Walking Through the Method Zoo: Does Higher Education Really Meet Software Industry Demands?

Software engineering educators are continually challenged by rapidly evolving concepts, technologies, and industry demands. Due to the omnipresence of software in a digitalized society, higher education institutions (HEIs) have to educate the students such that they learn how to learn, and that they are equipped with a profound basic knowledge and with latest knowledge about modern software and system development. Since industry demands change constantly, HEIs are challenged in meeting such current and future demands in a timely manner. This paper analyzes the current state of practice in software engineering education. Specifically, we want to compare contemporary education with industrial practice to understand if frameworks, methods and practices for software and system development taught at HEIs reflect industrial practice. For this, we conducted an online survey and collected information about 67 software engineering courses. Our findings show that development approaches taught at HEIs quite closely reflect industrial practice. We also found that the choice of what process to teach is sometimes driven by the wish to make a course successful. Especially when this happens for project courses, it could be beneficial to put more emphasis on building learning sequences with other courses

Visual literacy for libraries: A practical, standards-based guide

When we step back and think about how to situate visual literacy into a library context, the word critical keeps coming up: critical thinking, critical viewing, critical using, critical making, and the list goes on. To understand our approach, start with your own practice, add images, and see where it takes you. Do you encourage students to think critically as they research? How can you extend this experience to images? Do you embrace critical information literacy? Can you bring visual content to enrich that experience? Do you teach students to critically evaluate sources? How can you expand that practice to images? You’ll see a lot of questions in this book, because our approach is inquiry- driven. This is not to say that we don’t cover the basics of image content. Curious about color? Covered. Not sure where to find great images? We’ll show you. Wondering what makes a good presentation? We talk about that too. But what we really want you to get out of this book is a new understanding of how images fit into our critical (there it is again) practice as librarians and how we can advance student learning with our own visual literacy. This book grounds visual literacy in your everyday practice—connecting it to what you know and do as a librarian who engages in reflective practice. Heidi Jacobs put it well when she argued that, for information literacy pedagogy, “one of the best ways for us to encourage students to be engaged learners is for us to become engaged learners, delve deeply into our own problem posing, and embody the kind of engagement we want to see in our students” (Jacobs 2008). We extend this viewpoint to visual literacy pedagogy and provide many opportunities for you to embody the kind of visual literacy that you want to develop in your learners

The Effects of Introspection on Computer Security Policies

What does it mean to be an expert? And what makes an expert more capable than a non-expert when it comes to evaluating and articulating their impressions about something as commonly practiced as food tasting? How do we explain those behaviors that humans perform very well, but don\u27t quite know why? Studies have shown that there exists a class of activities that we as humans execute well intuitively, but that we perform much worse upon introspection. Evidence supports the claim that the act of introspection actually causes us to do more poorly at these tasks. My goal is to apply this idea to computer security. At present, designs for most security policy interfaces leave much to be desired. This lack of usability leaves these systems in need of improvement, possibly causing users to become more vulnerable than they otherwise would have. My research includes a user study on the privacy policies of the interface for a social networking website similar to Facebook. Evidence from the study supports the claim that the act of introspecting upon one\u27s personal security policy actually makes one worse at making policy decisions

Assessing the Credibility of Cyber Adversaries

Online communications are ever increasing, and we are constantly faced with the challenge of whether online information is credible or not. Being able to assess the credibility of others was once the work solely of intelligence agencies. In the current times of disinformation and misinformation, understanding what we are reading and to who we are paying attention to is essential for us to make considered, informed, and accurate decisions, and it has become everyone’s business. This paper employs a literature review to examine the empirical evidence across online credibility, trust, deception, and fraud detection in an effort to consolidate this information to understand adversary online credibility – how do we know with whom we are conversing is who they say they are? Based on this review, we propose a model that includes examining information as well as user and interaction characteristics to best inform an assessment of online credibility. Limitations and future opportunities are highlighted

Cultivating dynamic educators: Case studies in teacher behavior change in Africa and Asia

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as “teacher behavior change”). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders

Second Thoughts:First Introductions to Philosophy

An open educational and open-ended resource for whomever is interested in philosophical thinking. In this scholarly handbook you find two kinds of chapters. First, there are chapters that provide a broad introduction into a specific philosophical subdiscipline, such as political philosophy, epistemology or metaphysics. As this collection covers most of the sub-disciplines currently taught at Western philosophy departments, you can legitimately claim that you have been introduced to Western ‘philosophy’ as a whole, understood rather canonically, after having read the entire handbook. Second, there are chapters that introduce slightly more specific topics or philosophical approaches.The open-ended nature of this handbook, means that new chapters will be added in the future. We hope that philosophy will change and grow with time to become more diverse and inclusive and that this handbook will do so as well. We think of philosophy and its evolution as an organic process, as a tree that branches out in many different directions, adding new directions as it goes along. In this handbook, we organize the wide variety of topics that philosophers discuss into four main branches, which represent important subject areas that philosophers have covered.First, there is ‘thinking about societies’, which includes chapters that cover philosophical approaches to matters of obvious societal relevance. How should we organize our societies? How should we treat others? What exactly are cultures and what role do they play in a globalized world? This branch covers philosophical discussions, theories and views on what binds and divides us as societies and communities.Second, there is ‘thinking about humans’, which includes chapters that zoom in on people, the members that make up those societies. Is there something like human nature and what does that look like? How do human minds and bodies relate to each other? Are we free or not? This branch covers what one could broadly call ‘philosophical anthropology’: philosophical discussions, theories and views on what it means to be human.Third, there is ‘thinking about thinking’, which include chapters that focus on the ways in which humans can relate to the outside world. How can we come to know things about that world? What is truth exactly? What are the values and limits of scientific understanding? How do we reason and argue and how do we do so properly? This branch covers philosophical discussions, theories and views on how humans come to believe things about themselves and the worlds they live in.Fourth, there is ‘thinking about reality’, which includes chapters that investigate those worlds in more direct ways. Do things have an essence?What do we mean when we say that some things exist and others do not? How can language help us access the reality out there? This branch covers philosophical discussions, theories and views on the world we, as humans, find ourselves in

Information technology and economic performance: A critical review of the empirical evidence

For many years, there has been considerable debate about whether the IT revolution was paying off in higher productivity. Studies in the 1980s found no connection between IT investment and productivity in the U.S. economy, a situation referred to as the productivity paradox. Since then, a decade of studies at the firm and country level has consistently shown that the impact of IT investment on labor productivity and economic growth is significant and positive. This article critically reviews the published research, more than 50 articles, on computers and productivity. It develops a general framework for classifying the research, which facilitates identifying what we know, how well we know it, and what we do not know. The framework enables us to systematically organize, synthesize, and evaluate the empirical evidence and to identify both limitations in existing research and data and substantive areas for future research. The review concludes that the productivity paradox as first formulated has been effectively refuted. At both the firm and the country level, greater investment in IT is associated with greater productivity growth. At the firm level, the review further concludes that the wide range of performance of IT investments among different organizations can be explained by complementary investments in organizational capital such as decentralized decision-making systems, job training, and business process redesign. IT is not simply a tool for automating existing processes, but is more importantly an enabler of organizational changes that can lead to additional productivity gains. In mid-2000, IT capital investment began to fall sharply due to slowing economic growth, the collapse of many Internet-related firms, and reductions in IT spending by other firms facing fewer competitive pressures from Internet firms. This reduction in IT investment has had devastating effects on the IT-producing sector, and may lead to slower economic and productivity growth in the U.S. economy. While the turmoil in the technology sector has been unsettling to investors and executives alike, this review shows that it should not overshadow the fundamental changes that have occurred as a result of firms' investments in IT. Notwithstanding the demise of many Internet-related companies, the returns to IT investment are real, and innovative companies continue to lead the way. © 2003 ACM

From Rich User Requirements to System Requirements

In recent years the usage of information systems has changed dramatically. Today many information systems are developed for non-organizational users. These wide-area end-users are often socially, as well as geographically very widely dispersed, which makes it for organizations that develop information systems extremely difficult to know who their users are, or what they expect. Previous research has claimed that rich user requirements information is necessary, in order to understand how to serve this audience right. However, at the same time current requirements engineering methods, capable of providing this rich information, do not serve the needs of designers and developers, who actually implement the services and who need precise knowledge of system requirements. It appears that there is a severe gap in the communication of requirements between end-user, analyst, and designer. We have the design science research agenda to develop a method for extending one advanced requirements engineering method, WARE, to provide support for the full spectrum of communication. Our study presents results of ongoing research program, studying the innovation possibilities of Mobile Presence technology. Our method enables analysts to make the transition from rich user requirements to system requirements, which designers and developers can use in their implementation work

The Types, Roles, and Practices of Documentation in Data Analytics Open Source Software Libraries: A Collaborative Ethnography of Documentation Work

Computational research and data analytics increasingly relies on complex ecosystems of open source software (OSS) "libraries" -- curated collections of reusable code that programmers import to perform a specific task. Software documentation for these libraries is crucial in helping programmers/analysts know what libraries are available and how to use them. Yet documentation for open source software libraries is widely considered low-quality. This article is a collaboration between CSCW researchers and contributors to data analytics OSS libraries, based on ethnographic fieldwork and qualitative interviews. We examine several issues around the formats, practices, and challenges around documentation in these largely volunteer-based projects. There are many different kinds and formats of documentation that exist around such libraries, which play a variety of educational, promotional, and organizational roles. The work behind documentation is similarly multifaceted, including writing, reviewing, maintaining, and organizing documentation. Different aspects of documentation work require contributors to have different sets of skills and overcome various social and technical barriers. Finally, most of our interviewees do not report high levels of intrinsic enjoyment for doing documentation work (compared to writing code). Their motivation is affected by personal and project-specific factors, such as the perceived level of credit for doing documentation work versus more "technical" tasks like adding new features or fixing bugs. In studying documentation work for data analytics OSS libraries, we gain a new window into the changing practices of data-intensive research, as well as help practitioners better understand how to support this often invisible and infrastructural work in their projects