| 1. |
- Glassey, Richard, et al.
(author)
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Agile and adaptive learning via the ECK-model in the software development academy
- 2018
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In: CEUR Workshop Proceedings. - : CEUR-WS.
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Conference paper (peer-reviewed)abstract
- This paper reports the learning management experiences within an intensive three-month education that helps newly arrived in Sweden find work as IT professionals. The creation of the Software Development Academy was motivated by the migration crisis and the wider need to help integrate newcomers into the social and professional landscape. Despite having relevant skills and training, many have had their studies and careers disrupted either by conflict, or simply by lacking the profile and networks needed to restart their careers in a new country. With limited resources and time, combined with the intensive pace and diverse student backgrounds, the program faces many challenges that threaten its success. To mitigate these challenges, an agile and adaptive approach was adopted that employs TEL techniques and pedagogical concepts to ensure the program is continuously improving via short iterations and tight feedback loops. The program has just finished its third offering and has continuously improved through weekly collection of knowledge, confidence, and experience data that guide interventions and reactions as they are needed. The experience, process, and model presented here may inspire and benefit other courses with similar profiles and challenges.
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| 2. |
- Glassey, Richard
(author)
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Managing assignment feedback via issue tracking
- 2018
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In: 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. 382-382
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Conference paper (peer-reviewed)abstract
- This poster provides insight into the use of an issue tracker for the management of assignment feedback within an introductory course in computer science (CS). Students have made use of Github for three successive years, and the issue tracker has become one of the key mechanisms for managing formative feedback. This approach has yielded three key benefits: increased student engagement in their own feedback; provided an early experience of an authentic and industry desirable communication skill; and created a means to oversee and learn from feedback discussions for the teaching team.
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| 3. |
- Zarb, M., et al.
(author)
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An international investigation into student concerns regarding transition into higher education
- 2018
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In: 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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Conference paper (peer-reviewed)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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| 4. |
- Zarb, Mark, et al.
(author)
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An International Investigation into Student Concerns regarding Transition into Higher Education
- 2018
-
In: ITICSE'18. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 344-345
-
Conference paper (peer-reviewed)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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