Programme - Day One

Abstract: "One of the important challenges we face in early programming courses is to stir the interest and curiosity of our students. We do not only have to teach the concepts, we also have to motivate students to develop an interest in the field of computer science in general or programming in particular.

Programming has become immensely unpopular among teenagers in the last decade. Enrolment numbers in computing related degrees at universities have fallen steeply since the turn of the century. While some of us initially tried to explain this with the bursting of the dot-com bubble, it has long become clear that there is a much deeper, more serious effect at play. Pupils in secondary schools are actively avoiding computing as a subject."

Abstract: "This paper identifies both a conceptual and policy vacuum with regards to ethics reviews before, during and after research in Information and communications Technology (ICT). It describes the findings of an HEA development project that undertook to determine the state of the art of ethics reviews in UK higher education institutions. The paper presents a survey that indicates the current ethics review procedures that currently exist across UK computing departments. The findings underline the relevance of ethics reviews when conducting ICT research."

Abstract: "In this paper we will consider some of the aspects related to the teaching of sustainable development within the Higher Education computing curriculum – including students’ views on the relevance of this to their education. The inclusion of sustainable development material within the curriculum can link with the professional development and career planning of students, as well as providing an appropriate vehicle for the teaching of ethics and exploring issues of social responsibility. The growing recognition of this general area by government, professional bodies and industry means that it can be considered as the role of computing departments to develop this awareness and set of skills in students."

Abstract: "This paper examines automated essay spinning, where a new variant of an essay can be easily produced by a student for them to submit for academic credit. This new essay represents plagiarism. Four spinning processes are tested to generate new versions of three corpora of documents. The originality of documents in the new corpora are assessed using three plagiarism detection tools, Turnitin, TRanker and Ferret. The technique of Automated Translation, where an essay is translated to and from English, perhaps via a sequence of other languages, is found to produce presentable work which may not be detected as unoriginal."

Abstract: "This paper will introduce the Technologically Enhanced Demonstrator Support or TEDS system designed to provide assistance for demonstrators in first year programming laboratory classes. This paper will present the early analysis of results from laboratory classes carried out using the TEDS system, to see how effective TEDS is at revealing which students’ are having problems and directing the demonstrators to these particular students’."

Abstract: "The Bootstrap Programme is a department-specific induction programme that has run for three years. Initially Bootstrap was a short programme used to help students get to know their peers and a few members of the lecturing staff. The programme was designed to provide students with a degree of comfort in their new learning environment. The induction programme has evolved into a programme that is also intended to help students to better understand what computer science is and how the department’s research will enhance their degree."

Abstract: "This paper describes the development of a self-paced discrete mathematics intervention for weaker first year computer science students at a UK university based on a successful self-paced learning course at another UK university. The intervention programme is then introduced as part of the sigma Centre for Excellence at the current university. The development of the module and its associated teaching method at the former university is then described. The development of a new intervention based on the teaching method and resources at the former university is discussed. The evaluation of this initial intervention is then described. Funding was received from JISC to develop and Quality Assure these materials. The process of this development and evaluation are described. Finally, conclusions are drawn on the end product of this development work."

Abstract: "Group project work for final year students at Leeds Metropolitan University has been supported in 2008-9 in a way different from that of previous years. The aim has been to use technology in the form of a customised web-based application to facilitate the processes of group formation and project management, to encourage employer involvement and to improve employment prospects for students. This paper discusses the extent to which these aims have been achieved."

Abstract: "This paper is based around innovations during the development of a new module where there have been opportunities to define content and design modes of delivery, assessment and feedback. Group work and collaborative learning have been an important part of the course. With individual work there is always a group element to facilitate collaborative learning. Conversely, with group work, the assessment design ensures that individual work is adequately rewarded. This has been achieved by a method of grading the product of activities as well as the process by which it had been achieved. The emphasis throughout is that of a constructivist approach where students build on knowledge incrementally. The paper also draws on ideas behind systems thinking to validate the approach taken. Statistical Analysis of grades and other qualitative information including students responses are used to critique as well as suggest improvements for the future."

Abstract: "This paper describes the collaboration between Sheffield Hallam University and an International IT Consulting organisation to develop an innovative postgraduate curriculum that combines intensive, vendor-specific certification training together with a challenging enquiry-focused educational experience. Employers prefer to 'benchmark' potential applicants against industry certification standards, yet also desire the qualities of a postgraduate's enquiring mind. Using research and 'open enquiry' as principle values, a curriculum has been created that facilitates exploration of a wide range of practical and theoretical topics in order to support the development of a highly skilled, autonomous 'Technical Consultant'. A key aspect of this approach is to provide guidance for learners to explore their own development paths, whilst also exposing them to an established vendor specific platform in order to gain sufficient practical experience before seeking employment."

• Cathie Jackson - Cardiff University
  Information Literacy Resource Bank: Learning Objects for Academics' Skills Development
• Graeme Coleman, Morna Simpson and Janet Hughes - University of Dundee
  Towards a Personal Development Plan for ICS Students Entering the Creative Industries
• Huiru (Jane) Zheng - University of Ulster
  Evaluation of Self and Peer Assessment in promoting Group Responsibility and Individual Involvement
• Mark Johnston and Robert Davis - University of Northampton
  An Examination of the Causality of Transition and Retention Failure within Computer Science based Courses
• Neil Gordon - University of Hull
  Peer Assessment of group Work in Computing Using WebPA
• Ryan Ford, Liz Burd and Andrew Hatch - Durham University
  Many Hands or Too many Cooks? Group Effectiveness and Learning with Multi-Touch
• Scott Turner - University of Northampton
  Powerpoint, But What Else?
• Stephen Cummins, Liz Burd and Andrew Hatch - Durham University
  Folksonomies of Feedback: Tagging Source Code
• Tony Jenkins and Jamie Dow - University of Leeds
  Embedding Ethics in Computing
• Anna Peachy and Greg Withnail - The Open University
  Teaching Computing in a Virtual World: Principles and Practice