Embedded Files
Tony Clear is an Associate Professor and Co-Director of the Software Engineering Research Lab at Auckland University of Technology. He is an Associate Editor for ACM Transactions on Computing Education, for Computer Science Education, and ACM Inroads for which he is also a regular columnist and Editorial Board member. He is active in research within the computer science education and software engineering communities. Building on the work foreshadowed in the Computing Curricula 2020 report, with Alison Clear and and Abjihat Vichare, Tony has recently co-led an ACM ITiCSE working group report, titled: Designing Computer Science Competency Statements: A Process and Curriculum Model for the 21st Century. This interest in how the computing profession is evolving and how professionals can be developed, is being explored with Professor Daniela Damian of University of Victoria, Canada through a Royal Society of NZ International Leaders Fellowship Grant titled - "Leading the Way in Software Ecosystems for NZ".
Title of the Talk:
Responding to COVID-19 and working globally: An Agile Disposition?
Abstract of the Talk:
This set of ‘globally virtual’ discussions reflects upon this year of COVID-19 and its insights as an educator and a researcher. The first topic focuses on the nature of “dispositions”, what they are, and how they are significant for computing educators and students. The educator’s role is explored in showing how a disposition such as “agility” can be developed in the context of a capstone computing project. The second topic relates to the Computer Science curriculum and how a knowledge-based curriculum model can be reconceived within a competency framework. This reconception of the curriculum has been explored through a recently published ITiCSE international working group report. This year, for the first time, working groups had to conduct their activities remotely rather than face to face, but after a solid several months of work individually, in pairs, subgroups and plenary sessions a substantial report has eventuated. The elements of transforming a traditionally expressed curriculum to one based upon a competency framework will be explored through revisiting how the curriculum has been unpacked and reassembled. The implications for educators and students will be explored, and the further work to be done will be signposted.
Dr Matthew Barr is currently Programme Director for the Graduate Apprenticeship in Software Engineering at the University of Glasgow and co-founder of the Ada Scotland Festival. He is also co-Director of the University’s Games & Gaming Lab, and serves as Vice Chair of British DiGRA and as a Trustee and Director of the Scottish Game Developers Association. Matt also sits on the BAFTA Scotland Committee and currently serves as the Games Jury Chair. His book, Graduate Skills and Game-Based Learning, was published by Palgrave in 2019.
Title of the Talk:
Impromptu Online Delivery of Software Engineering Education
Abstract of the Talk:
The COVID-19 pandemic has required wide-ranging and significant adjustments to virtually every aspect of our lives. In the higher education sector, perhaps the most immediate such adjustment has been the unprecedented, rapid migration to online delivery of teaching that social distancing measures have necessitated. The Graduate Apprenticeship (GA) in Software Engineering degree programme at the University of Glasgow has been no exception. Indeed, the GA programme was, in some respects, uniquely impacted by the lockdown. Our experience suggests that Software Engineering instruction may be successfully delivered online with some relatively straightforward adjustments. Indeed, for our modules, there was simply no time to develop an entirely new instructional design in response to the lockdown. It is also apparent that even across these closely related modules, there is no ‘one size fits all’ approach to the online delivery of Computing Science education. However, a number of useful, generalisable observations may still be made, which will be discussed here.
Google Sites
Report abuse