1. E MBEDDING PROGRAMMING SKILLS TO SUPPORT THE STUDENT JOURNEY IN NETWORKING, SECURITY AND DIGITAL FORENSICS Alistair Lawson & Richard Macfarlane School of Computing Edinburgh Napier University Edinburgh, UK a.lawson@napier.ac.uk

2. The opportunity Image from http://www.salisbury.sa.gov.au/Council/Careers/Opportunity

3. The problem

4. Practitioner led approach Critical Incidents (+ve or –ve) Reflection on Practice & Pedagogy in light of Critical Incidents Designing Change to Practice & Pedagogy Implementing Change to Practice & Pedagogy

5. Overall Pedagogy Based on Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall Feedback & Reflection (Labs & Lectures) Abstract Conceptualisation Lectures Active Experimentation: Labs (step by step) Plus online resources Concrete Experience Labs (problem solving encouraging use of online help)

6. Student Performance pass

7. Some Possible Problem Categories "I Can't Program" (? Anxious) “Can’t program, won’t program” (? Anxious &/or Given Up) “I think Programming is boring/ not relevant therefore I’m bored” (? Not motivated/ Given up) "I'm turning the handle, and doing every exercise with help from my peers and the demonstrators.... but I'm not getting it" (? Going through the motions)

8. Ways of engaging Hearts and Minds of Students Hearts and Minds of Academics Teaching Assistants (Ex- struggling students) One-off lectures from Industry Scaffolding (Vygotsky's Zone of Proximal Development): Relevant Material, Backup Material, Choice Encouragement and increasing confidence

9. Aha ! Liljedahl, P. (2005). Mathematical discovery and affect: The effect of AHA! experiences on undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, 36(2-3), 219-236

10. Next Steps Image from http://www.meterology.co.uk/images/NextSteps.jpg