Mary J. Granger

A developmental model for distance learning using the Internet

This study investigated group interaction processes in network supported collaborative concept mapping and the in ̄uence these group interaction processes had upon group concept mapping performance. A total of 36 in-service teachers and pre-service student teachers engaged in this study. It was found that group concept mapping performance was signi®cantly correlated to the quantity of group interaction, particularly complex co-operation interaction. Suggestions for a further improvement in the system design to support collaborative concept mapping are also provided in this paper. # 2000 Elsevier Science Ltd. All rights reserved.The Internet opens a new generation of distance education (fourth generation), introducing sophisticated delivery tools and creating a paradigm shift with profound implications on the design of distance education courses. In order to accommodate this medium, novel curriculum design and learning models may be appropriate. In this paper, there are several instructional design models presented and a hybrid model is developed. This model integrates both constructivist and objectivist approaches to instructional design. When creating or redesigning courses for Internet distribution, content and media developers, faculty and researchers benefit from the identification of a developmental model taking into account both learning and design principles. # 2000 Elsevier Science Ltd. All rights reserved.

Information Systems Enrollments: Can They Be Increased?

It is almost unbelievable that in this age of technology we are experiencing decreasing worldwide enrollments in Information Systems (IS) programs. Suddenly, within a year or two, enrollments decreased as much as 70-80 percent throughout the world. Industry is begging for more graduates with a business and technical background and is expecting an even greater shortage in the next few years. Despite reports of the outsourcing of technical positions, there is a growing demand for IS graduates. This paper presents an overview of the discussion, resulting from a panel at the Americas Conference on Information Systems (AMCIS) 2007, of declining enrollments and some suggestions to reverse the trend. Two major themes, marketing and curriculum, emerged.

Managing the introductory database course: what goes in and what comes out?

It is difficult to find a business organization of any size that does not use a database management system to organize its most important asset: data. According to [3], the annual expenditure on database software is

Evaluation: turning technology from toy to tool: report of the working group on evaluation

10 billion. Therefore, one might argue that the database module is a focal course in the computer and information sciences curricula. As database management systems advanced, and database theory supporting these systems evolved, so too the database course has been modified significantly, and it continues to change. How have instructors kept pace with these revisions? Often, it appears that topics are constantly added, but none disappear, and the course may become unmanageable. The SIGCSE community has recognized this phenomenon by discussing the ingredients of what appears to be an essential follow-up database course (papers [4] and [5], and an enthusiastic, overflowing Birds-of-Feather session [2]). The current panelists will now turn to the introductory course itself and share their experiences. Among the questions they will address are:

Integrating the Internet into the business environment

Evaluation is an educational process, not an end in itselfi we learn in order to help our students learn. This paper presents a pragmatic perspective on evaluation, viewing it as a matter of trade-offs. The space of possible evaluation approaches is analysed in terms of trade-offs among desired evidence, costs, and other constraints. This approach is illustrated with example scenarios and a list of selected resources is provided. Aim of the Working Group This working group set out to consider how pragmatic, empirical evaluation can be used to harness technology for teaching Computer Science and Information Systems. Educators reject the tendency to adopt ‘technology for technology’s sake’ and want to analyze technology in terms of its suitability for a teaching purpose and its impact—both costs and benefits—on teaching practice and outcomes. The question is not ‘Can we use technology in teaching?’, but ‘Can we use technology to enhance teaching and improve learning?’ Empirical evaluation and technology can form a powerful partnership to enhance teaching purposefully and usably. The working group explored the parameters of an effective partnership. Introduction Computer Science and Information Systems (CS/IS) are rife with examples of technology-driven projects that fail to address fundamental issues, with systems designed by introspection, with software evaluated by market share alone, with good ideas neglected after poor initial implementations. Evaluation is often Permission to make digitalmard copy of part or atl of this work for personal or classroom use is ranted without fee provided that copies are not made f or distributed for pro d or wmmercial advantage, the copyright notice, the titte of the publication and its date appear, and notice is given that copying is by permission of ACM, Inc. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Integrating Tech. into C.S.E. 6/96 Barcelona, Spain 01996 ACM 0-89791 -844-4/96/0009 ...

Integrating professionalism and workplace issues into the computing and information technology curriculum: report of the ITiCSE'99 working group on professionalism

3.50 Diane M. Miller University of Southern Mississippi, USA dmmiller@medea. gp.usm.edu Marian Petre (joint chair) Open University, UK M.Petre@open.ac.uk Paul Schragger Villanova University, USA schragge@monet. vilI.edul Fred Springsteel University of Missouri, USA csfreds @mizzoul .missouri.edu seen as an expensive, time-consuming, esoteric process with little practical relevance. But principled, practical evaluation— empirical study of actual practice, perhaps within a tightly focused question or a particular task—can identify crucial issues, debunk inappropriate folklore, give substance to intuition, disambiguate causes, and make the difference between failure and success. The introduction of new technologies increases the importance of evaluation in order to untangle the snarl of factors and influences that impinge on how technology is used in context. Unless educational technology can address educational objectives, the ‘nifty’ ideas it encompasses are no more than fashion. Evaluators need to base their analyses and designers neecl to base thleir designs on real practice; not everything that is ‘intuitive’ or ‘sexy’ is appropriate within real teaching environments. Evaluation offers a means of putting technology into perspective, so that it is viewed as a tool for addressing real problems—a means, rather than an end in itself. Technology as toy and tool The current leading-edge technologies, such as videoconferencing, multi-media, software vi sualizatiou, and Internetenabled applications (World Wide Web, electronic mail, bulletin board systems, etc.), are perceived to have immediate potential for use as educational tools. However, it is all too easy to mis-aplply these technologies, using them as flashy toys or interesting playthings. Technology-led adoption follows a ‘we have it—let’s use it’ enthusiasm. But that can be a blind alley for evaluation: often the need for an answer expires before we have a chance to ask the question. We should pursue an education-led deliberation: ‘We have it—but is it appropriate for this purpose?’ Technology remains a toy when it is used merely because it is attractive and exciting, but its real potential is unexplored. Technology is often introduced into education to attract and excite, without any more than an assumption that it might be useful. But, if applied without deliberative study of its use in context and without the evaluation of the technology’s impact on this use, ‘educational’ technology remains a toy.

Using information technology to integrate social and ethical issues into the computer science and information systems curriculum: report of the ITiCSE '97 working group on social and ethical issues in computing curricula

An estimated 30 million people make use of the Internet not only for electronic mail (e‐mail), but also to peruse databases, view photographs and videos and find travel information and weather reports. Innovative data systems managers can offer business solutions by integrating the capabilities of the Internet into their business environment. The Internet offers vast communication resources to enhance product development and system support. Offers an introduction to the communication resources of the Internet and provides several specific examples of business solutions in the areas of e‐mail communications, business applications software support, system design and databases. An awareness of these global solutions by today’s managers may stimulate an increased appreciation of the power of electronic communications and an encouragement of co‐operative work, using electronic media.

Research experience for undergraduates: successes and challenges

Educators in computing and information technology (CIT) suggest a need for graduates going into the workplace to have a better understanding of professionalism and workplace issues. It is not enough for graduates to have technical capabilities. They must understand many aspects of CIT as a discipline. They should be aware of the various types of CIT educational programs, different job titles and functions, and some aspects of the employment supply and demand. They should be aware of the need for each computing worker to have professional responsibility for their work, and an awareness of the importance of appropriate ethical behavior in the group. They must also have an awareness of the impact of information technology on society as a whole and on individuals, and be prepared to handle a variety of issues arising in the workplace. This paper provides a rationale for the inclusion of professionalism in the CIT curriculum. It focuses on the responsibilities of CIT instructors and provides material to assist carrying out this obligation.

Integrating CASE tools into the CS/CIS curriculum

This report presents the results of a collaborative working group activity focusing on the use of information technology (IT) to integrate social and ethical issues within computer science or information systems courses. The report provides an organizational approach for classifying exercises, based on the issue each one addresses and the course or courses in which it may fit. The exercises in this report are classified by the information technology to be used and the course or courses addressed by the exercise. Ten sample exercises are provided, each given in a recommended standardized format.

Integrating the Internet into the Business Environment

The purpose of this panel is to explore ways to encourage and support undergraduate research in computer science and information technology. Specifically we will discuss ways that faculty members can fund and develop their own undergraduate research programs, as well as ways they can encourage their students to apply to existing programs. Research Experiences for Undergraduates (REUs) are programs established to promote and support undergraduate research and encourage students to continue their education and research after graduation. Perhaps the best known REU programs are those funded by the National Science Foundation. However we use the more general term REU to refer to any research experience for undergraduates regardless of funding source. It is anticipated that the panel focus will be on summer NSF REUs, but panelists will also discuss undergraduate research programs that may be sponsored by other agencies and/or on-going during the school year. The panel will seek input from the audience on their experiences with all forms of REUs.