ORCID Profile
0000-0002-7614-2908
Current Organisation
University of Adelaide
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Publisher: Elsevier BV
Date: 10-2019
Publisher: Elsevier BV
Date: 08-2018
Publisher: IEEE
Date: 04-2018
Publisher: IEEE
Date: 03-2013
Publisher: IEEE
Date: 04-2018
Publisher: ACM
Date: 04-10-2018
Publisher: ACM
Date: 05-03-2014
Publisher: ACM Press
Date: 2014
Publisher: Association for Learning Technology
Date: 28-08-2014
Abstract: England and Australia have introduced new learning areas, teaching computer science to children from the first year of school. This is a significant milestone that also raises a number of big challenges: the preparation of teachers and the development of resources at a national scale. Curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required. One educational approach that has gained traction for delivering content to large-scale audiences are massively open online courses (MOOCs) however, little is known about what constitutes effective MOOC design, particularly within professional development contexts. To prepare teachers in Australia, we decided to ride the wave of MOOCs, developing a MOOC to deliver free computing content and pedagogy to teachers with the integration of social media to support knowledge exchange and resource building. The MOOC was designed to meet teacher needs, allowing for flexibility, ad-hoc interactions, support and the open sharing of resources. In this paper, we describe the process of developing our initiative, participant engagement and experiences, so that others encountering similar changes and reforms may learn from our experience.Keywords: scaling up MOOCs open access professional development online course computer science education(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24691 - 0.3402/rlt.v22.24691
Publisher: ACM
Date: 26-02-2020
Publisher: ACM
Date: 14-11-2013
Publisher: ACM
Date: 14-11-2013
Publisher: Informa UK Limited
Date: 02-10-2015
Publisher: Informa UK Limited
Date: 10-2018
Publisher: ACM
Date: 18-12-2019
Publisher: Association for Computing Machinery (ACM)
Date: 17-02-2016
DOI: 10.1145/2793507
Abstract: Although teamwork has been identified as an essential skill for Computer Science (CS) graduates, these skills are identified as lacking by industry employers, which suggests a need for more proactive measures to teach and assess teamwork. In one CS course, students worked in teams to create a wiki solution to problem-based questions. Through a case-study approach, we test a developed teamwork framework, using manual content analysis and sentiment analysis, to determine if the framework can provide insight into students’ teamwork behavior and to determine if the wiki task encouraged students to collaborate, share knowledge, and self-adopt teamwork roles. Analysis revealed the identification of both active and cohesive teams, disengaged students, and particular roles and behaviors that were lacking. Furthermore, sentiment analysis revealed that teams moved through positive and negative emotions over the course of developing their solution, toward satisfaction. The findings demonstrate the value of the detailed analysis of online teamwork. However, we propose the need for automated measures that provide real-time feedback to assist educators in the fair and efficient assessment of teamwork. We present a prototype system and recommendations, based on our analysis, for automated teamwork analysis tools.
Publisher: ACM
Date: 11-07-2016
Publisher: ACM
Date: 02-07-2019
Publisher: ACM
Date: 02-07-2019
Publisher: IEEE
Date: 03-2013
Publisher: Springer Berlin Heidelberg
Date: 2011
Publisher: IEEE
Date: 03-2013
Publisher: ACM
Date: 20-11-2014
Publisher: ACM
Date: 22-11-2018
Publisher: ACM
Date: 21-11-2019
Publisher: ACM
Date: 22-06-2015
Publisher: IEEE
Date: 05-2015
Publisher: ACM
Date: 08-03-2017
Publisher: IEEE
Date: 05-2015
Publisher: ACM
Date: 30-07-2019
Publisher: ACM
Date: 08-03-2017
No related grants have been discovered for Rebecca Vivian.