Innovative Practices in Teaching Information Sciences and Technology Experience Reports and Reflections

• Main Author: Carroll, John M
• Format: eBook
• Language: English
• Published: Cham Springer International Publishing AG 2014; Springer International Publishing
• Edition: 1
• Subjects: Computer Science; Computers and Education; Information technology; Science Education; Study and teaching; Teaching and Teacher Education

University teaching and learning has never been more innovative than it is now.This has been enabled by a better contemporary understanding of teaching and learning. Instructors now present situated projects and practices to their students, not just foundational principles. Lectures and structured p...

Table of Contents:

• Student Team Defined War Room Scope -- Is the War Room Suitable in the Cloud? -- Chicken or the Egg? -- Litigation War Room -- Legal and Political Risks of War Room Activities -- The Value of Student Exposure to Policy Risk Analysis -- References -- Semester Projects on Human-Computer Interaction as Service and Outreach -- Introduction -- The Class Project -- Example 1 -- Example 2 -- Conclusions -- Why I Think It Works -- Limitations -- Final Thought -- Appendix -- References -- Enterprise Integration: An Experiential Learning Model -- Introduction -- Rationale for the In-Depth Project Experience -- Experiential Learning in Enterprise Integration Education -- Experiential Learning vs. Traditional Methods -- Concluding Thoughts -- References -- Immersive Learning -- Many Small, Graded Activities -- Distributed Collaborative Homework -- Continuous Learning Conversations -- Immersive Learning as an Instructional Design -- References -- Leveraging Mobile Technology to Enhance Both Competition and Cooperation in an Undergraduate STEM Course -- Introduction -- Prior Research -- Personal Experiences -- The Google Online Marketing Challenge -- Use of Mobile Technology -- Benefits of Mobile Technology in the Classroom -- Mobile App for the Challenge -- Outcomes and Conclusions -- References -- Teaching Information Security with Virtual Laboratories -- Introduction -- Virtual Hands-On Laboratories -- SRA 221: Information Security -- Password Cracking Lab -- Scan, Patch, and Verify Lab -- Crypto Labs -- Pentesting -- Network Security Monitoring -- Experiences and Discussion -- References -- Using Video to Establish Immediacy with Students in Distance Education Courses -- Introduction -- Some Background -- Enter the World Campus -- Immediacy and Connection -- Initial Results -- Planning the Videos -- Capture and Editing -- Results and Feedback -- Conclusion
• Learning by Design -- Introduction -- Team Design as an Interdisciplinary Learning Activity -- Model-first Design: Analyzing Information in a Problem Domain -- Synthetic Reasoning: Information, People, Technology -- Critical Thinking: Rationale and Reactions -- Student Outcomes and Lessons Learned -- Lessons Learned -- Conclusions -- References -- Teaching Structured Analytical Thinking with Data Using Visual-Analytic Tools -- Motivating Students -- Analytical Thinking with a Structured Methodology -- Frame Your Problem in the Application Domain -- Visualize Your Data for Patterns Discovery -- Generate Multiple Hypotheses -- Challenge Your Assumptions -- Search for Additional Data -- Modify Hypotheses in Face of the Evidences -- Judging the Quality of the Key Evidences -- Reflections on Teaching Practices -- Learning by Doing -- Design Class Activities to Match the Structured Approach -- Training Analytical Thinking as Habits -- Conclusion -- References -- The Analytic Decision Game -- Inspiration for the Analytic Decision Game -- Origins and Evolution of the Military Wargame -- The ADG and its Relationship to the Military Wargame -- The ADG Design-Build Process in Brief -- Filling-in the Holes -- Delivering the Mail… -- Administration and Logistics -- ADGs in Review -- The Expanding Role of the ADG: Support to the SRA Capstone and Research -- Conclusion -- References -- The Cyber Forensic War Room: An Immersion into IT Aspects of Public Policy -- What Is a Cyber Forensic War Room? -- Distinguish Physical from Cyber War Rooms -- Some Modern War Room Exemplars -- The War Room Setting: Cyber Forensics Coursework -- War Room Immersion: An Implementation of Problem-Based Learning -- Immersing Student Teams in Policy Disputes -- Two Alternatives to Defining the Scope of the War Room Repository -- Instructor Defined War Room Scope
• Resources -- Royalty-Free Music -- Video Creation Tutorials -- References -- Reflections on Blended Learning -- Introduction -- Course Background -- Course Goals -- Course Resources -- Influence of Learning Media -- Live Question Tool (LQT) -- Discussion Forum -- Assignments -- Reflections -- Conclusion -- References -- Chronicles of the Partially Distributed Team Project -- Learning to Teach Students to Collaborate in Global Teams -- Introduction -- Background on PDTs -- Phase One: Jump in with Regional PDTs -- Project Overview -- Cementing an "Us vs. Them" Attitude -- Distribution of Power -- Information Flow -- Lessons Learned -- Phase Two: Regroup and Go Global -- Iteration One-Project Methods, Collaboration System, and Test Run -- Iteration Two-Leadership and Large-Scale Project Run -- Lessons Learned -- Phase Three: Training Students (and Their Instructors) -- Three Themes Identified -- Let the Training Begin -- Student Training Modules -- Instructor Training -- Lessons Learned -- Final Thoughts -- References
• Intro -- Contents -- Contributors -- Introduction -- References -- The Karate Kid Method of Problem Based Learning -- Introduction -- Problem-Based Learning -- The Karate Kid Design -- Phase 1: Scaffolding -- Phase 2: Project Application -- Conclusion -- References -- Hungry Wolves, Creepy Sheepies: The Gamification of the Programmer's Classroom -- Teaming as a Hard Skill -- Incentives in Learning to Program -- Wolves and Sheep -- Introduction in the Classroom -- Team Structure -- Continuous Improvement -- Critical Reflection -- References -- Teaching and Learning in Technical IT Courses -- Introduction -- Why Problem-Based Learning? -- Moving Away from Lecture-Based Teaching -- PBL Implementation in a Discrete Mathematics Class -- Early Efforts -- Assessment and Revision #1 -- Assessment and Revision #2 -- Winds of Change and Review of PBL in Computer Programming Classes -- New Directions and Conclusions -- References -- Towards an Egalitarian Pedagogy for the Millennial Generation: A Reflection -- Introduction -- The Millennial Generation -- An Egalitarian Pedagogy -- Practicing Egalitarian Pedagogy -- Concluding Remarks -- Appendix -- References -- Higher Education Classroom Community Game -- Together We Are Smarter -- Introduction -- A Definition of Classroom Community -- Educational Gaming Elements -- Community Game Evolution -- Game Mechanics -- Attendance -- In Class Team Activities -- Immediate Student Connections -- Lessons Learned -- Conclusion -- References -- The Tinker Toy Challenge-Peeking Under the Cloak of Invisibility in Information System Design -- Background -- Executing the Tinker Toy Challenge -- My Early Learnings -- (1) Parsing the Problem: Asking a Good Question -- (2) Student Creativity -- (3) Analogous Learning is not Obvious -- Students Learning Styles -- Differences Between Classes -- In Retrospect