The supplemental proceedings of the conference on Integrating technology into computer science education: working group reports and supplemental proceedings
The students conference—a tool for the teaching of research, writing, and presentation skills
ITiCSE '98 Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education
Computer systems “conference” for teaching communication skills
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Undergraduate research experience in computer science education
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Resources for instructors of capstone courses in computing
Working group reports from ITiCSE on Innovation and technology in computer science education
WebCoM: a tool to use peer review to improve student interaction
Journal on Educational Resources in Computing (JERIC)
New algorithms research for first year students
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
The Teaching--Research--Industry--Learning Nexus in Information and Communications Technology
ACM Transactions on Computing Education (TOCE)
Hi-index | 0.00 |
Traditional teaching methods have acknowledged limitations. Lectures may be used to transmit information efficiently, but often fail to motivate students to engage with the subject. Coursework assessments and examinations may lack authenticity and thus fail to help students develop 'real world' skills even though they ensure technical competence.This paper presents a teaching innovation motivated from a social constructivist perspective whereby undergraduates researched, reviewed, and presented their papers at a one day conference, by way of preparing for a written examination.The paper presents theory supporting this change, our experiences from running the course, and improvements in learning we observed. We identify the value of undergraduate conferences beyond serving as a vehicle for communication skills. We identify an approach which engages learners and realizes higher level learning objectives by using authentic activities. The process has identified a 'research-led' approach which clarifies the similarity between research processes and effective independent learning strategies and is valued by students, faculty and stakeholders alike.