аЯрЁБс>ўџ 57ўџџџ4џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 №П&bjbjUU 07|7|"џџџџџџl>>>>>>>RXXXX dR;2„„„„„„„„еззз=дшдМ$m 8р>„„„„„рЌ>>„„ѕЌЌЌ„Ž>„>„еЌ„еЌ@ЌьV@>>Щ„x ŽsчX—РRXšE Щ 0;QxХЌХЩЌRR>>>>й10. Description of the project The problem The Computer Science department is currently facing serious challenges in maintaining the quality of its teaching. Some of its problems (typically stemming from rising student numbers) are shared to an extent by other departments, and have motivated tactical responses such as the acquisition of the commercial package Question Mark Perception for the Web and the broader university e-strategy. There are also problems that are particular to Computer Science, and require alternative approaches to those being deployed elsewhere. These include: the nature of the subject. Computer science has many craft-like components: practical assignments are essential requirements for accreditation bodies and the QAA. It is also a young discipline, so that new technologies and skills need to be taught and learnt regularly. Re-use of assignments for assessment is inadvisable, as eliminating plagiarism is technically challenging. the acute shortage of qualified personnel. Computer scientists are much sought after, and it is hard to recruit staff and students for routine teaching roles. The scale and character of the assessment involved is such that it can easily become intimidating for the academic staff and demotivating for the students: the volume of work to be marked is now generally too great to be feasible without automatic assistance, but also requires a high degree of human insight and involvement. It is particularly difficult to give appropriate and timely feedback. the characteristics of the computing environment. The university's plans for deploying educational technology are not in all respects well-aligned to computer science needs. For example, in order to learn the fundamental skills of computing, students need a degree of access to software source and hardware architecture that is not afforded by commercial (e.g. Microsoft) products. Of particular relevance to the present proposal is the commitment in CS to teaching several new modules from October 2002, when the first cohort of MEng CS students enters its final year. The proposal The department wishes to fund a team of current 3rd year students to work over the summer vacation on the development of special-purpose computing resources that are tailored to the exposition and assessment of specific practical exercises for first and second year undergraduate modules. The project will approach the issues of providing computer support for teaching from a different perspective from that represented in standard commercial systems for computer-assisted learning. In particular, it will draw upon existing systems developed in the department over several years, and upon a new paradigm for computing introduced by Beynon and Russ that is currently being exploited by Dr Richard Cartwright - a former student of Beynon - in state-of-the-art work on interactive television at the BBC R&D Laboratories in Kingswood. Our approach will differ from typical commercial systems for computer-assisted learning and assessment in the following respects: it will be targetted at simultaneously devising assessments and developing automatic tools for their specific evaluation, rather than developing a monolithic general-purpose system to address computer-aided assessment in a non content-specific manner. it aims to enhance computer support for teaching and learning by promoting open-ended interaction between teachers and learners in computer supported environments, rather than placing the dominant emphasis on giving automatic support to preconceived interactions. it will favour student-led learning activities that exploit the exceptional computer-related skills of many of the computer science students and foster a culture of sharing and cooperation, rather than using the computer to manage and impose those constraints that reinforce a teacher-centred paradigm. In essence, by focussing our efforts on preparing and deploying specific assignments (or classes of assignments) such as Computer Science academics have been devising year-upon-year, whilst simultaneously developing computer support specific to their deployment and evaluation (using novel expertise within the CS department), we expect to be able to make the educational experience associated with coursework more satisfying for the students and their assessors. The plan of work The project work will focus primarily on the development of practical coursework assignments to be deployed in 2001-2 for two specific modules: CS126 Design of Information Systems (to include laboratory work used for formative assessment over the first 4 weeks of Term 2 and a summative final exercise), and CS230 Systematic Software Development (to include 2 class tests and a team assignment involving the formal specification of a system). The project work has three main aspects: (a) background research, to include (for instance) identification of the principles to be examined in the assignments, a review of previous assignments, a study of relevant resources to be found in lecture notes, on the Internet, in educational software available at the Institute of Education, or in previous projects carried out in the department. (b) documentation, to include (for instance) preparation of the coursework specification, the construction of web pages, model solutions and guidance to markers. (c) implementation, to involve the development of computer-based harnesses and models to be used by the students carrying out the assignment, and by the tutors evaluating their submissions. We propose to employ a team of three students for each module. Two such teams will work under the direction of Bhalerao and Sinclair, the course tutors of CS126 and CS230 respectively, with Beynon and Pratt in the roles of technical and educational consultants. To prevent the abuse of inside information, those details of assignments that are most critical to the assessment will not be supplied by the students. The output of the project will include: a directory of relevant websites; a library of relevant computer models and materials drawn from previous assignments; techniques to classify submissions so as to reduce the volume of marking and identify plagiarism; techniques for analysing specific programming languages and utilities; templates for archetypal modes of using existing in-house systems (e.g. to exploit the innovative system for peer assessment that has been introduced in CS126 by Bhalerao and Ashley Ward). Such resources will enable tutors to put more emphasis on the academic agenda in setting and marking assignments, whilst making the task of developing new assignments more routine. The resources to be exploited in the project include several existing systems developed by Computer Science staff to support teaching over many years. These include the BOSS system for managing electronic submission, the AZULIS package for presentation and self-assessment, the PLATYPUS environment for supporting laboratory teaching, and the OASYS system for supporting peer assessment. Other resources that are well-oriented towards the goals of the project, as set out under (1), (2) and (3) above, are the numerous special-purpose models developed under the auspices of the Empirical Modelling project. Of particular relevance are the models generated for educational use during the RTI-funded project on cognitive observation-oriented modelling for interactive learning (COMICAL) in 1997-9. Subject to BBC approval, there is also scope for the application of techniques developed by Cartwright that will increase the scope for integrating these models with conventional (e.g. Java) programs. The project team will also keep up-to-date with all related developments through Dr Mike Joy in CS, who has a key role in the UK Learning and Teaching Support Network for Information and Computer Science. The project work will be reviewed by the project team at two stages: on completion in October 2001, and subsequently after the assignments have been field-tested in 2001-2. Our aim will be to assess whether the mode of preparing coursework piloted in this project can be adopted as a normal practice. For instance, should the project prove to be successful, the Computer Science may wish to propose an "MEd CS" variant of its 4 year MEng CS programme, in which the preparation of undergraduate coursework by small teams of 4th year students fulfils the role of the group project, and modules from the Institute of Education and/or the Centre for Academic Practice are substituted for professional modules in engineering and business. 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