A research-led curriculum in multimedia

Davis, Hugh C.; White, Su

doi:10.1145/1067445.1067457

Cited by 8 publications

(1 citation statement)

References 12 publications

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“…The design activities have been led by two experienced academics. Together they have a broad experience of curriculum design and redesign, educational enhancement and innovation of student learning activities [1][2][3][4][5][6][7].…”

Section: Introductionmentioning

confidence: 99%

Practice Sharing Paper: Motivating Computer Scientists to Engage with Professional Issues: A Technology-Led Approach

White

Davis

2013

2013 Learning and Teaching in Computing and Engineering

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Modules in professional issues sometimes sit a little awkwardly in the computer science curriculum. They can be seen as an island of discursive teaching coming from what Biglan might have termed the 'soft applied' field of study. In computer science the more usual context is of knowledge and skills based learning and activities of a 'hard pure/hard applied' fields of study. This gap may be particularly difficult in those countries where students arrive who have specialized early in subjects related to science, technology and mathematics.The authors of this practice sharing paper have had many years of experience teaching such modules to computer science cohorts, but have recently been faced with the challenge of consolidating two distinct courses previously taught in years one and two of the undergraduate curriculum. The resultant course was required to be one quarter smaller in terms of its notional hours, and there was a need to save on face-to-face contact time. There is a considerable challenge generated by the squeezing of content an contact while at the same time trying to motivate students with a strong technical motivation to spend time on a topic which is not, at first glance, directly relevant to their chosen specialisms.The paper will present a description of the motivations for designing the module and the approaches taken primarily from the perspective of the teachers and the small curriculum design support team. We will provide a detailed explanation of the rationale alongside a consideration of the impact and implications of this type of change. We will situate our rationale in the context of striving to motivate the learners' to gain a deeper insight into their own learning and technological preferences in such a way that they can take ownership of the new approaches to which they have been introduced in a way which they will sustain during their future individual professional development.

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Section: Introductionmentioning

confidence: 99%