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. CCS CONCEPTS• Social and professional topics → Computing education.

The paper discusses a course in software development, as advocated by the CC2001 report. The course revolves around a single project divided into six assignments. In addition, the course includes lab assignments covering the tool of the week. The order of coverage of topics and the order of labs is determined using just-in-time learning. Grading criteria and an assessment of the course are discussed.

The paper discusses a course in software development, as advocated by the CC2001 report. The course revolves around a single project divided into six assignments. In addition, the course includes lab assignments covering the tool of the week . The order of coverage of topics and the order of labs is determined using just-in-time learning. Grading criteria and an assessment of the course are discussed.

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