10 research outputs found
Student Work Placement: Friend or Foe? A study of the perceptions of university students on industrial work placement
At the National University of Ireland Maynooth, Computer Science and Software Engineering students are required to undertake an industrial work placement module as part of their course. The work placement is typically six to eighteen months long and takes place in the penultimate year of the degree. This paper evaluates students’ perception of the quality of the learning experience they received through work placement. The voice of many key players involved in the process is captured, including, the students themselves, members of the academic department and the Industrial Work Placement Office; and importantly this paper is authored by representatives of each of these groups.
In particular, the paper evaluates the types of preparations students make prior to commencing a placement, the transferable skills acquired and improved during their placement, and student perceptions of the advantages and disadvantages of their placement. A mixed data acquisition model is used for gathering data including questionnaires, interviews and focus groups. The gathered data is analysed and a critique on the findings is presented. The paper concludes with recommendations and considerations for any institution that is interested in offering an industrial work placement component
Can a Computationally Creative System Create Itself? Creative Artefacts and Creative Processes
This paper begins by briefly looking at two of the dominant
perspectives on computational creativity; focusing
on the creative artefacts and the creative processes respectively.
We briefly describe two projects; one focused
on (artistic) creative artefacts the other on a (scientific)
creative process, to highlight some similarities
and differences in approach. We then look at a 2-
dimensional model of Learning Objectives that uses independent
axes of knowledge and (cognitive) processes.
This educational framework is then used to cast artefact
and process perspectives into a common framework,
opening up new possibilities for discussing and comparing
creativity between them. Finally, arising from
our model of creative processes, we propose a new and
broad 4-level hierarchy of computational creativity,
which asserts that the highest level of computational
creativity involves processes whose creativity is comparable
to that of the originating process itself
Can a Computationally Creative System Create Itself? Creative Artefacts and Creative Processes
This paper begins by briefly looking at two of the dominant
perspectives on computational creativity; focusing
on the creative artefacts and the creative processes respectively.
We briefly describe two projects; one focused
on (artistic) creative artefacts the other on a (scientific)
creative process, to highlight some similarities
and differences in approach. We then look at a 2-
dimensional model of Learning Objectives that uses independent
axes of knowledge and (cognitive) processes.
This educational framework is then used to cast artefact
and process perspectives into a common framework,
opening up new possibilities for discussing and comparing
creativity between them. Finally, arising from
our model of creative processes, we propose a new and
broad 4-level hierarchy of computational creativity,
which asserts that the highest level of computational
creativity involves processes whose creativity is comparable
to that of the originating process itself
International Conference On Engaging Pedagogy (ICEP): Abstracts From The 2013 Annual Conference, December 6th, IT Sligo
13. A Study On Alternative Strategies For Sharing Lecture Notes Using AVLE To Promote In-class Participation; and 14. Student Work Placement: Friend Or Foe? A Study Of The Perceptions Of University Students On Industrial Work Placement
International Conference On Engaging Pedagogy (ICEP): Abstracts From The 2013 Annual Conference, December 6th, IT Sligo
13. A Study On Alternative Strategies For Sharing Lecture Notes Using AVLE To Promote In-class Participation; and 14. Student Work Placement: Friend Or Foe? A Study Of The Perceptions Of University Students On Industrial Work Placement
Student Work Placement: Friend or Foe? A study of the perceptions of university students on industrial work placement
At the National University of Ireland Maynooth, Computer Science and Software Engineering students are required to undertake an industrial work placement module as part of their course. The work placement is typically six to eighteen months long and takes place in the penultimate year of the degree. This paper evaluates students’ perception of the quality of the learning experience they received through work placement. The voice of many key players involved in the process is captured, including, the students themselves, members of the academic department and the Industrial Work Placement Office; and importantly this paper is authored by representatives of each of these groups.
In particular, the paper evaluates the types of preparations students make prior to commencing a placement, the transferable skills acquired and improved during their placement, and student perceptions of the advantages and disadvantages of their placement. A mixed data acquisition model is used for gathering data including questionnaires, interviews and focus groups. The gathered data is analysed and a critique on the findings is presented. The paper concludes with recommendations and considerations for any institution that is interested in offering an industrial work placement component
International Conference On Engaging Pedagogy (ICEP): Abstracts From The 2013 Annual Conference, December 6th, IT Sligo
13. A Study On Alternative Strategies For Sharing Lecture Notes Using AVLE To Promote In-class Participation; and 14. Student Work Placement: Friend Or Foe? A Study Of The Perceptions Of University Students On Industrial Work Placement
Student Work Placement: Friend or Foe? A study of the perceptions of university students on industrial work placement
At the National University of Ireland Maynooth, Computer Science and Software Engineering students are required to undertake an industrial work placement module as part of their course. The work placement is typically six to eighteen months long and takes place in the penultimate year of the degree. This paper evaluates students’ perception of the quality of the learning experience they received through work placement. The voice of many key players involved in the process is captured, including, the students themselves, members of the academic department and the Industrial Work Placement Office; and importantly this paper is authored by representatives of each of these groups.
In particular, the paper evaluates the types of preparations students make prior to commencing a placement, the transferable skills acquired and improved during their placement, and student perceptions of the advantages and disadvantages of their placement. A mixed data acquisition model is used for gathering data including questionnaires, interviews and focus groups. The gathered data is analysed and a critique on the findings is presented. The paper concludes with recommendations and considerations for any institution that is interested in offering an industrial work placement component
Can a Computationally Creative System Create Itself? Creative Artefacts and Creative Processes
This paper begins by briefly looking at two of the dominant
perspectives on computational creativity; focusing
on the creative artefacts and the creative processes respectively.
We briefly describe two projects; one focused
on (artistic) creative artefacts the other on a (scientific)
creative process, to highlight some similarities
and differences in approach. We then look at a 2-
dimensional model of Learning Objectives that uses independent
axes of knowledge and (cognitive) processes.
This educational framework is then used to cast artefact
and process perspectives into a common framework,
opening up new possibilities for discussing and comparing
creativity between them. Finally, arising from
our model of creative processes, we propose a new and
broad 4-level hierarchy of computational creativity,
which asserts that the highest level of computational
creativity involves processes whose creativity is comparable
to that of the originating process itself
Can a Computationally Creative System Create Itself? Creative Artefacts and Creative Processes
This paper begins by briefly looking at two of the dominant
perspectives on computational creativity; focusing
on the creative artefacts and the creative processes respectively.
We briefly describe two projects; one focused
on (artistic) creative artefacts the other on a (scientific)
creative process, to highlight some similarities
and differences in approach. We then look at a 2-
dimensional model of Learning Objectives that uses independent
axes of knowledge and (cognitive) processes.
This educational framework is then used to cast artefact
and process perspectives into a common framework,
opening up new possibilities for discussing and comparing
creativity between them. Finally, arising from
our model of creative processes, we propose a new and
broad 4-level hierarchy of computational creativity,
which asserts that the highest level of computational
creativity involves processes whose creativity is comparable
to that of the originating process itself