1. 1BA6Term 1 Reflections 1 Reflections on Processes www.mamalee.com/ galleryfred.html

2. 1BA6Term 1 Reflections 2 Topics Bloom’s Model of Learning Building an argument References The Current Essay Debate & Essay Feedback Term Outline Product V’s Process Plagarism Searching for information The Learning Cycle

3. 1BA6Term 1 Reflections 3 Term 2 Outline  Processes, Feedback and Reflection  Technological Determinism  The philosophy of science  The History of Computing  Ethics  Debates and essays

4. 1BA6Term 1 Reflections 4 Product and Process “It ain’t what you do it is the way that you do it. That’s what gets results….” Bananarama! 99% of undergraduate work Finishes up in the bin! www.sluggy.com/shirts/other/icon-bin.gif www.driko.org/smallpics/bananarama.jpg

5. 1BA6Term 1 Reflections 5 Important Processes  Design  Debugging  ……  Communication  Learning….

6. 1BA6Term 1 Reflections 6

7. 1BA6Term 1 Reflections 7 Program Debugging www.lewhill.com/ firstcomputerbug.html ? ? ? ?

8. 1BA6Term 1 Reflections 8 Applied to 1BA6  What can be learned from the experience of working in teams?  About the group.  About yourself.  What can be learned from the exerience of writing a paper?  What can be learned from your experience of speaking or listening to others speak?  What can be learned about the relationship between IT and society?  What can be learned about the study of such a subject.

9. 1BA6Term 1 Reflections 9 Bloom’s Learning Pyramid http://www.officeport.com/edu/blooms.htm High Order Skills Low Order Skills

10. 1BA6Term 1 Reflections 10 Bloom’s Learning Pyramid  Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.  Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.  Analysis : analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.  Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.  Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,  Knowledge : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. High Order Skills Low Order Skills

11. 1BA6Term 1 Reflections 11 Applied to 1BA6  Writing a paper?  Speaking?  The relationship between IT and society?

12. 1BA6Term 1 Reflections 12 High Order Skills  Graduates, of any discipline, should be capable to communicate effectively both orally and in written form. To this end essays should be presented in a professional manner – the standard of English should be high, documents should be proof read and the layout should be clear – and references should be handled properly, along the lines shown in class.  Essays should be coherent and well structured (say what you are going to say, say it, say what you said). Essays typically contain a mixture of descriptive and analytical text. A key skill which you need to develop during you time as an undergraduate is the ability to think critically and then to communicate your ideas effectively. This is a high level skill and is one of the hallmarks of a university graduate.

13. 1BA6Term 1 Reflections 13 Weighting of Effort Your own ideas/analysis/synthesis Reporting on other people’s ideas Factual description

14. 1BA6Term 1 Reflections 14 Marking Scheme  Structure 0..2  Structure of argument. Say what you are going to say etc. Accurate abstract. Coherent logic.  Own ideas 0..3  How well are your own ideas presented and developed.  Background Reading. 0..3  How much background reading was done. How deep an understanding has been gained of the material read.  Class ideas0..2  The extent and depth to which the main ideas discussed in class during the year are reflected in the paper.  Bibliography-3..0  Is the bibliography properly formatted? Is the citing of references properly formatted?  Are all quotations properly attributed?  Presentation-3..0  Is the title page present and correct? Is the quality of overall presentation acceptable? Is the standard of English acceptable?

15. 1BA6Term 1 Reflections 15 Analysis/Synthesis:Knowledge/Understanding that simply include descriptions of the area in question critical analysis that you are bringing to the work critical thinking skills One way to ensure a good ratio between low and high order skills is to take a draft copy of one’s essay and highlight sections that simply include descriptions of the area in question. Using another colour highlight the critical analysis that you are bringing to the work. You should ideally exhibit critical thinking skills over 50% of the time.

16. 1BA6Term 1 Reflections 16 Feedback Comments on 1 st essay

17. 1BA6Term 1 Reflections 17 Building an Argument  An essay or debate is about designing and building a coherent argument.  You must make sure the argument is strong and consistent and you must guide the audience/reader through it.  ww.cs.tcd.ie/tangney/Comp utersAndSociety/Tips.html ww.cs.tcd.ie/tangney/Comp utersAndSociety/Tips.html http://www.nada.kth.se/~asa/bilder/pointer.jpg

18. 1BA6Term 1 Reflections 18 Rule 1 Golden Rule # 1 Say what you are going to say Say it Say what you said.

19. 1BA6Term 1 Reflections 19 Rule 2 Golden Rule # 2 Write the paper, presentation, with the intended audience AND purpose in mind.

20. 1BA6Term 1 Reflections 20 Rule 3 Golden Rule # 3 Speculation is out. Supported facts, reasoned and logical arguments are in.

21. 1BA6Term 1 Reflections 21 Quotes Some enthusiasts of the web also claim the diversity and adaptability of the material on the web will not just change the way we live, but also the way we think. Kevin Kelly [p76, Kling 96] writes that "Because of this impermanence, the type of thought encouraged by the Net tends toward the non-dogmatic - the experimental idea, the quip, the global perspective". We may indeed have created a wondrous technology with infinite intellectual and social possibilities but what remains to be seen is what we do with it. [From a 1BA6 essay]

22. 1BA6Term 1 Reflections 22 Bibliographies (LOS)  Examination of the relevant literature is crucial in order to write a meaningful document.  References must be cited to support arguments and to indicate the origin of source material.  References must be cited in-line and listed at the end of the document.  The bibliography must include enough information to enable someone else (i.e. me) to track down the references in it.

23. 1BA6Term 1 Reflections 23 Bibliography Format (Low Order – But Essential - Skill)  Book [Author Year] {Author Last Name, First Name} Title. Year. Publisher. No. Pages.  Article [Author Year] {Author Last Name, First Name} Title. In Journal Name, Year, Vol#, Issue #. Pages.  On-line [Author Year] {Author Last Name, First Name} Title. URL.  Newspaper [Title Year] {Title} Title. In Paper Name, Date. (Page No., Author, URL).  Other [Author Year] Enough information to allow the reader to locate the source.

24. 1BA6Term 1 Reflections 24 Example  (BOOK) As argued in [Bolter 84] the way in which mankind has viewed itself at different periods through history has often been in terms of a defining technology of that age…..  (Article) Some of the challenges in teaching a course of this nature are described in [Tangney 2000]. They include….  (On-line) Talbott, [Talbott 99], also argues that we have responsibility for the “unintended” affects of technology in that …..  (Newspaper) Some of the more insightful coverage of the events of Sept 11 th can be found in broadsheet newspapers such as [Irish Times 2001a]. This is in marked contrast to ….

25. 1BA6Term 1 Reflections 25 Bibliography [Bolter 84] Bolter, J. David. 1984. Turing's Man: Western Culture in the Computer Age. Duckworth. [Tangney 2000] Tangney B, Holmes B, FitzGibbon A,. Teaching "Computers & Society" - The Medium and The Message. Proceedings of the M/SET-2000 Conference. Association for the Advancement of Computing in Education, Charlottesville, VA, USA,. Feb 2000, pages 375-380. [Talbott 98] Talbott S. Are Unintended Consequences Really Unintended? Netfuture, On-line publication, Issue #71, May 14, 1998 URL www.netfuture.org/1998/May1498_71.html#1b [Irish Times 2001a] Attack on US. Irish Times, 12 th Sept. 2001. http://www.ireland.com/newspaper/front/2001/0912/index.htm

26. 1BA6Term 1 Reflections 26 The Current Essay IT is bringing about unprecedented changes in society

27. 1BA6Term 1 Reflections 27 Searching for Information  Google Google  The course web site The course web site  Browse the library catalouge Browse the library catalouge http://royshort.com/images/Reproductions/

28. 1BA6Term 1 Reflections 28 Plagarism "Any material used in a piece of work, of any form, that is not the original thought of the author should be fully referenced in the work and attributed to its source. The material should either be quoted directly or paraphrased. Either way, an explicit citation of the work referred to should be provided, in the text, in a footnote,or both. Not to do so is to commit plagiarism.“ [College Calendar] See also http://www.cs.tcd.ie/tangney/Computers AndSociety/Regulations.html http://www.artinhouse.com/Products/License_Agreement/grim-reaper.gif

29. 1BA6Term 1 Reflections 29 Proper Use of Citations  Acknowledge  All quotes  The sources of ideas.  Paraphrasing is fine as long as the source is properly acknowledged and it constitutes a MINORITY of the paper.  Avoid long quotations.  “Cut and Pasting” text without proper acknowledgement is plagiarism and is a very very serious college offence.

30. 1BA6Term 1 Reflections 30 Other Points  Do not use the personal pronoun I  Proof read the finished document.  Spelll cheeck it.  There is no excuse for not having documents well presented and typeset.

31. 1BA6Term 1 Reflections 31 1BA6 Group Presentations Guidelines

32. 1BA6Term 1 Reflections 32 Comments on Debate 1  All groups need more depth and rigor in their arguments.  Practice of delivery is crucial as is the need for eye contact, conviction, projection of one’s voice etc.  Slides are a distraction if not used properly.  Groupwork could be improved.

33. 1BA6Term 1 Reflections 33 Steps (1)  1st meeting  brainstorming  elect group leader  E-mail discussion  2nd meeting  agree main points of the argument NB you must follow the structure given in the template file.  4 groups, speakers 1,2 and 3.  rebuttal group suggest opponents main arguments  From here on in most work is in sub-groups but all mails must go to the full group list.

34. 1BA6Term 1 Reflections 34 Steps (2)  E-mail discussion  3rd meeting - run through draft of each speech  E-mail discussion  Dry run - BT present  E-mail discussion  Tweek presentation  Class presentation  GTP

35. 1BA6Term 1 Reflections 35 The Leader  Plays a very important role.  Makes sure group stays on track meetings held chairs all meetings arbiter in all disputes.  Responsible for reporting on group meetings, attendance list, points discussed etc.  Is not a speaker but is a member of all sub-groups.

36. 1BA6Term 1 Reflections 36 The Marking Scheme (1)  BT monitors all e-mail lists.  Attends dry runs.  Attends final presentation.  External people adjudicate upon the presentation and give feedback.  It is expected that the feedback be taken on board by everyone.

37. 1BA6Term 1 Reflections 37 References  Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: handbook I, cognitive domain. New York ; Toronto: Longmans, Green.  Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prenticve Hall.  http://www.css.edu/users/dswenso n/web/PAGEMILL/Kolb.htm  Source of all images acknowleded with the image. http://www.tcd.ie/AVMS/m11.jpg