Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté : électronique
Titre(s) : Innovative practices in teaching information sciences and technology [Texte électronique] : experience reports and reflections / John M. Carroll, editor
Publication : Cham : Springer, 2014
Description matérielle : 1 online resource (viii, 238 pages)
Note(s) : Includes bibliographical references. - Online resource; title from PDF title page (SpringerLink, viewed February 3, 2014).
University 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
Autre(s) auteur(s) : Carroll, John Millar (1950-....). Fonction indéterminée
Sujet(s) : Informatique
Ordinateurs -- Informatique
Ordinateurs -- Référence (linguistique)
Indice(s) Dewey :
004.071 (23e éd.) = Informatique - Enseignement
Identifiants, prix et caractéristiques : ISBN 9783319036564
Identifiant de la notice : ark:/12148/cb44675270f
Notice n° :
FRBNF44675270
(notice reprise d'un réservoir extérieur)
Table des matières : 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 i
