16,563 research outputs found

    The use of physical artefacts in undergraduate computer science teaching

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    This paper describes the introduction of the use of physical artefacts in the teaching of the undergraduate curriculum in the Department of Computer Science at Middlesex University. The rationale for the change is discussed, together with a description of the various technologies and the areas in which they were deployed. We conclude with a discussion of the outcomes of the work and the conclusions reached, prime amongst which are that the policy has been successful in motivating and engaging students, with a resultant improvement in student progression

    A survey of the benefits and issues arising from the deployment of physical artefacts in computer science teaching

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    This paper describes the introduction of the use of physical artefacts in the teaching of the curriculum in the Department of Computer Science at Middlesex University. The rationale for the change is discussed, together with a description of the various technologies and the areas in which they were deployed. We conclude with a discussion of the outcomes of the work and the conclusions reached, prime amongst which are that the policy has been successful in motivating and engaging students, with a resultant improvement in student progression. In addition to their value in the taught part of the curriculum, these technologies have enabled students to become involved in real-world projects, interacting with external organizations and producing products of value in diverse areas such as the arts and assistive technologies

    Virtual pedagogical model: development scenarios

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    info:eu-repo/semantics/publishedVersio

    Approaches to learning information literacy: A phenomenographic study

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    This paper reports on an empirical study that explores the ways students approach learning to find and use information. Based on interviews with 15 education students in an Australian university, this study uses phenomenography as its methodological and theoretical basis. The study reveals that students use three main strategies for learning information literacy: 1) learning by doing; 2) learning by trial and error; and 3) learning by interacting with other people. Understanding the different ways that students approach learning information literacy will assist librarians and faculty to design and provide more effective information literacy education

    “No powers, man!”: A student perspective on designing university smart building interactions

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    Smart buildings offer an opportunity for better performance and enhanced experience by contextualising services and interactions to the needs and practices of occupants. Yet, this vision is limited by established approaches to building management, delivered top-down through professional facilities management teams, opening up an interaction-gap between occupants and the spaces they inhabit. To address the challenge of how smart buildings might be more inclusively managed, we present the results of a qualitative study with student occupants of a smart building, with design workshops including building walks and speculative futuring. We develop new understandings of how student occupants conceptualise and evaluate spaces as they experience them, and of how building management practices might evolve with new sociotechnical systems that better leverage occupant agency. Our findings point to important directions for HCI research in this nascent area, including the need for HBI (Human-Building Interaction) design to challenge entrenched roles in building management

    How might teachers enable self-confidence? A review study

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    In the context of learner-centred learning and curricular reform, self-confidence is invoked as an important construct. However, there is no easily available research-informed guidance on what self-confidence means for the professional teacher. This study uses the analytic technique of Concept Analysis to review psychology and education literatures to provide a 'take-home' message for teachers. The review identifies conceptual artefacts (ideas, theories, concepts which explain, connect, predict or apply knowledge) that the teacher can appropriate in order to enable learner self-confidence. These conceptual artefacts are classified in three groups: characterising self-confidence; self-judgements of confidence; and factors that influence the development of self-confidence. The review finds self-confidence to be a robust and stable psychological construct, best promoted through teachers' attention to learners' development of knowledge and engagement in socially designed learning activities. It further finds that teachers' attention to activities which involve learners' self-regulation are of importance
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