Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

Developing the vision: preparing teachers to deliver a digital world-class education system

In 2008 Australians were promised a \u27Digital Education Revolution\u27 by the government to dramatically change classroom education and build a \u27world-class education system\u27. Eight billion dollars have been spent providing computer equipment for upper secondary classrooms, yet there is little evidence that a revolution has occurred in Australian schools. Transformation of an education system takes more than a simplistic hardware solution. Revolutions need leaders and leaders need vision. In this paper, I argue that we must first develop educational leaders by inspiring future teachers with a vision and by designing our teacher-education courses as technology-rich learning-spaces. A multi-layered scenario is developed as the inspiration for a vision of a future-orientated teacher-education system that prepares teachers to deliver a \u27worldclass digital education\u27 for every Australian child. Although written for the Australian context this paper has broad relevance internationally for teacher education

New ways of mediating learning: Investigating the implications of adopting Open Educational Resources for tertiary education at an institution in the United Kingdom as compared to one in South Africa

Access to education is not freely available to all. Open Educational Resources (OERs) have the potential to change the playing field in terms of an individual's right to education. The Open University in the United Kingdom was founded almost forty years ago on the principle of 'open' access with no entry requirements necessary. The University develops innovative high quality multiple media distance-learning courses. In a new venture called OpenLearn, The Open University is making its course materials freely available worldwide on the Web as OERs ( see http://www.open.ac.uk/openlearn). How might other institutions make use of these distance-learning materials? The paper starts by discussing the different contexts wherein two institutions operate and the inequalities that exist between them. One institution is a university based in South Africa and the other is a college located in the United Kingdom. Both institutions, however, deliver distance-learning courses. The second part of the paper discusses preliminary findings when OERs are considered for tertiary education at these two institutions. The findings emphasise some of the opportunities and challenges that exist if these two institutions adopt OERs

The Regulation of E-learning: New National and International Policy Perspectives

The universe of postsecondary education is expanding. It is an era of rapid demographic and labor market changes, increased competition and shifts in institutional form (e.g., the rise of for profit degree granters, the hybrid form of nonprofit/for profit partnerships, corporate universities), and new forms of delivery driven by emerging technologies. In nearly all of these cases, the pace of innovation and establishment of new institutional forms outstrips the ability of regulators or policy makers to stay ahead of the curve.To better understand the complex interplay of public policy drivers regulating e-learning, the Center for Studies in Higher Education convened a meeting of experts in February 2006 for a preliminary examination of existing and emerging public policies that will shape its regulation both domestically and internationally. Three white papers were used as a point of departure for the discussions, which focused on the following areas: The Changing Regulatory Environment: Who, What, Why, and Where?; Finance, Investment, and the Flow of Capital; Student Access and Equity; Social Costs and Benefits from an International Perspective; and Consumer Protection and Cross-border Education. This report summarizes our conversations and recommendations for future research

The CHIME graduate programme in health informatics

In 1999 University College London inaugurated a programme of graduate part-time Health Informatics courses to support the UK National Health Service?s Information for Health strategy. The programme has attracted students from across the UK and abroad, with a diverse range of backgrounds and skills and has proved a challenging and rewarding experience for students and tutors alike. The modular programme aims to provide a thorough grounding in the theory and practice of Health Informatics and addresses important application areas. The guiding principle is that Health Informatics graduates need to understand computers and programming but that, since the majority are not going to become programmers, programming methods should not dominate the curriculum.In the taught phase of the programme students attend college for 3 days a month and complete an assignment each month, based on home study. Students may graduate with a certificate or diploma, or go on to tackle a dissertation leading to an MSc. Research projects have included a patient record system based on speech input, a mathematical model for illustrating to patients the risks associated with smoking, an analysis of Trust staff's preparedness for Information for Health and a patient information leaflet giving advice about drug related information on the Web. As we move towards our fifth intake of students, we are in the process of evaluating our programme and carrying out a follow up study of our graduates? subsequent career pathways

Developing professionalism in new IT graduates? Who needs it?

A new graduate may require a period of ‘acclimatisation’ through a process of ‘developing their professionalism’ to fit into their work environment. The e-Skills UK Technology Counts Insights 2010 report suggests that 110,500 new entrants a year are required to fill IT & Telecoms professional job roles, with 20,800 coming from education (predominantly graduate level and higher). However, 43% of recruiters were reporting a lack of suitable candidates for IT & Telecoms posts where growing importance will be placed on relationship management, business process analysis and design, project and programme management. IT & Telecoms professionals are increasingly expected to be multi-skilled, with sophisticated business and interpersonal skills as well as technical competence. As the report also says: ‘UK growth will continue to be primarily in high-value roles with an increasing need for customer and business-oriented skills as well as sophisticated technical competencies.’ The diverse needs and requirements of the IT sector, as specified by various employer groups and professional bodies including BCS, IET, eSkills, the CBI and the SFIA Foundation, are discussed. According to the CBI, ‘62% of entrants to the IT sector need to draw on managerial and professional business skills almost immediately.’ For organisations to succeed, their IT graduate recruits must supplement their IT skills with managerial and professional business skills. Well considered CPD will ensure that recent graduates can enhance their ‘academic’ skills with the necessary work-based skills for the benefit of both themselves and their new employer. The focus of the improvement will balance the student-centred needs for development and the engaging employer’s commercial needs

A Review of Work Based Learning in Higher Education

The idea of work based learning in higher education might sound like a contradiction in terms. Work based learning is surely in the the workplace. The senses in which it might also, under certain conditions, be in higher education are explored in this review. There are increasing arrangements whereby people can obtain academic recognition for learning which has taken place outside of educational institutions. In addition to traditional forms of professional education and sandwich courses, one can add a host of relationships between employers and higher education institutions which involve quite fundamental questioning of the roles and responsibilities of each in the continuing education and training of adults. Such developments can be related to broader themes concerning the organisation of knowledge in society, the changing nature of work and career, the learning society and the implications they hold for individual workers, their employers and educational providers. The Department for Education and Employment sponsored the study to produce a substantial literature review of progress and issues raised in the field of work based learning in higher education. The first part of the book provides a contextual and conceptual backdrop against which more practical aspects of work based learning are then considered in part two. The final part considers strategic issues of implementation for higher education institutions, employers and individuals, before turning to more wide ranging issues of policy

Lessons from the future: ICT scenarios and the education of teachers

This paper reviews significant events of the last 25 years in schools and teacher education in England and looks ahead to the next 25 years. Various scenarios for the future are examined and the potential is considered for new forms of teachers' initial education and continuing professional development using information and communications technology. It is concluded that the current centrally-controlled national system is increasingly inappropriate to present needs and will fracture under the combination of pressures of a commodified education market, learners' consumerist expectations of personalised provision, and networks of informal learning enabled by widespread access to portable communications technology. Four lessons from this future prediction are drawn, with recommendations for radical changes in government policy and orientation. © 2005 Taylor & Francis

Exploiting connectedness in the informatics curriculum

The power of modern communication technology gives us an opportunity, as Informatics educators, to enhance our ability to develop our students' skills in virtual teamworking. We discuss why virtual teamworking is as relevant for students in traditional campus-based universities as it is in a distance learning context. We highlight some of the questions to be answered, and some of the problems to be overcome, in the context of our experiences in designing and delivering a virtual teamworking course at the UK Open University