Effective Learning and Teaching in Computing 1st Edition by Alastair Irons, Sylvia Alexander ISBN 0415335000 9780415335003

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ISBN 10: 0415335000 
ISBN 13: 9780415335003
Author: Alastair Irons, Sylvia Alexander

Effective Learning and Teaching in Computing 1st Table of contents:

1: Current Issues

• Introduction

• Pre-entry

• Workload – reading for a degree

• Curriculum issues

• Transferable skills

• Pedagogy

• Learning resources

• Increasing participation

• Widening participation

• HE in FE

• Accessibility/disability

• Female entrants

• Developing strategies

• Summary

• References

Part 1: Teaching and the Support of Learning
2: Motivating Computing Students

• Introduction

• Understanding motivation

• Practical ideas for motivating computing students

• Links with industry

• The top ten tips

• References

3: The Role of Practical Skills in Computing Education

• Introduction

• A taxonomy of programming courses

• The philosophy of skills learning

• Conclusion

• References

4: Learning and Teaching with Computers

• Introduction

• Online lectures

• Structure of lectures

• Static display of content

• Creating the aural fragments

• Constructing the lecture

• Disability considerations

• Navigation

• Summary

• References

5: Accessibility, Disability and Computing

• Introduction

• Teaching students to think about accessibility

• Accessibility defined

• Support for accessibility

• Disabled users as end users

• Accessibility and the teaching and learning environment

• Case study: Division of Applied Computing, University of Dundee

  • Introduction

  • Accessible design in the curriculum

  • Accessibility of the teaching and learning environment

  • Conclusion

• References

6: Variations on a Theme: Divisions and Union in a Maturing Discipline

• Introduction

• Computing curricula developments

• Continuous curriculum and programme development

• Looking ahead

• References

Part 2: Learning Activities for Computing Students
7: Groupwork for Computing Students

• Achievement of educational goals

• Fostering quality teamwork

• Fair assessment for all

• Final conclusions

• References

8: Automating the Process of Skills-Based Assessment

• Introduction

• Computer-assisted assessment (CAA)

• Assessment of programming skills

• Issues

• Generic products

• Case study 1: CourseMarker

• Case study 2: BOSS

• Conclusion

• Further information

• Acknowledgements

• References

9: Motivation and Electronic Assessment

• Introduction

• Assessment, motivation and learning

• Innovative assessment

• Computer-assisted assessment (CAA)

• Group assessment

• Peer assessment

• Self-assessment

• Students setting assessments

• Conclusion

• References

10: Reducing Plagiarism in Computing

• Introduction

• What is plagiarism?

• Why is plagiarism an issue?

• Why do students plagiarize?

• How big an issue is it?

• How to tackle plagiarism

• Summary

• References

Part 3: Developing Effective Learning Environments
11: Evaluating What Works in Distance Learning

• Introduction

• Distance learning

• Evaluation approaches

• The computing course

• Evaluation

• Lessons learnt

• Examples of evaluation data

• Use of online questionnaires

• Conclusions

• Acknowledgements

• References

12: Industrial Input to the Computing Curriculum

• Some industry beliefs about software engineering graduates

• Software engineering graduates will not need further training to perform like experienced software engineers

• Software engineering programmes will correspond to specific corporate requirements

• Studies of industry/university collaboration

• The working group on software engineering education and training

• Investigation into re-education collaborations

• The approach

• Successful collaboration construction and execution

• Common characteristics

• Dissimilar characteristics

• Benefits

• Industry viewpoint

• Other sources of industrial input

• Acknowledgements

• References

13: Computing Education and Entrepreneurial Spirit

• Background

• The changing business environment

• What is entrepreneurship?

• Entrepreneurship and HE

• Teaching entrepreneurship

• Team approach

• Deliverables and assessment

• Incubation

• Lifelong learning

• References

14: Higher Education, IT and Industry

• Introduction

• Historical view

• Masters conversion courses

• Employment

• Gender

• Answering our critics

• Graduates’ views

• Inside our universities

• Support to lobby for

• Possible action

• Summary

• References

Part 4: Reflective Practice and Personal Development
15: Continuing Professional Development for the Computing Academic: Wheeling in the Trojan Horse

• Introduction

• Motivations

• Institutional perspectives

• Personal perspectives

• Student experience

• Barriers

• Objectives

• Awareness

• Understanding

• Use

• Conclusion

• Thanks and acknowledgements

• Further reading

16: Improving the Quality of Teaching in Computing

• Introduction

• What is quality?

• Published quality documents

• UK computing benchmark

• UK qualification frameworks

• Computing Curricula 2001

• Nature of learning and teaching

• Towards the independent learner

• Assessment issues

• Some important observations

• Nature of improvement

• Concluding comments

• References

17: Technology and the Reflective Practitioner

• Introduction

• Schön and the reflective practitioner: teaching, action research and rigorous knowledge

• The crisis in the teaching and learning of programming

• Technology and reflective practice in computing

• Developing rigorous action research: barriers and opportunities

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Tags: Alastair Irons, Sylvia Alexander, Effective Learning, Computing