Flexible learning in computer science

This paper outlines the concept of Flexible Pedagogy and how it can assist in addressing some of the issues facing STEM disciplines in general, and Computer Science in particular. The paper considers what flexible pedagogy is and how technologies developed by Computer Science can enable flexibility. It then describes some of the issues facing STEM education, with a particular focus on Computer Science education in Higher Education. Finally, it considers how flexible approaches to teaching and learning are particularly pertinent to the issues faced in Computer Science and future opportunities

Building an Argument for the Use of Science Fiction in HCI Education

Science fiction literature, comics, cartoons and, in particular, audio-visual materials, such as science fiction movies and shows, can be a valuable addition in Human-computer interaction (HCI) Education. In this paper, we present an overview of research relative to future directions in HCI Education, distinct crossings of science fiction in HCI and Computer Science teaching and the Framework for 21st Century Learning. Next, we provide examples where science fiction can add to the future of HCI Education. In particular, we argue herein first that science fiction, as tangible and intangible cultural artifact, can serve as a trigger for creativity and innovation and thus, support us in exploring the design space. Second, science fiction, as a means to analyze yet-to-come HCI technologies, can assist us in developing an open-minded and reflective dialogue about technological futures, thus creating a singular base for critical thinking and problem solving. Provided that one is cognizant of its potential and limitations, we reason that science fiction can be a meaningful extension of selected aspects of HCI curricula and research.Comment: 6 pages, 1 table, IHSI 2019 accepted submissio

Computational sense: the role of technology in the education of digital librarians

The rapid progress of digital library technology from research to implementation has created a force for change in the curricula of library schools. The education of future librarians has always had to adapt to new technologies but the pace, complexity and implications of digital libraries pose considerable challenges. In this article we explore how we might successfully blend elements of computer science and library science to produce effective educational experiences for the digital librarians of tomorrow. We first outline the background to current digital librarian education and then propose the concept of computational sense as an appropriate meeting point for these two disciplines

Computer science is elementary: Comprehensive plan for computer science implementation at the elementary level

Teaching students computer science in the classroom can have many benefits. Several students in today\u27s education system will go into career fields that do not yet exist and the skills taught through computer science can prepare them for the future. This project outlines the steps for planning a computer science initiative at the elementary level. A literature review examining the effect of teaching computer science on student achievement at the elementary level is used to support an award proposal for funding a high quality computer science curriculum in a rural, underserved district. This project can serve as a model for other schools interested in pursuing a computer science curriculum. Action research could be pursued through this project that could benefit the field of computer science research. Further research is recommended on the effects of a computer science education at the elementary level

Computer Science Education in Universal Basic Education (UBE): Problems and Prospects

Computer Science Education is very vital in the development of any society, as such no nation hope to develop without embracing Computer technology. In this paper aims and specific objectives of Universal Basic Education (UBE) in Nigeria were stated, the problems and prospects of Computer Science Education in UBE were outlined, some of the problems of computer science education are; inadequate and lack of qualified teachers, poor implementation and management strategy of computer programme, inadequate computer laboratories and insufficient computers in most schools, inadequate supply of electricity, insufficient schools and classrooms to enroll school aged children and drop-out among others. While some of the prospects are; the inclusion of Computer education as one of the core subject is a milestone toward achieving the objective of UBE, many states has began the computer education pilot programme in some selected schools such as in Katsina state, development of UBE new curriculum, interest shown by government in incorporating information and communication technology in administration and education and, offering of computer science as a course in most of the tertiary institutions in Nigeria, so as to provide enough and qualified teachers among others. Conclusively, recommendations/suggestions were provided in which if followed will ameliorate these problems and plan for future development. Keywords: Computer Science Education, Problems, Prospects, Universal Basic Education

Computer Science Education and Interdisciplinarity

The world today is characterized through three major elements in the scientific field: the development of classical sciences, the increasingly evolution in the field of computer science and, as result, the emergence of a large number of new border sciences or interdisciplinary and transdisciplinary sciences. In the formation of future specialists, computer science education cannot ignore the reality of a society in which research and technological progress are based primarily on interdisciplinarity and transdisciplinarity. Throughout this chapter, we will analyze the way in which all these elements are evolving in a very closely interdependency one of each other: the evolution of computer science accelerates the development of classical sciences, and the development of classical sciences and computer science generates the emergence and progress of new border sciences and how the educational curricula in computer sciences have to be adapted to this trend. We will present and analyze the ways in which computer science education can be performed in an interdisciplinary and/or transdisciplinary manner at all educational levels. In the same time, we will emphasize the reasons why it is necessary to teach computer science in an interdisciplinary and/or transdisciplinary way and the benefits that teaching strategy brings in the training of future specialists

An Initial Look into the Computer Science and Cybersecurity Pathways Project for Career and Technical Education Curricula

Computer science and cybersecurity have gained the attention of various stakeholders, industry representatives, educators, parents and students who are thinking about their future careers. Teaching computer science courses has moved into K-12 education, no longer introduced in the college classroom. There are various reasons for this trend. One is that in this way more children have access to the curriculum that integrates computer science principles, not just those undergraduate students in specific STEM majors. Other industries need different levels of computer science and cybersecurity education. There are various programs across the nation that are focusing on introducing these topics as early as elementary school through various outreach programs or even in the regular curriculum. In 2014, Governor Terry McAuliffe (Commonwealth of Virginia) established the “Cyber Virginia and the Virginia Cyber Security Commission” with recommendations that a cybersecurity workforce pipeline should start in K-12 education and that various pathways should be developed and implemented across the Commonwealth. This paper will provide an initial look into a project funded by the Department of Education that is focused on the Career and Technical Education (CTE) pathways in Computer Science and Cybersecurity. It is the first year of implementation

Demarcating Computer Science

Despite its relative youth, computer science has become a well-established discipline, granting over 2% of the bachelors degrees in the United States (U.S. Department of Education, 2010). For this reason, it is important that we understand the nature of computer science and the likely direction for the development of inquiry in computer science in the future. This paper examines several perspectives on the nature of the methods of computer science inquiry. These are empiricist methods, rationalist methods, and an engineering stance. It argues that empiricist and rationalist stances play identifiable roles in the scientific nature of computer science reasoning but that the engineering stance does not. Following the trend in the maturation of other sciences, this paper recommends an overhaul in computer science curricula

Digital Preservation Education in iSchools

This poster investigates digital preservation education in the iSchool caucus. The project identifies core concepts addressed in digital preservation coursework in iSchools and identifies possible areas for curriculum development. Digital preservation education at the graduate level is critical. To ensure long-term access and use of digital materials, information professionals must have a working knowledge of digital curation, which emphasizes a lifecycle approach to digital preservation [1]. Unfortunately, the topic of digital preservation education is not prominent in literature about digital curation. Only a handful of case studies and recommendations have been published regarding digital preservation education within information science, library science, and computer science graduate programs. Instead, much of the work on digital preservation education is contained in more general studies on educating digital librarians or electronic records managers. To understand how to better design curricula that engages central issues of digital curation at the graduate level, an investigation of the current state of digital preservation education is warranted. Coursework devoted solely to digital preservation is essential for graduate students in information-centric disciplines. The necessity for devoted coursework is due to the complex and multifaceted nature of the topic. Unfortunately, a 2006 study found that very few library or information science schools offered courses specifically on the topic of digital preservation. Furthermore, an extremely small percentage of students in library or information science programs had exposure to the critical aspects of digital preservation during their coursework [2]. Digital preservation education can and should be studied in iSchools. The core mission of the iSchool movement is to connect people, information, and technology [3]. Digital curation supports this mission by enabling the continued maintenance of digital information resources throughout their lifecycle, allowing them to be rendered and re-used in the long-term. It is an interdisciplinary process that hinges on expertise from many different fields, including computer science, information and library science, informatics, management, and education. Furthermore, iSchools are a natural home for digital library education [4] and there are significant overlaps between digital library education and digital curation education [5]. It follows that iSchools are an excellent venue for research on the topic of digital preservation education. This project examines digital preservation courses in iSchools over the past five years (2005-2009). Course descriptions and syllabi are examined in order to develop a definition of current practices in digital preservation education. Based on this definition, areas for future developments in digital preservation curricula are identified. Course catalogs from the 26 iSchools have been analyzed to determine whether or not schools offer classes specifically on the topic of digital preservation. Of the 26 iSchools, 9 schools offer degrees in information science and in library science, 6 award degrees in information science but not in library science, and 5 award degrees in library science and not information science. The remaining 6 schools offer a variety of degrees, including computer science, information management, and information technology. These categories will be useful in determining what types of iSchools, if any, are leaders in digital preservation education. All of the schools that have been examined to date offer course catalogs and course descriptions on the open web. Many of the course syllabi are also available online. The course must contain the phrase ???Digital Preservation??? in its title or course description in order to be included. One-shot sessions and classes that deal with a subset of digital preservation, such as classes on digital libraries, are not considered. Course themes and assignments are compared to the DigCCurr Matrix of Digital Curation Knowledge and Competencies. This six-dimensional matrix from the University of North Carolina DigCCurr project defines and organizes materials to be covered in digital curation coursework [6]. This analysis will identify current strengths and potential areas for further development in digital preservation education. The study will also address the question of where current digital preservation course materials fit within the larger scope of digital curation knowledge and competencies

THE IMPLICATIONS OF COMPUTERIZATION IN THE CHANGES OCCURRING IN THE ROMANIAN HIGHER EDUCATION VARIATION AND STRUCTURE

Nowadays, education represents a decisive factor for the general progress with deep impacts at spiritual, social and economics levels. The transition to a market economy in Romania calls for the necessity of knowledge and analysis of the structure and dynamics of higher education, widely known for its special contribution to society's development. The present paper tackles some aspects concerning the variance analysis of higher education network, as well as of the structural and dynamic modifications at its level, with reference to extending computer science process at this level of education. The conclusions obtained takes into consideration the causes and the objective changes which refer to the reform of the higher education and its future development.Computerization, Progress, Higher Educatin