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The march towards on-line and blended teaching—present before the
Covid-19 pandemic—has been accelerated by it, and there is no
going back. Students and staff may object, but the economic drive
towards “greater productivity” will inevitably result in less
face-to-face (f2f) instruction. Therefore, it is incumbent for
those delivering this precious, in-person resource to make maximum
use of time…which raises the question, “how”? The second
edition of Higher Education Computer Science offers some potential
answers. It also addresses other questions, such as “why have f2f
teaching at all?” “what is the purpose of f2f?” and “what
is the appropriate balance between the two?” The first edition
began to offer suggestions for optimising limited opportunities to
get together with students. Aligned with that, this unique new
volume examines how to use the technology available to maximum
advantage: For example, resources such as Moocs and other on-line
instructional materials can provide invaluable pedagogic support.
In addition, the book addresses ‘problem-based learning,’ using
robotics in the teaching of programming, and a multidisciplinary
approach to data science. Although it includes a chapter on
distance learning, there is greater emphasis placed on the soft,
transferable skills and employability skills that are best
delivered in person. Further, the work provides several examples of
putting theory into practice when teaching computer science at both
undergraduate and postgraduate levels. Written by experienced
practitioners, each chapter tackles a particular teaching activity
or topic within computing, presented in such a way that other
practitioners can use. As such, this new volume will be an
invaluable resource to those who want to protect and optimise
in-person teaching.
There is currently a great emphasis on teaching quality in Higher
Education. In the UK, the Teaching Excellence Framework and the
National Student Survey have contributed significantly to this
focus. Additional support for staff to develop teaching skills has
also come from the Higher Education Academy, whose fellowship
scheme encourages HE staff to focus on their practice in the
classroom. The growth in the number of students attending
university has resulted in a much wider range of learning styles
amongst them. Many students do not fit the idealised average of
being adept at learning from primarily text-based media. Two
further trends are also driving change and innovation in academic
staff teaching. The first is the availability of online teaching
materials such as MOOCs. The second is the emphasis now given to
student postgraduate employability, represented by certain aspects
of the Teaching Excellence Framework that require students not only
to know information, but also to be able to articulate that
knowledge and to demonstrate their skills. With a desire to enable
our students to achieve their highest potential, many staff
undertake initiatives to facilitate learning that accommodate a
wide range of learning styles. This book focuses on approaches to
teaching and learning within the discipline of Computer Science.
The book consists of a selection of chapters that describe a
particular teaching activity or topic within Computing in HE,
presented in such a way that other practitioners can adopt and
adapt them as a way of helping them to develop their own teaching.
It provides a number of practical cases of putting theory into
practice when teaching Computer Science to both undergraduate and
postgraduate students in Higher Education institutions. A chapter
on the importance of developing soft skills and a professional
online presence is also included as an essential part of preparing
the students for their future employment.
This book argues that the key problems of software systems
development (SSD) are socio-technical rather than purely technical
in nature. Software systems are unique. They are the only human
artefacts that are both intangible and determinant. This presents
unprecedented problems for the development process both in
determining what is required and how it is developed. Primarily
this is a problem of communications between stakeholders and
developers, and of communications within the development team.
Current solutions are not only inadequate in expressing the
technical problem, they also evade the communications problems
almost entirely. Whilst the book addresses the theoretical aspects
of the process, its fundamental philosophy is anchored in the
practical problems of everyday software development. It therefore
offers both a better understanding of the problems of SSD and
practical suggestions of how to deal with those problems. It is
intended as a guide for practising IT project managers,
particularly those who are relatively new to the position or do not
have a strong IT development background. The book will also benefit
students in computing and computer-related disciplines who need to
know how to develop high quality systems. Software systems
development (particularly of large projects) has a notoriously poor
track record of delivering projects on time, on budget, and of
meeting user needs. Proponents of software engineering suggest that
this is because too few project managers actually comply with the
disciplines demanded of the process. It is time to ask the
question, if this is the case, why might this be? Perhaps instead,
it is not the project managers who are wrong, but the definition of
the process. The new understanding of the SSD presented here offers
alternative models that can help project managers address the
difficulties they face and better achieve the targets they are set.
This book argues that time is up for the software engineering
paradigm of SSD and that it should be replaced with a
socio-technical paradigm based on open systems thinking.
There has been exponential growth in transnational education (TNE)
in the last few years as UK universities have looked to expand
their markets. Recipient countries have sought short cuts to
developing their higher education provision which has proved a
lucrative income stream for some universities. But overseas
collaborations are not without risk. Recipient countries can be
concerned with external influence over curricula, quality being
diluted and higher education being infected by neo-imperialism.
These concerns are not without foundation. There are risks for
providers too. Reputations can be damaged if academic standards are
compromised. Conflicts of interest can occur between quality of
provision and the pot of gold on offer. Staff can view overseas
collaborations as distracting from their research and commitment to
home students. Computing is a particularly popular subject for TNE,
but critical thinking, analysis, independent learning, and
creativity can be compromised. Preventing plagiarism is difficult.
Constant changes in technology result in constant curricula
revision which causes severe problems for overseas collaborations.
This book focuses on TNE in the computing domain. However
cross-cultural issues challenge TNE management and administration
whatever the subject area. If the ever present tensions are not
continuously monitored they can quickly threaten the sustainability
of the collaboration. This book identifies many of the threats and
some of the solutions. The readership for this book is truly
global. Any international development officer in higher education
considering an overseas collaboration will benefit from this book.
Any academic becoming engaged in, or already involved with a TNE
partnership, either as provider or recipient, will gain information
and insight into the practice and issues. Researchers in TNE will
discover more lines of enquiry. Students considering a course with
an overseas provider or in coming to the UK to study will be better
prepared thereby enabling a more fulfilling and rewarding
experience. Anyone who has an interest in TNE, whether at the
senior executive level, operational level, delivering programmes or
as a recipient of TNE should read this book. The wealth of
experience gathered here will provoke questions, prompt debate and
offer solutions. It has been written by people who know the issues,
bear the scars and are happy to share their knowledge. It will
greatly benefit future transnational collaborations.
This book argues that the key problems of software systems
development (SSD) are socio-technical rather than purely technical
in nature. Software systems are unique. They are the only human
artefacts that are both intangible and determinant. This presents
unprecedented problems for the development process both in
determining what is required and how it is developed. Primarily
this is a problem of communications between stakeholders and
developers, and of communications within the development team.
Current solutions are not only inadequate in expressing the
technical problem, they also evade the communications problems
almost entirely. Whilst the book addresses the theoretical aspects
of the process, its fundamental philosophy is anchored in the
practical problems of everyday software development. It therefore
offers both a better understanding of the problems of SSD and
practical suggestions of how to deal with those problems. It is
intended as a guide for practising IT project managers,
particularly those who are relatively new to the position or do not
have a strong IT development background. The book will also benefit
students in computing and computer-related disciplines who need to
know how to develop high quality systems. Software systems
development (particularly of large projects) has a notoriously poor
track record of delivering projects on time, on budget, and of
meeting user needs. Proponents of software engineering suggest that
this is because too few project managers actually comply with the
disciplines demanded of the process. It is time to ask the
question, if this is the case, why might this be? Perhaps instead,
it is not the project managers who are wrong, but the definition of
the process. The new understanding of the SSD presented here offers
alternative models that can help project managers address the
difficulties they face and better achieve the targets they are set.
This book argues that time is up for the software engineering
paradigm of SSD and that it should be replaced with a
socio-technical paradigm based on open systems thinking.
There has been exponential growth in transnational education (TNE)
in the last few years as UK universities have looked to expand
their markets. Recipient countries have sought short cuts to
developing their higher education provision which has proved a
lucrative income stream for some universities. But overseas
collaborations are not without risk. Recipient countries can be
concerned with external influence over curricula, quality being
diluted and higher education being infected by neo-imperialism.
These concerns are not without foundation. There are risks for
providers too. Reputations can be damaged if academic standards are
compromised. Conflicts of interest can occur between quality of
provision and the pot of gold on offer. Staff can view overseas
collaborations as distracting from their research and commitment to
home students. Computing is a particularly popular subject for TNE,
but critical thinking, analysis, independent learning, and
creativity can be compromised. Preventing plagiarism is difficult.
Constant changes in technology result in constant curricula
revision which causes severe problems for overseas collaborations.
This book focuses on TNE in the computing domain. However
cross-cultural issues challenge TNE management and administration
whatever the subject area. If the ever present tensions are not
continuously monitored they can quickly threaten the sustainability
of the collaboration. This book identifies many of the threats and
some of the solutions. The readership for this book is truly
global. Any international development officer in higher education
considering an overseas collaboration will benefit from this book.
Any academic becoming engaged in, or already involved with a TNE
partnership, either as provider or recipient, will gain information
and insight into the practice and issues. Researchers in TNE will
discover more lines of enquiry. Students considering a course with
an overseas provider or in coming to the UK to study will be better
prepared thereby enabling a more fulfilling and rewarding
experience. Anyone who has an interest in TNE, whether at the
senior executive level, operational level, delivering programmes or
as a recipient of TNE should read this book. The wealth of
experience gathered here will provoke questions, prompt debate and
offer solutions. It has been written by people who know the issues,
bear the scars and are happy to share their knowledge. It will
greatly benefit future transnational collaborations.
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