Assignment Guidance Practical Projects in Computing

Assignment GuidancePractical Projects in Computing Wednesday 22nd June 2011 Terry Keefe MA MSc MBCS

Module Objectives • To develop and enhance • Academic critical analysis and personal reflective skills • Technical skills, knowledge, creativity and problem solving capability • To demonstrate understanding of • AGILE methodologies • Personal learning and working styles • IT Professional disciplines • To assess • Project quality • Professionalism • Application of AGILE Methodologies • Team working and management

Assignment Structure • Group Assignment 40% • Project website 10% • Project artefact 30% • Individual Assignment 60% • Assessment of AGILE methodologies 30% • Personal learning reflection 30% • Performance • Pass mark is 40% • 2:2 = 50% • 2:1 = 60% • 1st = 70% • Students must achieve marks in both Group and Individual work

Group Project - Guidance Practical Projects June 2011

Group Assignment • Project Website 10% • see assignment brief • discuss in class • Project artefact 30% • presentation • walkthrough • key features • all participate • Project file • Submitted with final project • Group Assignment total 40% • NB sub-marking is indicative

Project Walkthrough - Learning Objectives • Use of AGILE and Professionalism • Management, teamwork, working with clients • Fitness for purpose • Meeting the agreed requirement • Satisfying the client • Project quality • Reliability • Functionality • Design • Marking criteria

Project walkthrough – the rules • Professional presentation • Client management audience • 15 minutes • plus • 2 minutes setting up • 5 minutes questions • All contribute • In some way • Does not have to be equal amounts or roles

Project walkthrough – content • Project artefact • Most important • Working demonstration • Main features • Describe future developments or possible enhancements • Project presentation • Still important • Project management and team-working • Methods used e.g. • Agile • Scrum • Waterfall • Wing and prayer • References and acknowledgements • Will impress the markers • Reading material • Help provided

Group Project - Guidance Practical Projects June 2011

Individual Assignment 2Personal learning reflection

Reflective learning • “is the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective.” • Reflective Learning, Key to Learning from Experience. Evelyn M. Boyd and Ann W. Fales • “the capacity to reflect on action so as to engage in a process of continuous learning was one of the defining characteristics of professional practice.” • Donald Schön (1983) • “a lifelong learner who perceives every experience as an opportunity for growth, change, and development of understanding.” • The reflection integration model: A process for facilitating reflective learning Cynthia J. Hutchinsona; Kay W. Allena

Individual Assignment 2 –Personal Reflection • A reflective learning exercise based on • Your learning experience developing • technical skills and knowledge • team working, management and professional behaviour • Academic, learning and research capabilities • Expressing observations and conclusions through digital media • Supported by evidence gained from experience, reading and critical analysis • Presented as a Digital artefact • Marks - 30% • Assessment Criteria (indicative marking) • Use of evidence 25% • Assessment and analysis 50% • Presentation quality 25%

Rules • Individual • Not a group product • Equivalent PowerPoint Maximum • 6 slides • excluding title and references • Self-explanatory • No verbal presentation needed (or wanted) • Clearly state references • Digital Artefact / Poster • any digital format • it MUST work • Submission • "where am I now" - end of June • Final deadline, end of module

Individual Assignment 2 – Guidance • Your reflection • Think about your experience • Classroom • Team • With clients • Compare preferences with what happened • Learning and teaching • Assessments • Activities • Use evidence • Experience • Reading • short articles on learning styles • Observations and conclusions • Your thoughts • No right or wrong answer • Looking for analytical thinking

Individual Assignment 2 – Guidance "Where am I now" • Think about your experience and skills • education • outside activities • employment • Think about your aspirations - what do you want from • your degree • this module • this experience • life • Think about your preferences • how you learn • how you work • things you do • Use evidence / examples • Experience • Education

Artefact Guidance • Keep it simple • Marks are for quality of content • The quality of your reflection and analysis • How well your assessment is communicated • Your practical use of AGILE • Keep number of slides/pages low • Build a diagram to form screen • Automatic or by click build • Approx 5 seconds per screen • Structure logically • Structure it around the question • Best to keep it simple • text can be very effective • Have fun !

References • Reflective Learning, Key to Learning from Experience. Evelyn M. Boyd and Ann W. Fales • SCHÖN D A (1983) The Reflective Practitioner: how professionals think in action London: Temple Smith • Cynthia J. Hutchinsona; Kay W. Allena The reflection integration model: A process for facilitating reflective learning

Applying Agile to assignments- Problems and solutions Website Individual Reflection Classroom demonstration

Project walkthrough and Presentation SLIIT – Practical Projects June 2011

Project walkthrough – guidance • Professional presentation • Dress to suit the audience • Business Clients • Practice, practice, practice • Timing • Content • Where you will stand • Questions • Assign roles • Presenter • Timekeeper • Technical wizard • Think about using • Scripts • Cue cards • Direction • Handouts

Project walkthrough – more guidance • The artefact • Make sure it works • Test and rehearse • Give a warning if there are unreliable functions • The walkthrough • Show the most important features • Relate to the requirement • Think about a scenario • Avoiding embarrassment • Have a backup • Acknowledge a problem immediately • Nominate a keyboard player • Agree signals • Practice handovers

Project walkthrough – final guidance • Do what you are good at • You have all been very impressive • Have fun • Entertain the audience • Smile • But don’t tell bad jokes - that’s my job • Be different • Or just be good • Play to your strengths

Good luck And don’t be late !

References Thierry Henry - Renault Clio ad Morecombe & Wise, Andre Preview - Christmas Special, 19agesago.

Assignment GuidancePractical Projects in Computing Wednesday 22nd June 2011 Terry Keefe MA MSc MBCS

Research Project – Online Teaching • Context • Course conversion from classroom to online learning • Dual mode delivery – aim to use material for classroom or online teaching and learning • Scenario • Strategy Post Grad module with inexpert teachers and content in need of revision • Research Activity • Investigated earlier studies and use of technical models • Action Research approach during the module • Progress • Content had to be restructured to suit the new mode • Had to develop a Learning activity schedule • Tutor activity model needed to guide tutors • Observations • Teaching online is just as individual as in classroom • Content is not enough, structure is important • Model both student learning and tutor support activity • Tutors need training in online technology • Dual mode is technically and structurally feasible, the human aspects need more research • Next Steps • Complete observation of the module • Evaluate the tutor and student experience • Compare against other studies • Business recommendations • Academic research

Example: Research Project into Online Teaching Good Practice • Example 1 – basic, simple structure • Example 2 – enhanced • theme based interpretation • animation, models • Other examples from presentations

Mixing ModesOne course – Two delivery models Terry Keefe MA MSc

The Project - Mixed Mode Delivery • Context • Course conversion • Dual mode delivery • Scenario • Post Grad Strategy Module • Content was in need of revision • Very experienced tutors but inexpert VLE users • Research Activity • Earlier studies, technical and pedagogical models • Action Research on two DL modules • Progress • Content restructured into an online model • Learning activity schedule for learners • Tutor activity model • Module now near completion

Stage • Tutors need training in VLE craft Teaching online is just as individual as in classroom teaching. Consider student and tutor behaviour Content is not enough. Structure is important. Model LTA activity Actors Script "All the world's a stage"A dramatic theme Observations Dual mode is technically and structurally feasible The human aspects need more research Next Steps Complete observation of the module Evaluate the tutor and student experience Compare against other studies

References • Literature • "As you like it" - William Shakespeare • "e-learning, a virtual promise" - L. McKechnie • Contributions • SHU Tutors, Walton, Bouhadef, Gibson, Middleton

Business Goals Have an effect Financially viable Accessible Exemplary Innovative Influential Informed Market Drivers Government ambitions for UK Plc Educational reform Business wants value for money, JIT learning Rapidly emerging on-line learning industry Emerging standards incomplete Technology Drivers Dominance of Internet technology Rapid rise in access Falling costs Increasing range of access devices Ufi’s ICT Strategy E-working to deliver E-learning for an E-world Providing leadership to the industry A technology organisation On-line delivery Ufi Net ICT strategy drivers

January 2002 - 2005 January 1999 March 2001 Create flexible infrastructure business vision / technology opportunity lead the sector expand the market Sustain business continuity become operational problem solutions service enhancement Build on-line infrastructure start-up deadlines Gov demands presence in market get learners outsource model mainstream technology FM - server farm badge and adapt LSE off the shelf e-content disaster recovery selective insource commit to standards evolve a new LSE commission new e-content simplify architecture direct control of kit single software platform platform neutrality multi channel delivery standards compliance implementation operation strategic development Strategy - a game of two halves startegy strategy

On-line delivery Problems mixed quality CD ROM model boring gaps Problems no bandwidth no access no PC Content Solutions Preferred supplier Standards - LOM SCORM Lobster Experiment - games New “skills for life” content Solutions vISP, objects, S-Janet Learning centres, usability New media for new users Content developers HE ICT industry Standards bodies Government JISC FE RNIB It works Easy to use Where and how I want to learn Fun to use How I want to learn What I need Support Interesting learning Implementing the Startegy Working with partners

Assignment Guidance Practical Projects in Computing