Use of laboratories in computer science education: guidelines for good practice

Knox, Deborah; Wolz, Ursula; Joyce, Daniel; Koffman, Elliot B.; Krone, Joan; Laribi, Atika; Myers, J. Paul; Proulx, Viera K.; Reek, Kenneth A.

doi:10.1145/1013718.237644

Cited by 9 publications

(8 citation statements)

References 4 publications

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“…All the questions (valued 0 to 5) received a mean response greater than 3. The medium general satisfaction about course is high (4). Concerning the contents, most consider the matters treated during the course attractive (4,11) and current (4,06) and they approved the integration of the matter in the curriculum (3,84) and its contribution to professional development (3,65).…”

Section: Discussionmentioning

confidence: 99%

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A proposal for a computer security course

et al. 1999

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Computer security is a relatively new subject in computer science curricula. We notice this in a moderate academic incidence or in an incomplete syllabus in most of the computer science teaching, The main goal of this article is to share the two years academic experience of the authors in this matter. The article makes a proposal for a first computer security subject. This proposal discusses theoretical and practical contents and the use of a different didactic methodology. Finally, the article refers to the positive results obtained on the students learning and acceptation of the contents taught and the used methodology, Marks and the results of a test made to the student population have confirmed this.

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Section: Discussionmentioning

confidence: 99%

“…Its results were positive, especially master lessons (3,58), conferences (3,54), discussions (3,48), laboratories (3,52), and deep works (4,18). However, the express works (2,69) required too much work in too little time.…”

Section: Discussionmentioning

confidence: 99%

A proposal for a computer security course

et al. 1999

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“…While activity (a) is often part of more traditional "open" or "closed" laboratory approaches [13] , activity (b) sets the studiobased approach apart from these more traditional approaches. In particular, in a studio-based course, several of the regularly scheduled laboratory periods are dedicated to "design crits" in which students present their work to the other students and instructor, and discuss, critique, and evaluate each other's work.…”

Section: Key Features Of the Studio-based Pedagogymentioning

confidence: 99%

Exploring studio-based instructional models for computing education

Hundhausen

Narayanan

Crosby

2008

Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education

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While the demand for college graduates with computing skills continues to rise, such skills no longer equate to mere programming skills. Modern day computing jobs demand design, communication, and collaborative work skills as well. Since traditional instructional methods in computing education tend to focus on programming skills, we believe that a fundamental rethinking of computing education is in order. We are exploring a new "studio-based" pedagogy that actively engages undergraduate students in collaborative, design-oriented learning. Adapted from architectural education, the studio-based instructional model emphasizes learning activities in which students (a) construct personalized solutions to assigned computing problems, and (b) present solutions to their instructors and peers for feedback and discussion within the context of "design crits." We describe and motivate the studio-based approach, review previous efforts to apply it to computer science education, and propose an agenda for multi-institutional research into the design and impact of studio-based instructional models. We invite educators to participate in a community of research and practice to advance studio-based learning in computing education.

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“…In order to achieve teaching objectives, guidelines for good practice usage of technologies were followed. Five variables, describing a relationship between a lecture and project, defined in this Approach, are used as a starting point to prepare students’ activities Figure . All relations are placed within the framework of collaborative learning.…”

Section: Introductionmentioning

confidence: 99%

Constructive approach in teaching of VoIP in line with good laboratory and manufacturing practice

Mekić

Djokic

Zejnelagic

et al. 2015

Comp Applic In Engineering

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In the present article, Constructive Approach is introduced for students, to model a simulation and develop a real system for VoIP. The main aim is to provide experiences on modeling and development of the real system with the equipment in the controlled laboratory environment by using established good laboratory and manufacturing practice. Developing systems, assigned to students, helped them to integrate their theoretical knowledge with their practical skills. Since classical courses are limited to the related theoretical knowledge given by an instructor, students can gain valuable experiences with fully developed functional simulation and the real system, important correlations and procedures, which are implemented in the engineering practice, and thus are introduced in this paper. ß

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Use of laboratories in computer science education: guidelines for good practice

Cited by 9 publications

References 4 publications

A proposal for a computer security course

A proposal for a computer security course

Exploring studio-based instructional models for computing education

Constructive approach in teaching of VoIP in line with good laboratory and manufacturing practice

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