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Sökning: WFRF:(Exter Marisa)

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1.
  • Frezza, Stephen T., et al. (författare)
  • Crafting the Future of Computing Education in CC2020 : A Workshop
  • 2018
  • Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings.
  • Konferensbidrag (refereegranskat)abstract
    • A consortium of national and international computing and engineering organizations are currently developing a new set of curricular resources titled Computing Curricula 2020 (CC2020). This project, based on its predecessor CC2005, aims to reflect the state-of-the-art in computing education and practice as well as provide insights into the future of the computing educational field for the 2020s and beyond. This workshop provides an overview of the CC2005 and related reports and links them to the transition into the CC2020 project. It also provides participants with a unique opportunity to collaborate with members of the CC2020 task force and contribute to the development of the resources the project will deliver. The workshop authors and participants will engage in activities to help define how Computing is defined within the project and discuss how to extend its influence in global undergraduate computing education for the future. The authors anticipate full audience involvement and participation in formulating this vision.
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2.
  • Frezza, Stephen, et al. (författare)
  • Uncovering the Hidden Curriculum: Finding Dispositional Expectations
  • 2023
  • Ingår i: 2023 IEEE Frontiers in Education Conference, FIE 2023 - Proceedings. - : Institute of Electrical and Electronics Engineers (IEEE).
  • Konferensbidrag (refereegranskat)abstract
    • This special session proposal provides participants with hands-on experience in finding and making explicit the dispositional aspects of active learning. Many faculty develop interactive, active learning experiences to better support student learning; an oft-cited rational includes the notion that students will be 'better prepared' or more ready to go into industry. Course learning goals framed on the Revised Bloom's Taxonomy or other cognitive learning frameworks often fall short of capturing the breadth of learning and the full learning goals intended. This difference is an example of what is often termed a 'hidden curriculum.' Participants should bring to the session a syllabus for a course they teach which includes some aspect of competency development. We especially welcome participants who currently use project-based or other active-learning approaches in their courses.
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