Two papers recently presented at the 11th China-Europe International Symposium of Software Engineering Education

Two papers were recently presented at the 11th China-Europe International Symposium of Software Engineering Education, 29-30 April 2015, Zwickau, Germany http://whz-cms-10.zw.fh-zwickau.de/bo/index_CEISEE.html by two members of staff from the School of Science and Technology, University of Northampton.









Paper 1

Review of a problems-first approach to first year undergraduate programming

Gary J. Hill

(Head of Department, Computing and Immersive Technologies, University of Northampton, Northampton, NN2 6JB, UK)

 

ABSTRACT

This paper, predominantly discusses the teaching of programming and problem solving to undergraduate first year computing students, using robots/robot simulators and visual programming to emulate the robot tasks. The needs to focus initial programming education on problem solving, prior to the teaching of programming syntax and software design methodology is also considered. The main vehicle for this approach is a robot/robot simulation programmed in Java, followed by the programming of a visual representation/simulation to develop programming skills. Problem solving is not trivial (Beaumont & Fox, 2003) and is an important skill, central to computing and engineering. The paper aims to summarise the authors earlier research on a problems-first approach to programming (Hill & Turner, 2011, 2014  to further emphasise the importance of problem solving, problem-based learning/project-based learning and the benefits of both physical and visual solutions.

The importance of linking the problem-solving robot activity and the programming assignment, whilst maintaining the visual nature of the problem, will be discussed, together with the comparison of this work with similar work reported by other authors relating to teaching programming using robots (Williams, 2003, Burbaitė et al., 2013).

The approaches discussed have been disseminated to colleagues, not only within the author’s University, but also in Europe and internationally (Kariyawasam, Turner & Hill, 2012, Hill & Turner, 2011, 2014) . Development funding support has also been received from the Higher Education Academy (HEA) – Information & Computer Sciences (ICS) Development Fund (2015a) and the HEA-ICS/Microsoft Innovative Teaching Fund (2015b).

References

Adams, J., Turner, S., Kaczmarczyk, S., Picton, P., & Demian, P. (2008). Problem solving and creativity for undergraduate engineers: Findings of an action research project involving robots. Paper presented at the International Conference on Engineering Education (ICEE 2008), Budapest, Hungary.

Adams J. P., & Turner, S. J., (2008) Problem Solving and Creativity for Undergraduate Engineers: process or product? International Conference on Innovation, Good Practice and Research in Engineering Education July 14-16, 2008, Loughborough, England, Higher Education Academy. 9781904804659.

Burbaitė, R., Damaševičius, R., Štuikys, V., (2013) Teaching of Computer Science Topics Using Meta-Programming-Based GLOs and LEGO Robots, Informatics in Education - An International Journal (Vol12_1), pp125-142.

Beaumont, C., & Fox, C. (2003). Learning programming: Enhancing quality through problem-based learning. In proceeding of 4th Annual Conference of the subject centre for Information and Computer Sciences of the Higher Education Academy (pp. 90-95). Newtownabbey, Northern Ireland: Higher Education Academy.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. White Plains, NY: Longman.

Chickering, A. W., Gamson. Z., F. (1987) "Seven Principles for Good Practice in Undergraduate Education." AAHE Bulletin 39:3-7. ED 282 491.6 pp. MF-01; PC-01.

Computing Curricula. (2001) IEEE CS, ACM Joint Task Force on Computing Curricula, IEEE Computer Society Press and ACM Press. Retrieved January 22, 2015 from http://www.acm.org/education/curricula.html.

Gallopoulos E, Houstis E, Rice JR (1994) Computer as Thinker/Doer: Problem-Solving Environments for Computational Science IEEE Computational Science and Engineering pp 11-23 http://dx.doi.org/10.1109/99.326669

Gold. N., (2010) Motivating Students in Software Engineering Group Projects: An Experience Report. Innovation in Teaching and Learning in Information and Computer Sciences 9(1), 10-19. DOI: 10.11120/ital.2010.09010010 http://dx.doi.org/10.11120/ital.2010.09010010

Greenfoot (2013) Teach and Learn Java Programming. Retrieved August 1, 2013, from http://www.greenfoot.org/

HEA-ICS Development Fund (2015a) HEA-ICS Development Fund [online] Available from: http://www.ics.heacademy.ac.uk/projects/development-fund/index.php [Accessed February 2015].

HEA-ICS/Microsoft Innovative Teaching Fund (2015b) "Developing problem-solving teaching materials based upon Microsoft Robotics Studio" [online] Available from: http://www.ics.heacademy.ac.uk/projects/development-fund/fund_details.php?id=88 [Accessed February 2015].

Hill, G. and Turner, S. J. (2014) Problems first, second and third. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE). 3(3), pp. 88-109. 2155-496X.

Hill G. J., Turner S. (2011) "Chapter 7: Problems First", Software Industry-Oriented Education Practices and Curriculum Development: Experiences and Lessons, M Hussey, X Xu & B Wu (Eds.), IGI Global, USA, pp 110-126, ISBN: 978-1-60960-797-5.

Houghton, W., (2004) How can Learning and Teaching Theory assist Engineering Academics? [online]. School of Engineering - University of Exeter. Available from: http://www.engsc.ac.uk/er/theory/problemsolving.asp [Accessed November 2007].

JICC5 (2001) Java & the Internet in the Computing Curriculum, Higher Education Academy (HEA) – Information and Computer Sciences (ICS) Conference, South Bank University, London, 22nd Jan, (http://www.ics.heacademy.ac.uk/events/displayevent.php?id=127).

Kariyawasam K., A., Turner S., Hill G. (2012) "Is it Visual? The importance of a Problem Solving Module within a Computing course", Computer Education, Volume 10, Issue 166, May 2012, pp. 5-7, ISSN: 1672-5913.

Microsoft. (2006). Microsoft robotics studio. Retrieved February 14, 2008, from http://msdn2.microsoft.com/en-us/robotics/aa731520.aspx

Savin-Baden, M. & Wilkie, K. (2004) (eds) Challenging Research in Problem-based Learning. Maidenhead: Open University Press/SRHE.

Turner S., Hill G. J., (2010) Innovative Use of Robots and Graphical Programming in Software Education, Computer Education, Volume 9, May 2010, pp. 54-6, ISSN: 1672-5913.

Turner S., Hill G. J., (2008) Robots within the teaching of Problem-Solving, ITALICS, HEA-ICS, Volume 7 Issue 1, June 2008, pp. 108-119, ISSN: 1473-7507. http://dx.doi.org/10.11120/ital.2008.07010108

Turner S., Hill G. J., (2007) Robots in Problem-Solving and Programming 8th Annual Conference of the Subject Centre for Information and Computer Sciences, University of Southampton, 28th - 30th August 2007, pp 82-85 ISBN 0-978-0-9552005-7-1

Turner S., Hill G. J., (2006) The Inclusion of Robots Within The Teaching OF Problem Solving: Preliminary Results, 7th Annual Conference of the ICS HE Academy, Trinity College, Dublin, 29th - 31st August 2006, Proceedings pg 241-242 ISBN 0-9552005-3-9

Wing, J. (2006). Computational thinking. Communications of the Association for Computing Machinery, 49(3), 33. http://dx.doi.org/10.1145/1118178.1118215

Gary is also on the International Programme committee (http://whz-cms-10.zw.fh-zwickau.de/bo/CEISEE_ProgComm.html)  and was a panel member of the discussion of Software Engineering Education and Industry



Paper 2

Enhancing computing student employability skills through partnership working in STEM outreach.

Scott Turner, Associate Professor, Department of Computing and Immersive Technologies, University of Northampton, Northampton, NN2 6JB, UK

Abstract

Student volunteering is growing in the UK and elsewhere, and there is an ongoing debate about whether it is really “self-evidently a ‘good thing’” or there is a greater need for reflection to determine whether this statement is true (Holdsworth and Quinn, 2010).  This paper presents a personal reflection of Science, Technology, Engineering and Maths (STEM) volunteering as a potential route to increasing Computing student’s employability.

This paper looks at an approach at the University of Northampton that involves:

• ·         Linking but not combining a local STEM volunteering scheme to the National STEM Volunteers (STEMNet 2015)
• ·         Creation of a STEM Steering Group that has representation across all parts of the university.

Enhancing computing student employability skills through partnership working in STEM outreach. - CEISEE 2015 from Scott Turner

Three brief case studies of computing student volunteers at different stages will be presented and culminate with a personal reflection based on observations over a ten year period.

References

Brewis, G., Russell, J., & Holdsworth, C. (2010). Bursting the bubble: Students, volunteering and the community. Research Summary.

Holdsworth, C., & Quinn, J. (2010). Student volunteering in English higher education. Studies in Higher Education, 35(1), 113-127. http://dx.doi.org/10.1080/03075070903019856

Junkbots (2015) Junkbots [online] Available at: http://junkbots.blogspot.co.uk/ Accessed on: 24th January 2015.

Sinclair J, Allen A, Davis L, Goodchild T, Messenger J, Turner S (2014) "Enhancing student employability skills through partnership working in STEM outreach; the University of Northampton approach " HEA STEM Annual Teaching and Learning Conference 2013: Enhancing the STEM Student Journey, University of Edinburgh, 30th April-1st May 2014

STEMNet (2015) Science, Technology, Engineering and Mathematics Network [online] Available at: http://www.stemnet.org.uk/ Accessed on: 24th January 2015.

Scott is also on the International Programme committee (http://whz-cms-10.zw.fh-zwickau.de/bo/CEISEE_ProgComm.html)  and was a session chair for a paper session.

All views are the authors, and may not reflect the views of any organisation the author is connected with in any way.

Enhancing STEM Public Engagement Skills

Ed Drewitt, know for his involvement with the Bristol Dinosaur Project, University of Bristol (www.thebristoldinosaurproject.org.uk) and Nicholas Garrick from Director of Lighting up Learning Limited (www.lightinguplearning.com ) facilitated a lively, interactive and very fun CPD session on Public Engagement with Primary schools at the school of Science and Technology, University of Northampton, UK on 8th February 2013.

The audience was made of undergraduates, research students and staff from across the The University of Northampton (and also a colleague from the Open University). All came together to look at how they could offer their ideas for activities or outcomes of their research (not matter what their research area) to schools in general . Feedback from talking to participants was very positive; with a great number of student-lead potential activities being discussed in groups and some staff considering how some of their research may be used as outreach activities.

For me the take home messages from the session was - 

• be aware of what is happening in schools and some of their needs; but do something you are interested in; 
• think about how that could be delivered in schools (possibly across a whole range of age groups);
• but DO NOT tell teachers how to use it in their curriculum, they can work that out for their own particular case.

Last year The University of Northampton (TUoN) took part in Ed and Nick's Enhancing STEM Academics' Public Engagement Skills adopter programme sponsored by HE STEM South West Spoke to take concepts from their earlier work and for these to be applied in the outreach activity of other Universities.  This involvement lead to Ed and Nick offering this half day session to the The University of Northampton and other Universities involved with the earlier adopter programme.  Details of TUoN's outputs from the adopter programme and links to activities can be found at http://junkbots.blogspot.co.uk/2012/06/junkbot-project-case-study-and-session.html. 

More details can be found at: http://www.northampton.ac.uk/news/article/414/stem-workshop-on-public-engagement-with-added-dinosaurs

Model for Computer Forensics

An paper on teaching computer forensics was recent published at 7th Annual Teaching Computer Forensics Workshop University of Sunderland on the 10^th Nov 2011.


An Embedded Pedagogic Model for Computer Forensics within an
Undergraduate Programme
Authors: Ali Al-Sherbaz , Amir Minai, James Xue, Rashmi Dravid , The University of Northampton


Abstract
The discipline of computer forensics which has a strong mutli-disciplinary background derives from the computing subjects in networking, programming, security and mathematics. Increasing awareness of cybersecurity and emphasising the need for a common vision among students addresses the challenges. The proposed pedagogic model is to embed the computer forensics materials within the undergraduate modules to extend students’ knowledge and skills in a practical context. However, it is also recognised that the depth of knowledge required learning such topics as cyber security should be offered from the underlying principles to their abstraction.


Cyber crimes are on the rise however, Cyber security professionals are in a depressingly low numbers. The lack of focus on this area has certainly resulted in a limited number of experts. Today, there is a demanding need to create new cyber security jobs, which should hopefully bring leverage to the uncontrollable rise of cyber crimes. It is, therefore, necessary to develop the analytical skills which create challenges in building a constructive approach to learning. Also, reflecting the technological fluctuations, it is seen as essential for students to be continuously updated.


The proposed model focuses on the delivery and assessment of certain computing modules, with an evaluation of its efficiency on the use of time and effort in order to satisfy the minimum requirements of the curriculum. The study has also discovered that some of the modules already cover part of computer forensics implicitly. Therefore, highlighting these topics to the students and making them more visible as computer forensics is one of the main objectives. Another objective is to enhance the existing computing modules by dedicating certain amount of lecture time on computer forensic related concepts. The model can then be adopted by Universities when considering developing new modules.


Over  the  last  few  years  there  have  been  large  increases  in  cyber-crimes  which  have  threatened individuals and organisations. To reduce the threat it is imperative that the computing courses within universities increase the level of student awareness by providing them with professional education in computer forensics and cyber-security without the need to create a separate specialised pathway.