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Facilitating Efficacious Transfer of Database Knowledge and Skills

Facilitating Efficacious Transfer of Database Knowledge and Skills. Huda Al-Shuaily huda@dcs.gla.ac.uk. Purpose. Database knowledge and skills have become vitally important to organizations and companies

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Facilitating Efficacious Transfer of Database Knowledge and Skills

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  1. Facilitating Efficacious Transfer of Database Knowledge and Skills Huda Al-Shuaily huda@dcs.gla.ac.uk

  2. Purpose • Database knowledge and skills have become vitally important to organizations and companies • A recent European survey found that the skill companies consider to be most lacking in new IT graduate recruits was database design(Connolly, 2005). • Educators face a number of challenges while teaching these concepts and skills.

  3. Motivation • RESEARCH MOTIVATION: • Making learning database easy • Helping students to understand DB concepts. • Helping students to master DB skills

  4. Content • Learning Taxonomy • Database teaching problems • Database teaching approach based on Gorman’s Taxonomy • Pedagogical patterns

  5. Bloom’s Taxonomy (1956)

  6. GORMAN’S TAXONOMY(2002)

  7. Teaching database problems • Based on learning theory, there are possible two reasons for problems in transferring database concepts and skills • Order of delivery of database concepts and skill assimilation Skills taught before underlying concepts are understood • The tools that are being used during the teaching Tools do not facilitate correct learning

  8. Problems in teaching database concepts and skills • Underlying concepts were not taught correctly or key concepts not covered. • Basic concepts not fully understood. • Skills take time to learn so can not be hurried • Students study for exams and not to master concepts.

  9. Tools used in teaching DB • Universities and institutes often use Microsoft Access to support teaching activities in introductory courses such as Introduction to Database • Wise or ill-Advised?

  10. APPLYING GORMAN’S TAXONOMY TO OUR TEACHING

  11. Solution !! • 1. Basic concepts (What) • EX: relations, primary keys, indexing, storage structures, recovery and concurrency • 2. Skills (How) • EX: SQL, normalisation, design with ER diagrams, query optimisation, XML • 3. Business Context (When) • EX: Web and DBMS, database generated GUIs, application programming (eg JDBC), error management, deductive and temporal databases. • 4. Non-functional Requirements (Why)

  12. Patterns .. Patterns originated in the field of building architecture “each pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that.” Christopher Alexander

  13. Pedagogical patterns “A pedagogical pattern describes an abstract teaching approach from which contextualized training strategies can be generated, so that the subsequent educators are not forced to start over when they design new course and learning resources” Lilly, 1996

  14. Our pattern • Teaching Database content based on Gorman’s Taxonomy • The pattern consists of: Name, Intent, Force, Solution, Applicability and Consequences.

  15. Discussion Waterfall model approach Wise or ill-Advised? students learn a lot of ‘dry boring’ database theory students will get bored ? Interactive teaching methodology Engaging student in problem-based activities • Cognitive load theory • + • Gorman’s Taxonomy • Knowledge: first – skills: later

  16. Questions….

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