Kevin Floyd

Design of an Information Technology Undergraduate Program to Produce IT Versatilists

This paper attempts to present a model for designing an IT undergraduate program that is based on the recommendations of the Association for Computer Machinery/ Institute of Electrical and Electronics Engineers – Information Technology (ACM/IEEE – IT) Curriculum Model. The main intent is to use the ACM/IEEE – IT Curriculum Model’s recommendations as a guide to design an IT curriculum that includes the IT knowledge core, general requirements beyond the IT knowledge core, and advanced courses. In addition, the recommendations are used to ensure quality standards of the curriculum. In the process, the model takes advantage of ACM/IEEE – IT Curriculum Model’s recommendations to design an undergraduate IT program that produces IT versatilists. Morello (2005) stated that IT professionals are no longer referred to as specialists or generalists. In today’s business world, these professionals are IT versatilists. They not only have technical abilities, but they also possess expertise in multiple domains within organizations. Versatility of IT professionals plays an important role in today’s organizations for achieving competitive tasks. The model consists of two phases. Phase I encompasses the design of the framework for the IT program. It includes four components: formulating program mission, considering program accreditation, establishing program career goals, and establishing program competencies. Phase II focuses on the design of specific courses in the curriculum and includes the designing the IT foundational courses and the designing the advanced IT courses. It supports the foundational work of Phase I. Phase II takes advantage of putting together a curriculum that produces IT versatilists. It includes the body of knowledge and the general requirements. It also includes advanced courses within and beyond the IT domain to provide strength to the curriculum. This paper begins with introductory remarks that include an explanation of IT versatilists and the purpose of the paper. A review of the literature about the IT curriculum is presented following a brief discussion of the ACM/IEEE - IT Curriculum Model 2008. Next, the model is presented. It describes the design of an undergraduate IT program based on the ACM/IEEE - IT Curriculum Model’s recommendations. The model uses the undergraduate IT program at Macon States’ School of Information Technology as an example. Conclusion and recommendations complete the paper.

Design, Development, and Implementation of an Open Source Learning Object Repository (OSLOR)

This paper presents the birth of an open source lea rning object repository (OSLOR) from design to implementation. Critical design issues such as user interface, type of LOR, standards, metadata, and the programming language were considered in the process. These issues revolve around the essential characteristics of LOR, i.e., interop erability, reusability, and accessibility. Conclusion and recommendations are made for future advancement of the OSLOR and its sustainability.

The autotelic propensity of types of hackers

While much has been written in the popular press about hackers, little is understood about their underlying motivations. This paper examines the constructs of challenge and autotelic behavior and their relationship to hacking. Results suggest that hackers see the challenge in hacking as related to the perceived autotelic experience in hacking, but that only hackers who have less destructive purposes in mind are those who participate in hacking for the autotelic experience.

The Effect of Engagement and Perceived Course Value on Deep and Surface Learning Strategies

This study investigated the relationships among perceived course value, student engagement, deep learning strategies, and surface learning strategies. The study relied on constructs from previous studies to measure course value, engagement, surface learning strategy, and deep learning strategy. Statistically significant findings were observed between perceived course value, student engagement, and deep learning strategy. Surface learning strategies occur when the student’s perceived value of the course is low. These findings suggest that deep learning strategies occur when students are engaged in the learning process and their perceived value of the course content is high. While there is much research to support the finding that engagement is a way to help students learn, the findings of this study show that course value has a greater positive influence on deep learning and surface learning strategies than engagement. By understanding and enhancing perceived value and engagement, the ultimate goal of enhancing deep learning should result.