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| 2. |
- Siegel, A. A., et al.
(författare)
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Educational Landscapes during and after COVID-19
- 2021
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Ingår i: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 597-598
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Konferensbidrag (refereegranskat)abstract
- The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting. Even in the unlikely event that we return entirely to pre-COVID-19 norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. The exploration will strive to identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.
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| 3. |
- Siegel, A. A., et al.
(författare)
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Teaching through a Global Pandemic : Educational Landscapes Before, during and after COVID-19
- 2021
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Ingår i: Proceedings Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE 2021. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 1-25
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Konferensbidrag (refereegranskat)abstract
- The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in how instructors communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting. Even in the unlikely event that we return entirely to pre-pandemic norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. Following a multinational study of computing faculty, this exploratory stage will identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education.
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| 4. |
- Clear, A., et al.
(författare)
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Designing Computer Science Competency Statements : A Process and Curriculum Model for the 21st Century
- 2020
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Ingår i: Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, ITiCSE 2020. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 211-246
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Konferensbidrag (refereegranskat)abstract
- The broadly influential document Computing Curricula 2005 (CC2005) is in the process of being updated through a project called Computing Curricula 2020 (CC2020). CC2020 provides a vision for the future of computing education, including a comprehensive report that contrasts curricular guidelines, and contextualizing those guidelines within the broader landscape of computing education. In the process, a framework of competency-based educational principles has been developed which is closely aligned with other skills and qualifications frameworks. This working group report demonstrates one way in which the transition from current learning-outcomes-based practices to the competency-based practices can be approached. Further, the paper discusses the challenges and insights that have emerged as the learning outcomes for various Knowledge Areas in the CS2013 report were re-expressed in terms of competencies.
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| 6. |
- Zarb, M., et al.
(författare)
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An international investigation into student concerns regarding transition into higher education
- 2018
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Ingår i: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450357074 ; , s. 344-345
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Konferensbidrag (refereegranskat)abstract
- The experience of transitioning into and starting higher education is a very individual one, with some applicants viewing the prospect of higher education as an unknown entity; for those who are first in their family or community to consider higher education, this can seem an "alien environment". These are just some of the issues that lead to applicants experiencing levels of concern when considering a transition into higher education. This international working group proposes to consider concerns across a wide range of participants: namely students who are in the process of transitioning into a higher education environment, and students who have recently completed this transition.
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