A critical programmer searches for professionalism

Schaefer, Robert

doi:10.1145/1142958.1142962

Cited by 10 publications

(5 citation statements)

References 33 publications

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“…Finally, meta-cognitive knowledge requires "knowledge of cognition in general as well as a critical awareness of one's own cognition" (p.29). Schaefer (2006) suggests that metacognition is iterative and dynamic. It involves being able to plan, determine strategy and tactics, and assess the best way of solving a problem.…”

Section: Bloom's Revised Taxonomy and The Need For Metacognitive Skillsmentioning

confidence: 99%

Embedding Critical Thinking in IS Curricula

Thomas

Davis²,

Kazlauskas

2007

JITE:Research

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Executive SummaryIt is important for students to develop critical thinking and other higher-order thinking skills during their tertiary studies. Along with the ability to think critically comes the need to develop students' meta-cognitive skills. These abilities work together to enable students to control, monitor, and regulate their own cognitive processes and improve their ability to comprehend and solve problems.This paper proposes the use of scaffolding as a method of helping students to develop their critical thinking and meta-cognitive skills within the IS curriculum. Scaffolding enables students to undertake tasks that they might not have been able to tackle without the scaffolding. It allows the learners to focus on the aspects of the task that they can manage, while still keeping an understanding of the task as a whole. As the scaffolding is gradually removed, the student should be able to work more independently and apply the new skills effectively.The paper shows how the scaffolding of the process of critical thinking can be used in the early stages of the IS curriculum to enable students to first learn, then gain confidence, in using the techniques that they need to apply independently in the latter stages of the curriculum. Some of the topics covered and where skills were developed included writing essays (in particular essays that include argument), critical and analytical thinking in programming, and the use of problemsolving techniques in systems analysis and design.In the section on critical and analytical thinking in programming, we show how we taught students to think logically and then how this was applied in programming. The task of testing algorithms was scaffolded to enable the students to learn how to evaluate a program and create test data. The paper then shows how the lecturer developed students' meta-cognitive skills by phrasing SQL questions that made the students conscious of their thinking and helped them to link what they were currently doing with their previous knowledge.The paper goes on to show how the conventional problem-solving techniques that are often taught to school children can be used in systems analysis and design. These techniques help the student to consider the whole picture and to understand the relationships between the different parts of the system and how it interacts with the rest of the world.Lastly, the paper describes how the students were taught to write and argue when writing an academic essay. The first assessment task was carefully scaffolded to help the students understand the need to put forward an argument, substantiate that argument and to miniMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation o...

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Section: Bloom's Revised Taxonomy and The Need For Metacognitive Skillsmentioning

confidence: 99%

Embedding Critical Thinking in IS Curricula

Thomas

Davis²,

Kazlauskas

2007

JITE:Research

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“…The practice of software assurance can be implemented quickly and easily [1]. The expectation of what industry needs should be communicated to academia to properly prepare college students in the area of software assurance [8]. This research adds value to software assurance in a college curriculum by gaining an in-depth understanding of pertinent course material for software assurance education.…”

Section: Software Assurancementioning

confidence: 99%

An analysis of the common body of knowledge of software assurance

Uzubell

Liles

Jiang

2010

Proceedings of the 2010 ACM Conference on Information Technology Education

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Software assurance is not a new discipline, but industry is expressing a need for a stronger knowledge of and improved skills in software assurance. Poor quality software is a serious problem that continues to grow.This requires a skill that few professionals can provide. Training and education are important factors to increase knowledge and skill. Software assurance topics in academia are limited, so there is a need for additional research on the subject. This research focuses on the need for software assurance topics in academia. The results identified the gap of knowledge in the education of software assurance. Important software assurance concepts have been disregarded in the college curriculum leaving industry struggling for skilled professionals. These concepts are identified and must be incorporated into a college curriculum to close the gap.A comparison was made to analyze the topics that are not discussed in academia. The comparison between computing curricula and the Software Assurance: A Curriculum Guide to the Common Body of Knowledge to Produce, Sustain, and Acquire Software (CBK) resulted in a guide of topics to be addressed in academia. The CBK was not entirely addressed in any of the computing curriculum. The topics that were poorly covered in the computing curricula were identified and categorized. These results should be the primary topics incorporated into computer courses and utilized in the development of new software assurance courses.

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“…The effect of an organizationally imposed definition of privilege is the foundation of how organizations view trust, communication, and change. The tendency of privilege is to replace trust as expressed in the fiduciary models of professionalism as, "Together let's figure out a good way to do good things" with the paternalistic or agency model's use of control, that of "Do what I say" [19] because: 1. I'm the boss of you 2.…”

Section: Insiders Versus Outsiders Professionalismmentioning

confidence: 99%

“…For some in dysfunctional organizations following orders blindly, 'work to rule', which often has been considered a tactic of resistance becomes transformed into an act of loyalty, of faith in the firm [19]. As such, believers in the organization and all that the organization does, become True Believers.…”

Section: Insiders Versus Outsiders Professionalismmentioning

confidence: 99%

The limits of systems-making organizations

Schaefer

2010

SIGSOFT Softw. Eng. Notes

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This paper provides an ontology of organizational structures intended for software-intensive systemsmaking. An archetype is presented and scaled in stages to support larger, more complex projects. Artifacts at each stage are identified and analyzed. The first artifact analyzed is the engine of scaling, specialization. Organizations that have been scaled for the purpose of developing large complex systems will be shown to themselves become large and complex, in part for matching the problem to be solved but also for self-management. Specialization first occurs with the separation of the role of designer into designers and managers whereby the designer's role and activities can be abstracted into a limited set of objects to be manipulated by managers. Design is transformed into a model of design. The problem (or challenge) for managers is of normalization of dysfunction, whereby the model becomes both mistaken for and more valued than the object modeled. The result of having transformed essential roles and activities into objects in a hierarchical organization will be shown to (one) increase the positive effects on managing large-scale organizations, (two) increase the negative effects on design outcomes and (three) prevent the logical association of item one with item two. Disassociations incurred through specialization and normalization of dysfunction will be shown to be counter-productive in that they create and sustain high process but low sense organizations. Conclusions will be presented on the nature of large organizations, on the nature of their risk evaluations, and on the inevitability of dysfunctions and pathologies to lead not only to project failure but also to immediately forget the same.

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A critical programmer searches for professionalism

Cited by 10 publications

References 33 publications

Embedding Critical Thinking in IS Curricula

Embedding Critical Thinking in IS Curricula

An analysis of the common body of knowledge of software assurance

The limits of systems-making organizations

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