http://hdl.handle.net/10292/553 Wed, 18 Aug 2010 00:59:49 GMT 2010-08-18T00:59:49Z http://hdl.handle.net/10292/566 Title: The waterfall is dead - Long live the waterfall!! Authors: Clear, T. Abstract: I find myself now in the throes of rewriting the guide I provide to our students undertaking their capstone software development projects. Like many such artifacts it has evolved over time and is an amalgam of my own and prior colleagues’ thoughts, informed by numerous sources from the literature. However, we are now at some form of watershed, experiencing an increasing level of discomfort with the existing guide and the schedule we have applied for assessing students’ work. Wed, 27 May 2009 22:14:27 GMT http://hdl.handle.net/10292/566 2009-05-27T22:14:27Z http://hdl.handle.net/10292/559 Title: Valuing computer science education research? Authors: Clear, T. Abstract: This paper critically enquires into the value systems which rule the activities of teaching and research. This critique is intended to demonstrate the application of critical enquiry in Computer Science Education Research and therefore uses critical theory as a method of analysis.A framework of Research as a Discourse is applied to explore how the notions of research as opposed to teaching are presented, and how discipline and research communities are sustained. The concept of a discourse, based upon the work of Foucault, enables critical insight into the processes which regulate forms of thought. This paper positions the field of Computer Science Education Research, as an illustrative case, within the broader discourse of Research, and argues that Computer Science Education Researchers and educators need to understand and engage in this discourse and shape it to their own ends. Wed, 27 May 2009 22:14:25 GMT http://hdl.handle.net/10292/559 2009-05-27T22:14:25Z http://hdl.handle.net/10292/572 Title: Using IT for active student feedback in the Learning Environment Authors: Clear, T. Abstract: This paper describes the use of a web-based groupware product (specifically a Lotus NotesTM & DominoTM discussion database), as a means of gaining direct and regular feedback from students on the progress of a course. Some of the pitfalls and issues are discussed, including motivation for use, barriers to effective feedback, the value of anonymity and appropriate netiquette. Some recommendations are made for others wishing to use such a feedback mechanism, and for those who do not have Lotus Notes installed, how a feedback system such as this might be implemented in some other web based product. Wed, 27 May 2009 22:14:28 GMT http://hdl.handle.net/10292/572 2009-05-27T22:14:28Z http://hdl.handle.net/10292/563 Title: Using Groupware for International Collaborative Learning Authors: Clear, T.; Daniels, M. Abstract: The paper reports the lessons learned from a two year collaborative learning trial between students at Auckland University of Technology (AUT) and Uppsala University. The trials took place using a combination of email and a custom developed Lotus NotesTM database. The first trial involved a case study in which students performed different roles in designing a software solution for an Auckland based nailcare distributor. The second trial built upon the knowledge base of the earlier trial, and required students to evaluate and rank the previous design proposals. A theoretical model developed from the group support systems literature guided some of the changes in the second trial. The software, the collaboration process and the evaluation methods evolved over the course of these trials. The challenges of creating global student communities within a short collaboration window in existing courses of study are discussed. Further extensions to this research are proposed and some general recommendations are made Wed, 27 May 2009 22:14:26 GMT http://hdl.handle.net/10292/563 2009-05-27T22:14:26Z http://hdl.handle.net/10292/583 Title: TEAC research funding proposals considered harmful: ICT research at risk Authors: Clear, T. Abstract: As Information Technology (IT) educators, whether career academics or former practitioners, it seems exceedingly rare to find environments in which IT is understood, appropriately managed or nurtured. To expect enlightened goverment policy therefore is perhaps over-optimistic. Yet our Prime Minister has identified the Information & Communications Technology (ICT) sector as a priority. Therefore it seems doubly ironic that the elitist policy now proposed for funding research in the higher education sector promises to further undermine the ability of the IT-related disciplines to prosper in our higher education institutions. Rather then strengthen ICT as a priority sector, current policy directions promise to diminish higher education's contibution to ICT capability building within the nation's innovation framework. This paper reviews the proposed directions and critiques their impact for IT education within the NZ higher eduction sector. Wed, 27 May 2009 22:14:31 GMT http://hdl.handle.net/10292/583 2009-05-27T22:14:31Z http://hdl.handle.net/10292/847 Title: Teaching differently: a hybrid delivery model Authors: Petrova, K. Abstract: A variety of frameworks for distant, online and flexible learning have been proposed. This paper looks into the defining features of some of these models and describes the hybrid model of flexible delivery. The hybrid model integrates face-to-face classes of instructed practical works, online learning environments and distance learning units. Based on guided and self-centred student learning the model is capable of recognising multiculturalism and diverse student learning needs. It supports and encourages contributions from all participants and a team approach to teaching and learning. Mon, 12 Apr 2010 20:55:34 GMT http://hdl.handle.net/10292/847 2010-04-12T20:55:34Z http://hdl.handle.net/10292/560 Title: Software engineering and the academy - Uncomfortable bedfellows Authors: Clear, T. Abstract: With software engineering (S. E.) now beginning to emerge as a distinct discipline, through initiatives such as the SWEBOK [1], the growth of undergraduate programmes in the U.S. [2] and collaborative efforts to offer programmes with breadth and depth [3], the challenges for the academy in balancing rigour and relevance can only become more intense. For some reason the contrast between the academic and the professional perspectives within the software engineering community is quite marked. Wed, 27 May 2009 22:14:25 GMT http://hdl.handle.net/10292/560 2009-05-27T22:14:25Z http://hdl.handle.net/10292/578 Title: SoDIS SEPIA - Collaborative partnerships in software engineering research Authors: Clear, T.; McHaney, R.; Gotterbarn, D. Abstract: The Centre for Information Technology Research (CITRUS) launched in 2002 had the goal of encouraging collaborative research that is industry and community linked, at regional and national levels within the NACCQ sector. The research programme into Software Development Impact Statements being conducted by the Software Engineering Practice Improvement Alliance, (SoDIS SEPIA) represents one model towards achieving this goal. Initiated in 2001, this programme of research has developed increasing momentum from small beginnings, and is beginning to attract funding and a growing body of research partners committed to its goals. Bootstrapping a research programme from scratch is nonetheless a difficult undertaking. This paper outlines the goals of the programme; the strategies applied to build a collaborative network of researchers in educational and commercial organizations in New Zealand, Australia and the United States; reviews the successes and failures in the process so far; and makes some recommendations for developing successful research partnerships. Wed, 27 May 2009 22:14:30 GMT http://hdl.handle.net/10292/578 2009-05-27T22:14:30Z