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E-raamat: Effective Learning and Teaching in Computing [Taylor & Francis e-raamat]

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Effective Learning and Teaching in ComputingSuurem pilt
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Written to meet the needs of teachers, lecturers and tutors, this is a comprehensive guide to understanding the key issues, best practices and new developments in learning and teaching in information and computer sciences in higher education.
It covers a range of issues relating to teaching within the broad discipline of computing at under- and post-graduate level, including:

* curriculum
* assessment
* links with industry
* international perspectives
* innovative techniques for teaching
* effective use of ICT in teaching.

Effective Learning and Teaching in Computing will be essential reading for less experienced teachers seeking authoritative guidance as well as experienced teachers seeking material for reflection and advice.
About the editors and specialist contributors ix
Series editor's foreword xiv
Foreword xv
Introduction 1(1)
Alastair Irons
Sylvia Alexander
Setting the scene
1(1)
Identifying the audience
2(1)
Outlining the aims
3(1)
Outlining the structure
4(1)
Meeting the challenge
4(1)
References
5(1)
Current issues
6(13)
Alastair Irons
Sylvia Alexander
Introduction
6(2)
Pre-entry
8(1)
Workload--reading for a degree
9(1)
Curriculum issues
10(1)
Transferable skills
11(1)
Pedagogy
12(1)
Learning resources
13(1)
Increasing participation
13(1)
Widening participation
13(2)
HE in FE
15(1)
Accessibility/disability
15(1)
Female entrants
15(1)
Developing strategies
16(1)
Summary
16(1)
References
17(2)
Part
1. Teaching and the support of learning
19(48)
Motivating computing students
21(8)
Peggy Gregory
Tony Jenkins
Introduction
21(1)
Understanding motivation
22(2)
Practical ideas for motivating computing students
24(3)
The top ten tips
27(1)
Further references
28(1)
The role of practical skills in computing education
29(9)
Fintan Culwin
Introduction
29(1)
A taxonomy of programming courses
30(3)
The philosophy of skills learning
33(2)
Conclusion
35(1)
References
36(2)
Learning and teaching with computers
38(10)
Ian Benest
Introduction
38(2)
Online lectures
40(1)
Structure of lectures
40(1)
Static display of content
41(1)
Creating the aural fragments
42(1)
Constructing the lecture
43(1)
Disability considerations
44(1)
Navigation
45(1)
Summary
46(1)
References
47(1)
Accessibility, disability and computing
48(9)
David Sloan
Loma Gibson
Introduction
48(1)
Teaching students to think about accessibility
49(1)
Accessibility defined
49(1)
Support for accessibility
50(1)
Disabled users as end users
51(1)
Accessibility and the teaching and learning environment
52(2)
Case study: Division of Applied Computing, University of Dundee
54(1)
Conclusion
55(1)
References
56(1)
Variations on a theme: divisions and union in a maturing discipline
57(10)
Lillian N. Cassel
Introduction
57(1)
Computing curricula developments
57(2)
Continuous curriculum and programme development
59(4)
Looking ahead
63(3)
References
66(1)
Part
2. Learning activities for computing students
67(44)
Groupwork for computing students
69(7)
Liz Burd
Achievement of educational goals
70(2)
Fostering quality teamwork
72(1)
Fair assessment for all
73(1)
Final conclusions
74(1)
References
75(1)
Automating the process of skills-based assessment
76(10)
Mike Joy
Introduction
76(1)
Computer-assisted assessment (CAA)
76(2)
Assessment of programming skills
78(1)
Issues
79(1)
Generic products
80(2)
Case study 1: CourseMarker
82(1)
Case study 2: BOSS
82(1)
Conclusion
83(1)
Further information
84(1)
Acknowledgements
84(1)
References
84(2)
Motivation and electronic assessment
86(14)
Stephen Bostock
Assessment, motivation and learning
86(2)
Innovative assessment
88(1)
Computer-assisted assessment (CAA)
89(2)
Group assessment
91(1)
Peer assessment
91(3)
Self-assessment
94(1)
Students setting assessments
94(1)
Conclusion
95(1)
References
96(4)
Reducing plagiarism in computing
100(11)
Alastair Irons
Introduction
100(1)
What is plagiarism?
101(2)
Why is plagiarism an issue?
103(1)
Why do students plagiarize?
104(1)
How big an issue is it?
104(1)
How to tackle plagiarism?
105(3)
Summary
108(1)
References
109(2)
Part
3. Developing effective learning environments
111(48)
Evaluating what works in distance learning
113(10)
Patrick McAndrew
Introduction
113(1)
Distance learning
113(2)
Evaluation approaches
115(1)
The computing course
115(1)
Evaluation
116(1)
Lessons learnt
117(1)
Examples of evaluation data
118(1)
Use of online questionnaires
119(2)
Conclusions
121(1)
Acknowledgements
121(1)
References
122(1)
Industrial input to the computing curriculum
123(13)
Nancy R. Mead
Some industry beliefs about software engineering graduates
123(2)
Studies of industry/university collaboration
125(2)
The approach
127(2)
Successful collaboration construction and execution
129(3)
Industry viewpoint
132(1)
Other sources of industrial input
133(1)
Acknowledgement
134(1)
References
134(2)
Computing education and entrepreneurial spirit
136(12)
Sylvia Alexander
Gerry McAllister
Deborah Trayhurn
Background
136(1)
The changing business environment
137(1)
What is entrepreneurship?
138(1)
Entrepreneurship and HE
139(1)
Teaching entrepreneurship
140(3)
Team approach
143(1)
Deliverables and assessment
144(2)
Incubation
146(1)
Lifelong learning
146(1)
References
147(1)
Higher education, IT and industry
148(11)
Gillian Lovegrove
Introduction
148(1)
Historical view
149(1)
Masters conversion courses
149(1)
Employment
150(1)
Gender
151(1)
Answering our critics
152(1)
Graduates' views
153(1)
Inside our universities
154(1)
Support to lobby for
154(1)
Possible action
155(1)
Summary
156(1)
References
156(3)
Part
4. Reflective practice and personal development
159(30)
Continuing professional development for the computing academic: wheeling in the Trojan Horse
161(11)
Su White
Hugh Davis
Introduction
161(1)
Motivations
162(2)
Barriers
164(1)
Objectives
165(1)
Awareness
166(2)
Understanding
168(1)
Use
169(2)
Conclusion
171(1)
Thanks and acknowledgements
171(1)
Further reading
171(1)
Improving the quality of teaching in computing
172(10)
Andrew McGettrick
Introduction
172(1)
What is quality?
172(1)
Published quality documents
173(3)
Nature of learning and teaching
176(2)
Assessment issues
178(1)
Some important observations
179(1)
Nature of improvement
180(1)
Concluding comments
181(1)
References
181(1)
Technology and the reflective practitioner
182(7)
Tom Boyle
Introduction
182(1)
Schon and the reflective practitioner: teaching, action research and rigorous knowledge
183(1)
The crisis in the teaching and learning of programming
184(1)
Technology and reflective practice in computing
185(1)
Developing rigorous action research: barriers and opportunities
186(1)
References
187(2)
Conclusion
189(16)
Future issues in computing
191(14)
Alastair Irons
Sylvia Alexander
Introduction
191(1)
Issues to be addressed
192(5)
Technologies
197(3)
Student support
200(1)
Continuous professional development
201(1)
Quality enhancement
202(1)
Closing comments
203(1)
References
204(1)
Author index 205(3)
Subject index 208


Alastair Irons is Associate Dean of the School for Informatics at Northumbria University. Sylvia Alexander is Lecturer in Computing at the University of Ulster, Jordanstown and Manager of the National Subject Centre for Information and Computer Sciences.
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