Programme - Day Three

Abstract: "Audio or video podcasts can offer students different ways of learning and can add value by providing access to learning materials ‘on the move’. This paper presents an initial investigation into the use of excel podcasts for undergraduate and foundation level students in different faculties at a single university. The podcasts were shown in lecture and seminar settings and uploaded to an online server for all students to access in their own time; either via a web browser or portable video player such as an iPod. Results for the on-going study were positive with the majority of students using them for developing their understanding of excel and exam revision. Students expressed an interest in having similar supplementary learning materials for other modules. Such conclusions drawn from this study highlight the need to investigate the use of podcasts further in the teaching and learning environment. "

Abstract: "This paper aims to crystallize recent research performed at the University of Worcester to investigate the feasibility of using the commercial game engine ‘Unreal Tournament 2004’ (UT2004) to produce ‘Educational Immersive Environments’ (EIEs) suitable for education and training. Our research has been supported by the UK Higher Education Academy. We discuss both practical and theoretical aspects of EIEs. The practical aspects include the production of EIEs to support high school physics education, the education of architects, and the learning of literacy by primary school children. This research is based on the development of our novel instructional medium, ‘UnrealPowerPoint’. Our fundamental guiding principles are that, first, pedagogy must inform technology, and second, that both teachers and pupils should be empowered to produce educational materials. Our work is informed by current educational theories such as constructivism, experiential learning and socio-cultural approaches as well as elements of instructional design and game principles."

Abstract: "The increased presence of diagram-type student work in higher education has recently attracted researchers to look into the automation of diagram marking. This paper introduces web-based diagram drawing and marking tools for a new (semi-automatic) assessment approach. The approach reduces the number of diagram components marked by the human marker and provides individualised and detailed feedback to students. The tools which have been used in tutorials of a first year database module in the Computer Science department at Loughborough University are described together with findings from the usage of the tools."

Abstract: "In this paper, we describe the pedagogical basis of a project aiming to encourage students to engage in reflective activities using blogs that document their learning experiences, and give details of the practical implementation of this work. Basic examples of activities which scaffold the process are discussed, together with a description of some difficulties that arise when the informal aspects of blogging conflict with the desire to use the reflective work as formal evidence of learning in a personal development portfolio. Some suggestions on how these issues may be resolved are presented."

Abstract: "An integrated, multi-level software system simulator has been developed to support teaching and learning of undergraduate computer architecture and operating systems modules. In this paper the rationale for the development of the simulator and its main features are described; the teaching and learning strategy is briefly explained; the simulator evaluation methodology is defined and the preliminary results of the evaluation are presented."

Abstract: "We present a new anti-plagiarism tool called Excel-Smash. Whilst there are already anti-plagiarism tools available for essays and programming based submissions, our tool to the best of knowledge is the only tool designed to compare student submissions in the form of Microsoft Excel spreadsheets. We present details of the plagiarism checks performed and we test our software on over nine hundred current and past student submissions. We present a case study to show how Excel-Smash functions from the point of view of the user, and we present data to support the ability of Excel-Smash to identify plagiarism between different marker groups above the abilities of its human counterparts. With a low false positive and false negative result Excel-Smash quickly allows identification of serious and more minor inter-group plagiarism. "

Abstract: "Software Engineering is a dry subject: the methodologies involved in creating good software may remain obscure to a student who does not experience complex software development. Professional Skills is an equally dry subject: analysis and project planning, assessing risk, achieving success in a group, and focused communication of outcomes may be perceived as largely unnecessary to a student working in an academic rather than professional environment. Software Engineering marries well with Professional Skills in that there is much overlap in approach and desired outcomes. Problem Based Learning is an effective teaching medium for sparking student interest, but may reduce the amount of theoretical knowledge that students acquire. This paper describes a group, Problem Based Learning approach to achieving both improved Software Engineering skills and improved Professional Skills."

Abstract: "In this paper we share our experiences and preliminary results of an ongoing Higher Education Academy funded project. The project was affectionately know as the EVIL project (Experiential VIdeo Logs for usability testing), and focused on the creation of video logs of students’ usability tests. Students were required to design and implement usability tests in the Department’s usability lab, making a video record of the test, that was used to facilitate personal and class reflection activities. Students engaged in an iterative process of test design, implementation and reflection, feeding the results of the reflections into subsequent test designs. Student feedback indicates that the project had an extremely positive impact on the students’ learning experience, and their understanding of usability testing. The sharing of video files in class was popular with students and was a useful vehicle for the introduction of new ideas."

Abstract: "We are living in a time where developments in the use of technology in teaching are happening all around us. Some of these developments are specifically aimed at supporting inclusive teaching, some are by their nature inclusive anyway, and some offer potential benefits for inclusion that have not yet been explored. This presentation will showcase some of the ways in which good inclusive practice is being developed in the ICS disciplines under the JISC TechDis HEAT scheme, to provide low-cost exemplars that delegates may wish to replicate. But that is not the whole picture – often the dissemination of great creativity in teaching creativity is not facilitated, in fact in some case is stifled, by institutional factors. So this session will also examine some of the institutional factors preventing the adoption of inclusive practice using technology in teaching, and how some institutions have overcome these. Hopefully by joining these two areas together, collectively we will be ensure that technology is used appropriately and inclusively in the teaching of ICS."