to the everyday real-life challenges they face; global Internet governance changes designed to underpin and deliver trustworthy people, processes and systems including, where appropriate, a legislated mandatory baseline of trustworthiness attributes analogous to the non-excludable warranties implied in consumer contacts