Web Technologies and Tertiary IT Education: A Case Study Yogesh Deshpande School of Computing, Engineering and Mathematics University og Western Sydney.

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Presentation transcript:

Web Technologies and Tertiary IT Education: A Case Study Yogesh Deshpande School of Computing, Engineering and Mathematics University og Western Sydney

Emerging Web Technologies, Facing the Future of Education Scoping

New Web Technologies? HTML, HTTP Apache, IIS, … perl, Java, JavaScript, ASP (ASP.NET), VBScript, PHP … XML, XHTML, CSS, standards, … Semantic Web, Linked Data, Web of data, wikis, blogs, tweets, YouTube, … packages, frameworks, content management systems, …

future of education teach Web technologies? use Web technologies? ICT and non-ICT agendas curricular issues pedagogy assessment practices …

A little reflection Is our experience worth sharing? is it valid for others? for new developments? for current and future students?

A little reflection (2) vast areas our own limited environment limited, specific target undergraduate and graduate students in ICT small group of people academic bemusement/resistance/ridicule “Web is only an example of distributed system” “HTML is not even a programming language”

eight propositions as approximations of what we have learnt by doing and hopefully, to generate discussion

a caveat the terminology may not be exact the statements may be obvious they will probably need to be amended

1. Sociology of the Emerging Web Technologies The potential benefits and drawbacks of the emerging Web technologies are unlikely to become easily apparent to people and organizations. People bring different foci, at times radically so, rooted in their disciplines and roles within organizations, which affect the take-up of the technologies.

2. Need for Innovative Applications Innovative applications exploring the potential benefits of the new technologies are crucial in persuading others to adopt or facilitate the adoption of such technologies. As well, the support has to be generated from the top level of the organizational hierarchy.

3. Users are ahead of teachers In the new technological world, where millions of users take to some emerging technology, and also desert it, and where the technologies themselves take time to mature, adoption by organisations is necessarily going to lag behind the users.

4. Content creation The net generation creates content for itself, for immediate use, and in small chunks. To take advantage of their spending time online, in terms of teaching and learning, the appropriateness of delivery modes and the size of learning modules delivered are open questions.

5. ad-hoc initiatives In the academic world, it has been generally left to individuals to ‘pick up’ and ‘learn/master’ new technologies, techniques and other developments. (This laissez faire policy is too arbitrary and ad hoc. It is unlikely to match in speed the way the net generation picks up the emerging technologies.)

6. Maturity of new Web technologies It is an open question as to when and which technologies should be regarded as sufficiently mature for their inclusion in appropriate curricula.

7. Student expectations Students are likely to expect different ways of content delivery, in tandem with their own use of technology. Academic staff will need to be pro-active in using different technologies for content delivery.

8. Assessment strategies Assessments cannot be about rote learning or only whatever has been covered during the regular teaching sessions. Students are likely to remain ahead of the academic staff in using the emerging Web technologies. New teaching strategies are needed to turn their collective expertise as users into a systematic body of knowledge and practice which engage the students.

Partial review of relevant literature based on 2010 and 2011 conferences (SIGCSE and ITiCSE)

statistics approximately full papers 38 on Web technologies in CS education Broad classification in three categories tools (9 papers) technologies (9 papers) curriculeum and pedagogies (20 papers)

tools tool creation experience in use of tools Observations tools are appropriate for the current environment they can be short-lived or lack support learning curves impede in quick adoption (relevant proposition – 1, 2,3 and 5)

technologies on new technologies: wikis, blogs, Facebook, YouTube, Web 2.0, recommender systems, Google technologies and others that facilitate collaborative work observations individual experiences with specific focus (relevant propositions – 4, 6, 7 and 8)

pedagogy and curricula (20 papers) observations “anyone with a phd should be able to teach any subject”! tools and technologies are helpers, so not in focus administrative hurdles in creating new curricula are taken for granted aimed at providing answers to propositions 4, 6, 7 and 8) Propositions 1,2 and 3 neglected

Thank you!

Questions, discussions