We undertake a usability evaluation of tablet computers and handwriting capture and recognition software for use in the classroom.The aim is to assess whether the current crop of tablets and available software offer a viable platform for the immediate capture and dissemination of formative or summative written feedback.If so, then these devices could offer an effective and efficient approach to sharing feedback with our students.We examine a range of tablet devices, covering the major operating systems and touchscreen technologies.For each device, we consider a selection of handwriting capture and recognition apps, in each case choosing the best available for a detailed usability analysis.We develop usability criteria based on Nielsen's Heuristics, refining them for the task at hand.The set of usability criteria developed should prove useful as a basis for future usability analyses of mobile technologies Our findings indicate that there are combinations of tablet computer and handwriting capture, or recognition, software available now that are suitable for use in the classroom.The better quality combinations can be used for capturing and disseminating both formative and summative feedback.Handwriting recognition does require a tablet with an active digitizer and good quality commercial software.Tablets with a good capacitive screen and high quality handwriting capture apps are an acceptable alternative if recognition is not required.
The field of digital forensics requires a multidisciplinary understanding of a range of diverse subjects, but is interdisciplinary (in using principles, techniques and theories from other disciplines) encompassing both computer and forensic science. This requires that practitioners have a deep technical knowledge and understanding, but that they are also able to explain the underlying theory that supports their analytical conclusions. It is therefore essential that students develop effective communication skills, and the ability to articulate their knowledge and understanding of complex technical concepts using words and terms that an individual without prior professional training would understand. Appreciating the importance of active collaborative learning, this paper examines the pedagogy and andragogy of the application of peer learning and teaching within the delivery of digital forensics, in order to improve technical knowledge and understanding and actively develop soft enabling attributes, while also enhancing the learning experience. It further examines the impact of the methodology, to identify the effectiveness of the approach in developing communication and articulation of knowledge, understanding and skills, but also the additional benefits in terms of improving confidence and self-esteem, and strategies designed to stimulate lifelong learning.
Stronger linkages between the ICT industry and universities have been called for by both the ICT industry and by universities. The study described in this paper explores the ways in which the ICT industry believes it can and should contribute to ICT education and research in universities. The results confirm how important relationships with universities are seen to be and that industry would like to expand its level of involvement. Industry would like further involvement in curriculum design, both directly and through professional associations. The involvement sought is not just with respect to high-level themes, but many participants felt that they would like input into the content of individual subjects. In addition to providing teaching related input and support, many in industry would also like to benefit from the expertise in universities by attending university run short courses. The paper makes recommendations for how universities and industry can act to strengthen linkages.
Traditionally computer sciences courses have been taught using laboratories full of expensive desktop computers. Although this approach may have been valid in the 80, 90s and even the early part of this decade, this paper suggests that buying, maintaining and replacing laboratories full of computers is no longer required. This paper raises the issues associated with attempting to use laptops – as thin/thick clients using virtual machines – to deliver the computer science curriculum and offers potential solutions that, in some cases, may make computer science courses at such ‘brave’ institutions more appealing.
Abstract The purpose of this paper is to compare and contrast the efforts of two universities to address the issue of providing computer forensics students with the opportunity to get involved in the practical aspects of forensic search and seizure procedures. The paper discusses the approaches undertaken by the University of Sunderland and the University of South Wales (Glamorgan) to give the students the opportunity to process a case from the crime scene through to the court room. In order to do this both institutions adopted a problem-based learning (PBL) approach – to reflect real-world solutions and encourage students to work in groups to seek further knowledge and understanding of the various processes and procedures – in particular the steps around search and seizure of digital evidence from a crime scene. The PBL activities at Sunderland and Glamorgan were designed in order to help the students understand the processes of digital crime scene analysis and search and seizure procedures and to give them the opportunity to put into practice their digital forensics techniques. Both exercises were designed to give the opportunity to solve realistic problems using PBL, and to illustrate the inter-relationships between science, technology and human activity as it applies to digital forensics, forensic science and the criminal justice system. The paper concludes with an evaluation of the exercises considering the impact they have had on student understanding and learning. Consideration is given to how the PBL activities can be disseminated and/or transferred to the wider community.
The issue of gender imbalance in computing professions and higher education programs is well documented. The specific contextual reasons for the observed disparity are less well documented and in Vietnam are until now unrealized. There are a number of social, political, personal and historical factors that influence female enrollment into IT programs at university and there is no single global scenario. This paper discusses the trends and barriers around the world and examines the gender imbalance in an undergraduate IT course at a Vietnamese campus of an Australian university. A number of initiatives and key success factors for closing the gender gap are presented.
Practical experience of security and forensic computing is of increasing relevance for student employability. Further, courses related to these topics have increased in student popularity. Learning by doing (or experiential learning) is an effective pedagogical way to help students constructively build up their knowledge related to these courses.To improve student engagement and employability and make these courses sustainable, the paper has proposed and developed a portable unified constructivist-learning environment using virtualisation technology, and designed a wide spectrum of hands-on materials on both security and forensic computing topics to offer students a great chance to experience experiential learning. The work presented in this paper is a typical exemplar of applying constructivist learning theories into security and forensic computing education and other similar courses. It is a new way to improve and transform undergraduate STEM education.
This paper presents an interactive, user-friendly tutoring system, which can be used to enhance students' understanding of the principles behind data structures. The system has the capability to display data structures graphically as well as providing the facility to allow users to perform the basic operations on the data structure generated. An animation-based approach has been developed to provide a step-by-step illustration of how various traversal techniques are performed in the context of binary search and AVL trees data structure. The system has a tutorial mode incorporating exercises, where students can learn basic concepts operations associated with each data structure. The evaluation was carried out by computer science undergraduate students in the School of Computing and Mathematics. It is generally acknowledged that the system was very useful in teaching students about data structures. This system can be used as an effective supplement to traditional teaching methods.
AbstractThis case study focuses on the conceptual framework, implementation and evaluation of a ‘chaotic learning’ based module which utilised an ‘assessment for learning’ rather than an ‘assessment of learning’ approach (Black & William 1998). The development entailed combining different types of teaching and learning methods (face-to-face learning, eLearning and project-based learning) to create an Object Oriented Analysis and Design module for second year computing students at Plymouth University. Initial results show that students gained valuable workplace skills and that attainment results were improved compared to those of the previous year’s cohort.
This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour.Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience.This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and flow as natural dynamics that can be exploited in the learning experience.
Computing Science is not a popular subject choice in UK secondary schools. Teachers complain of low numbers due to a lack of interest from parents and pupils. This unfortunate trend means the current education system will very likely fail to meet the skill needs of industry in the future, and it is unfortunate for a nation which has a long and proud history of innovation and technical expertise. In the following report we will reflect upon one of the authors’ (Gareth’s) experiences and observations as a STEM Ambassador (http://www.stemnet.org.uk/content/ambassadors/whoareambassadors) in a Scottish High School. We highlight the differences he observed between first and third year students. We reflect on his experiences, consider them in the light of the literature on creativity in schools and make some suggestions as to how the situation could be improved.
As an outcome of a DAAD (German Academic Exchange Service) sub-project started in 2004 and devoted to teaching the Java programming language, a joint pool of primarily advanced topics has been created. This teaching material has since been used by teachers from different member universities and countries. In this paper we present recent modifications of the joint pool, with the main goal of innovating and improving its topics. The result of these efforts has been a realization of a completely new, elective object-oriented programming II course.
In this paper, we describe the usage patterns found on four different modules and analyse the detailed outcomes of two case studies based around the usage of the PeerWise system which encourages students to create multiple choice questions (MCQs) for their peers and allows them to evaluate and write comments on MCQs written by their peers. The case studies evaluated data collected from using PeerWise with different student cohorts taking the same modules over two consecutive academic years. Between the years interventions were introduced to attempt to increase student engagement. It was noted that although increased levels of participation were observed in cohorts on different modules the authors are aware that other factors often can have a strong influence, including the awarding of marks for participation, the year of study and students perceived value. This evaluation seems to show that the early and specific interventions applied did have an influence on the pattern of student usage by increasing the student engagement with the PeerWise system.
Over recent years, we have attempted to design summative assessments for a final year undergraduate module in Systems Analysis and Design that engage students in stimulating, practical tasks that are based upon real-world requirements. This paper evaluates the progression of these ambitions and draws attention to the constraints that inevitably limit attempts to simulate software development environments. The paper critically reflects on lessons learned and anticipates improvements in the model, particularly the idea that student solutions can form a repository of material representing an advancing body of in-house knowledge, and the prospect of moving towards a more real-world learning and assessment environment. Current work is focused on analysing system requirements among a community of voluntary carers dealing with elderly residents. This has the advantage of forging valuable external links as well as providing a live user environment. It is suggested that such projects could also be integrated into other modules.
Peer code reviews have been successfully applied to the teaching of programming and can be applied to solo programming. Collaborative approaches are currently popular and have been successfully applied though social interaction and assessment issues limit their application. It is believed that a checklist based individual code review can provide a framework which allows students to proofread their code prior to submission, improving performance. Pilot and follow-up studies were conducted at Swansea Metropolitan University and although the results are inconclusive some important observations are made with regards to the use of this technique. Further study into the effects of individual code reviews on student performance is recommended.
This paper reflects on the experience of delivering a module in Information Systems Design to postgraduate students. The module has been taught for a number of years but has recently been restructured around a novel systems development framework presented as a pattern language. This restructuring represents a move towards a “scaffolded” approach to delivering the module. We present evidence that this approach has improved both the students’ technical skills and their confidence in applying these skills.
This paper reports on work conducted by the Computer Science Usability Group at the University of Hertfordshire in which a User-Centred Design methodology was applied to gain a deeper understanding of our undergraduate distance learning student population. Specifically, the work reported here is concerned with the approach employed to the development of personas, and how these were applied to the design of learning experiences. This paper also includes samples of the personas produced as part of this work. Discussions with staff elicited a mixed response to the approach; some colleagues felt they already had a good intuitive sense of who the learners were. However it is argued here that one of the benefits of using personas is in how they make such implicit knowledge explicit and the impact this has upon the collective understanding of who our learners are.
This paper evaluates the use of participative design in the provision of animated video snippets to support first year undergraduates in interview skills in a module on personal development in computing. Animated video snippets are made available in a blog encouraging students to consider issues relating to employment interviews before and after viewing; the students are also asked to indicate to what extent they felt the materials provided support. The design, delivery and evaluation of the use of video snippets is discussed, and feedback from participants at each stage of development and deployment is considered. The design process is iterative, incorporating suggestions made at each stage, and encouraging a sense of ownership as well and supporting reflective practice. The study also notes parallels between the ADDIE approach to instructional design and the action research model. There were 6 stages in the study, which was carried out at London Metropolitan University.
In this paper we discuss how we may personalize e-learning along three distinct axes, namely: teaching and learning pedagogical philosophies, personalized educational processes to taste and the coordination of these processes during execution. In doing so we are concerned with supporting users’ choices of educational options in course delivery via the Web services. In the work presented here, we assess the practical needs of learners and tutors and then the main research problems are analysed from a practical and pragmatic point of view. Following on from this the design of an intelligent virtual learning environment (VLE) is described to map a set of extensive didactic paradigms, which is represented by a system model and architecture. In this system, the semantic information of learning units and processes (e.g. the relationships among units) can be described and integrated in terms of various requirements of our users. As a result instructional materials with a wide variety of executional options and conditions can be built. Furthermore, through reassembling the semantics of learning content according to users’ new demands, our target audience (both student and content deliverers) can change their particular educational experience dynamically. This VLE can provide high-powered pedagogy-layered personalization - thus enabling new managed e-learning Web services and applications.
Abstract Many UK universities employ their enrolled students on a part-time basis as student ambassadors and in teaching support roles, for example as student proctors (Hampton and Potter 2009). However it is common elsewhere, for example in the United States of America, for universities and colleges to employ students in a much wider range of support roles (Hubbard and Klute, 2009). The many advantages of this strategy, to both the institution and to students, became apparent when a similar policy was implemented by a UK university from 2008. This paper focuses on feedback from some computing students based in the Student Experience Enhancement Unit (SEE-u) in Coventry University’s Faculty of Engineering and Computing after being appointed as Student Advocates. Feedback collected recently from student advocates has been used as evidence in this paper to show that the employment and development of students as part time staff to undertake a wide range of tasks, can be an effective way to increase their graduate employment prospects and to improve their value to potential future employers.
