Active Learning in Computing ALiC - PowerPoint PPT Presentation

Loading...

PPT – Active Learning in Computing ALiC PowerPoint presentation | free to download - id: 141a8e-M2E5Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Active Learning in Computing ALiC

Description:

... Tyne, University of Leeds and Leeds Metropolitan University as project partners. ... diversity and enable students to control the pace and style of their learning ... – PowerPoint PPT presentation

Number of Views:42
Avg rating:3.0/5.0
Slides: 39
Provided by: nmd
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Active Learning in Computing ALiC


1
Active Learning in Computing (ALiC)
  • Marie Devlin
  • School of Computing Science
  • Newcastle University

2
Active Learning in Computing
  • Centre of Excellence in Teaching Learning
    project - (CETL)
  • Durham, University of Newcastle upon Tyne,
    University of Leeds and Leeds Metropolitan
    University as project partners.

3
Aims
  • Increase engagement in the curriculum
  • Better equip students for employment
  • Demonstrate how to better integrate research and
    teaching activities
  • Revolutionise the learning environment to embrace
    diversity and enable students to control the pace
    and style of their learning

4
Why is Active Learning important?
  • Helps to foster a deep approach to learning
  • Independent Learning
  • Personal Development
  • Problem-based learning
  • Reflection
  • Interaction and group work
  • Learning by doing
  • Developing learning skills
  • Assessed tasks similar to real world situations
    and problems
  • Access to learning resources

5
ALiC Activities
  • Newcastle CS currently involved in
  • Techno-Café Development
  • Tool Enhancements NESS
  • Both of which are inter-related to our main
    activity Cross-Site Software Development

6
Cross-Site Software Development
  • Industrial software often produced
    collaboratively between teams located at
    different geographical sites.
  • This activity simulates real working practice via
    a shared Software Engineering Project between
    teams of second year students at Durham
    Newcastle
  • Align group activities to students future
    work-based practices

7
Benefit to Students
  • Simulates real working practice
  • Help students develop communication and
    team-working skills as part of transferable
    skills required by employers.
  • Enable students to take control of and
    responsibility for their own learning.
  • Allow students to employ the technologies and
    facilities in their own way in order to afford
    efficient communication and effective team-work.

8
Expected Outcomes
  • A better understanding of the types of projects
    that are suitable for this activity.
  • A better understanding of the assessment
    procedures and approaches we can use to ensure
    that no student fails on account of the poor
    performance of another in team projects.

9
Academic Year 2005-2006
  • 12 companies formed between Newcastle Durham
  • Team size 4-6 Durham, 6-7 Newcastle
  • Develop software for a holiday company
  • Newcastle PDA, Durham Mobile Phone
  • Collaborate on Look and Feel of application

10
Assessment
  • Agreed that a of marks be given to each team
    for collaboration effort
  • Newcastle not given explicit marks part of
    their deliverables reports on collaboration,
    presentations etc.
  • Durham given explicit marks and had to compile a
    personal diary of all collaborations, meetings,
    concerns, problems etc. Legacy Report

11
Communication
  • Newcastle VC room, belonging to School project,
    had to be staffed temporary solution (1 year)
  • Access Grid facilities 4 capture cameras, 2
    PCs, 4 projectors, 3 large screens,
    echo-cancelling mics
  • Durham simple set up, PC, Web cam, microphone,
    speakers

12
Communication Technologies
  • Technologies provided initially were
    video-conferencing, telephone and email.
  • Some SMS text messages were used to a lesser
    extent.
  • MSN with the option of web cameras.
  • Web Forums, Wikis, Weblogs, shared network areas
    for documents and bulletin boards set up by
    students themselves.

13
Experiences
  • Communication problems were expected, students
    gradually became used to the technology, shy at
    first.
  • Teams need to be well organised and have chosen
    an effective team structure with clear roles and
    responsibilities.
  • Some technical problems audio and visual
  • Video conferencing successful in emulating face
    to face communication.

14
Experiences
  • Newcastle teams had to be supervised during video
    conferences
  • Scheduling became a major issue
  • Students had different times for practicals and
    this exacerbated the scheduling problems
  • Newcastle hardware (PC) was not great

15
Outcomes 2005-2006
  • Disparity of schedules, deliverables and
    deadlines caused the students more problems than
    we anticipated.
  • Aims and motivation of the assignment needed to
    be outlined more clearly.
  • Assessment measures and procedures needed to be
    clearer.
  • Groups needed shared space to facilitate sharing
    and collaboration

16
Outcomes 2005-2006
  • Students enjoyed trying out new roles and felt
    more confident about their abilities
  • Students liked the video conferencing mainly and
    found collaborating with another team at another
    site interesting, different and sometimes
    challenging!
  • Some students were disappointed with the
    collaboration because of the technical,
    scheduling and interpersonal difficulties
  • Students feared they would be accused of
    plagiarism if they collaborated too closely on
    look and feel

17
(No Transcript)
18
Academic Year 2006-2007
  • Again 12 companies
  • Assignment more strongly coupled - must produce 1
    piece of software per company
  • Running Application user can monitor
    performance
  • Team size roughly the same as last year
  • Teams given hardware GPS receivers and PDAs

19
Assessment
  • More strongly interdependent
  • Has caused problems
  • students unsure if marking is fair have agreed
    marking criteria across sites but still need to
    review assessment procedure
  • Students are still fearful of the impact on their
    marks of non-contributing members and cross-site
    work makes fear greater
  • Introduction of contribution matrix to mitigate
    this

20
Improvements 2006-2007
  • Newcastle VC room in action, students can run,
    2nd room added
  • Skype some teams have tried it
  • Google Talk - as a back up
  • Contingency plans students made aware of risks
    and potential problems
  • NESS forums, repositories for Companies

21
Improvements 2006-2007
  • Team Games Newcastle and Durham together
  • Schedules for practicals the same
  • Given guidance on how to conduct virtual meetings
  • Students know they do not need the whole team for
    a video conference
  • Development schedules and deliverables are the
    same (except for exam period at Newcastle)

22
Team Games
23
Ongoing Activities
  • Assessing projects for feasibility
  • Improvements in cross-site assessment
    development of mechanisms and tools for ensuring
    fairness
  • Evaluation

24
Techno-Café Development
  • Places where guided study is conducted in a
    relaxed environment that is supported, not
    driven, by technology.
  • Change student perceptions by demonstrating the
    importance of Active Learning.
  • Merging teaching, technology Active Learning
    into a single environment.

25
Techno-Café 2006-2007
  • Students can run the VC themselves
  • InSors software more interactivity
  • Google-Talk
  • QA tested
  • Capture Cameras, 1 Terrabyte of memory, 4 large
    screens, touch screen panel operation
  • Connect to room next door to teach/work together

26
Techno-Café 2006-2007
  • Ongoing Activities
  • Usage Monitoring
  • Student Survey, focus groups
  • Extending the café by putting two new screens in
    rooms across corridor new teaching/learning
    suite
  • Interactive overlays, networked screens

27
Tool Enhancements
  • Aim of this activity
  • Merge/enhance/adopt support tools which can be
    used to support the change process.
  • NESS, SIS, Durhams Automated Questionnaire
    Management System
  • Current support for group and project work for
    students is limited in these systems

28
Tool Enhancements
  • Need to design appropriate interfaces for staff
    and students .
  • Support communication mechanisms.
  • Define repository information that is available
    to students to support their work as well as
    staff for the purposes of assessment.
  • Reflect variations in practice that exist at each
    site.

29
NESS Newcastle E-Learning Support System
30
NESS 2005-2006
  • NESS allows students to
  • access their marks for coursework
  • access assignment descriptions
  • Submit assignments
  • Contact their tutor
  • Receive feedback on an individual, class or team
    assignment
  • View School of Computing Notices
  • Store files and documents for team projects

31
NESS 2006-2007
  • Team Forums
  • Company Forums
  • Team Company Repositories
  • FAQ section
  • Access for Durham staff
  • Separately Access to subversion server to share
    code

32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
Outcomes
  • Initially some difficulties regarding access and
    security but these have been overcome.
  • Was a steep learning curve for staff needed
    a.s.a.p. and term had commenced at Newcastle
    stressful
  • Uptake of forums quite slow late development
    students had set up their own alternative means
    of communicating.

36
Future Work
  • Some mini-projects and planned developments
  • Blue tooth, Screens, Mobile Phones
  • Social areas for students
  • New approach to teach real-time programming
    robots, 4 rooms live interaction
  • Tablet PCs new ways to teach
  • Videos for Information Handling module video
    editing, audio production, story boarding, script
    writing new team element to the module

37
Future Work
  • Evaluation of projects with student participants
    (focus groups, reports, questionnaires)
  • Case Study designed with industrial partner
  • Improvements in assessment methods and criteria
  • Improvements in addressing student fears
  • Improvements in project and assignment design for
    cross-site work

38
Future Work
  • Participate in more ALiC activities
  • Develop new Active Learning techniques and
    implement them in the Computer Science
    curriculum.
  • Incorporate other technologies into group work to
    enhance interactivity e.g. PDAs Robots.
  • Work with project partners to define best
    practice.
  • Distribute NESS and collaborate on customisations
    and improvements.
  • Disseminate findings to wider H.E. community.
About PowerShow.com