Talks last roughly 25 minutes, with five extra minutes allocated for discussion. Many presentations are focussed on recent conference presentations, or practice talks for upcoming conferences. New members are often asked to give an overview of their field of research. Talks given by invited speakers may take up to 45-60 minutes including questions.
Send an email to Arthur to schedule your talk. No talks are planned at the moment.
At the University of Hull in England, a transforming programmes initiative is taking place to redesign all bachelor curricula. The goal is to move towards a competency based curriculum for all subject areas. There is also a large focus on inclusivity and diversity, making sure that all students will be able to fulfill their full potential. This for example includes a move towards authentic assessments and preparing student for the 4th industrial revolution. I will discuss how we redesigned the BSc Mathematics curriculum with these ideas, as well as general educational concepts, in mind.
Ever wondered what students are studying during their programs, or how they are studying? I am. Which is why I decided to trawl Osiris and start putting together an overview and analysis of the BCS curriculum. In this short seminar I’ll show you what I have produced to date. With the shift towards competency frameworks, modularisation and individual learning paths, can overviews such as the one I will show you help both staff and students?
Fauziah Boersma will be speaking about the role of Course Support Team (CST) and how teachers can benefit on the service offered by the team. She will also speak about the updates of CST in 2021, which include the collaboration with EdIn team on MCS000 website update and on the topic of onboarding new teachers.
The Covid-19 pandemic has posed significant challenges to the higher education community worldwide. Despite TU/e's long-term intention for gradual digitization of education, the recent pandemic required faculty to make an urgent and unexpected decision that previously face-to-face university courses be taught online. Online teaching and learning imply some pedagogical content knowledge, mainly related to designing and organizing for better learning experiences and creating distinctive learning environments using digital technologies. In this project, we provide the outcome of a series of interviews taken from lecturers within the Statistics group of the Mathematics and Computer science department about their experiences with online teaching during the pandemic. The goal of this project is to discover patterns that might help us improve teaching and learning in the post-digital age.
The end of the corona-crisis is visible. Soon our education will be on campus again. As a university and department we have been able to transform our education from face-to-face to online in a record time, using all kinds of digital tools that were available. Although it involved an abrupt transformation by using digital tools, a digital transformation would have been different. It is driven by a long term strategy. That is also why we are returning on campus. But we can use the experience for further steps.
And it is necessary. The pressure was big, and only got bigger. The circumstances look better for the short run looking at the proposed investments, but on a midterm it is questionable. In the last decade the number of students at our department has grown significantly, the available budget has not and will not increase structurally. With more attractive programs the number of students will increase.
In a number of cases I will explain how I try to make use of the digital transformation in education, either in applying scalable agile project management, or in MOOCs or in the course for teachers we have created on new methods and learning analytics.
Software developers use version control systems to keep track of EVERY change in a software project. As part of our informatics curriculum, we expect students to learn the practical skill of working with version control systems in the course "Programming Methods". We also teach students the test-driven development procedure. Besides evaluating and assessing students' products, by analyzing the history of a software project, we can also evaluate and assess their ways-of-working.
Over the past decade, "Git" has become the industry standard for version control. More so, Git-based software hosting services, like GitHub and GitLab, have revolutionized collaboration on (open source) software projects. Via these "social coding" services, users can write and view documentation, code, and directories, manage projects, communicate about issues, and automate tasks. These collaborative features are ideal for group assignments and complex projects. From an educational perspective, the added bonus is that we also have access to students' work and ways-of-working during the assignment or project. These software hosting services are a significant improvement Canvas, which has no support at all for software-related assignments or projects.
In the EdIn project "git for assignments" I am developing a tool to manage student Git repositories on the TU/e software hosting service based on course and assignment information from Canvas. In this talk I want to discuss the origin, status, and future of this project.
In this talk, I will introduce myself, explain my background and why I joined EdIn, and then discuss two of the programming projects that I am working on to support education in our department. The first project, GraphChecker, is an OnCourse plugin that allows teachers to ask questions about discrete structures like graphs or automata. Students then have to answer these questions by actually drawing an graph/automaton. The second project, BBCS, was an implementation project for the new course Tangible Computing. This course started last year in Q4, just after the lockdown hit. As a replacement for the lab sessions that were planned, I implemented a simulation tool for billiard-ball computers.
Mazyar’s talk is divided into 3 parts (~10 minutes each part):
First, he is going to introduce himself and give a short introduction about his educational and research background.
Then, he will give a short overview of a research project (SMILE) which he was involved in during his research time at the DFKI (German Research Center for AI). The idea of this project was to design, develop, implement, and evaluate a visual block-based programming environment that could be used in introductory programming courses and workshops. To this end, a programming environment (which is called BEEM) was designed and developed to enable inexperienced students and novice programmers to program smart environments, micro-controllers, and mobile robots one at a time and in combination with each other.
Finally, he will talk about his new research idea (a short paper which is recently accepted at CHI 2021). The idea is to motivate CS students to practice and learn more about “logic circuit design” in a blended e-learning environment. The paper introduces a mobile-based learning prototype in the area of Logic Circuits and HDLs (Hardware Description Languages). Fostering self-learning and self-practicing is an important element of this m-learning prototype and one of the goals of the research. Thus, psychological theories as for example the 4C/ID model and findings with respect to blended learning environments have been taken into account.