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020 _a9783319036564
_9978-3-319-03656-4
024 7 _a10.1007/978-3-319-03656-4
_2doi
050 4 _aLB1028.43-1028.75
072 7 _aJNV
_2bicssc
072 7 _aEDU039000
_2bisacsh
072 7 _aCOM023000
_2bisacsh
082 0 4 _a374.26
_223
245 1 0 _aInnovative Practices in Teaching Information Sciences and Technology
_h[electronic resource] :
_bExperience Reports and Reflections /
_cedited by John M. Carroll.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _aVIII, 238 p. 30 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction -- The Karate Kid Method of Problem Based Learning -- Hungry Wolves, Creepy Sheepies: The Gamification of the Programmer's Classroom -- Teaching and Learning in Technical IT Courses -- Towards an Egalitarian Pedagogy for the Millennial Generation: A Reflection -- Higher Education Classroom Community Game: Together We Are Smarter -- The Tinker Toy Challenge - Peeking Under the Cloak of Invisibility in Information System Design -- Learning by Design -- Teaching Structured Analytical Thinking with Data using Visual-analytic Tools -- The Analytic Decision Game -- Cyber Forensic War Room: An Immersion into IT Aspects of Public Policy -- Semester Projects on Human-Computer Interaction as Service and Outreach -- Enterprise Integration: An Experiential Learning Model -- Immersive Learning -- Leveraging Mobile Technology to Enhance both Competition and Cooperation in an Undergraduate -- Teaching Information Security with Virtual Laboratories -- Using Video to Establish Immediacy with Students in Distance Education Courses -- Reflections on Blended Learning -- Chronicles of the Partially Distributed Team Project: Learning to Teach Students to Collaborate in Global Teams.
520 _aUniversity teaching and learning has never been more innovative than it is now. This has been enabled by a better contemporary understanding of teaching and learning. Instructors now present situated projects and practices to their students, not just foundational principles. Lectures and structured practice are now often replaced by engaging and constructivist learning activities that leverage what students know about, think about, and care about. Teaching innovation has also been enabled by online learning in the classroom, beyond the classroom, and beyond the campus. Learning online is perhaps not the panacea sometimes asserted, but it is a disruptively rich and expanding set of tools and techniques that can facilitate engaging and constructivist learning activities. It is becoming the new normal in university teaching and learning. The opportunity and the need for innovation in teaching and learning are together keenest in information technology itself: Computer and Information Science faculty and students are immersed in innovation. The subject matter of these disciplines changes from one year to the next; courses and curricula are in constant flux. And indeed, each wave of disciplinary innovation is assimilated into technology tools and infrastructures for teaching new and emerging concepts and techniques. Innovative Practices in Teaching Information Sciences and Technology: Experience Reports and Reflections describes a set of innovative teaching practices from the faculty of Information Sciences and Technology at Pennsylvania State University. Each chapter is a personal essay describing practices, implemented by one or two faculty, that challenge assumptions, and push beyond standard practice at the individual faculty and classroom level. These are innovations that instructors elsewhere may find directly accessible and adaptable. Taken as a set, this book is a case study of teaching innovation as a part of faculty culture. Innovation is not optional in information technology; it inheres in both the disciplinary subject matter and in teaching. But it is an option for instructors to collectively embrace innovation as a faculty. The chapters in this book, taken together, embody this option and provide a partial model to faculties for reflecting on and refining their own collective culture of teaching innovation.
650 0 _aComputer science.
650 0 _aEducation
_xData processing.
650 0 _aScience education.
650 0 _aTeaching.
650 1 4 _aComputer Science.
650 2 4 _aComputers and Education.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aScience Education.
700 1 _aCarroll, John M.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319036557
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-03656-4
912 _aZDB-2-SCS
942 _cEBK
999 _c51860
_d51860