An integrated model of computer science courses with an emphasis on constructivism, collaborative and project work

Alenka Žerovnik (2010) An integrated model of computer science courses with an emphasis on constructivism, collaborative and project work. MSc thesis.

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Abstract

Latest research on teaching computer science and didactics of computer science arguments our participation in the renewal of the implementation of computer courses in study programmes on the university level, especially at the implementation of laboratory work. The development of an integrated model of computer courses with an emphasis on constructivism, collaboration and project work is presented in the thesis. The model was implemented at the Faculty of Education, University of Ljubljana in 2008/09. The modernisation of study process, especially as regards activities in the labs, has been embarked on the need for more active student involvement and especially due to recognition that the only real knowledge is the knowledge accomplished through their own active work. It is also very important for students to cooperate with peers, so we integrated a lot of collaborative activities in the curricula. Students work in groups during the whole semester and are mutually interdependent. This gives them important skills for their future profession of teaching computer science as they learn teamwork, interdependence, cooperation... The model was designed as blended learning, which proved to be appropriate, depending on the needs and aspirations of students. With the integration of blended learning we also gained more opportunities for implementing active participation of students. That is simply the consequence of the fact that certain activities can not be carried out only in the classroom. Technically the model is supported by means of content and learning management systems. Collaboration between groups and between students and teaching assistant was supported by online forums, web mail, and the solutions offered by learning management systems. In practise, the model has proved to be suitable for both pilot computer courses. We plan to integrate the model in other computer science courses in the future. With some modifications it would be beneficial also for renewal of other courses. The developed model meets modern teaching standards and follows the latest developments in the field. In the analysis of performance we note that, comparing to the past performance, knowledge of students has improved significantly, especially as regards quality and sustainability. Students have expressed great satisfaction and their beliefs about usefulness of newly acquired computer science as well as teaching skills. ACM CLASSIFICATION D. Software D.0 GENERAL D.m MISCELLANEOUS H. Information Systems H.1 MODELS AND PRINCIPLES H.1.2 User/Machine Systems H.3 INFORMATION STORAGE AND RETRIEVAL H.3.4 Systems and Software H.3.5 On-line Information Services H.4 INFORMATION SYSTEMS APPLICATIONS H.4.3 Communications Applications H.5 INFORMATION INTERFACES AND PRESENTATION (I.7) H.5.1 Multimedia Information Systems H.5.2 User Interfaces (D.2.2, H.1.2, I.3.6) H.5.3 Group and Organization Interfaces J. Computer Applications J.1 ADMINISTRATIVE DATA PROCESSING J.4 SOCIAL AND BEHAVIORAL SCIENCES K. Computing Milieux K.3 COMPUTERS AND EDUCATION K.3.0 General K.3.1 Computer Uses in Education K.3.2 Computer and Information Science Education K.3.m Miscellaneous K.4 COMPUTERS AND SOCIETY K.4.3 Organizational Impacts K.6 MANAGEMENT OF COMPUTING AND INFORMATION SYSTEMS K.6.1 Project and People Management

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