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E MBEDDING PROGRAMMING SKILLS TO SUPPORT THE STUDENT JOURNEY IN NETWORKING, SECURITY AND DIGITAL FORENSICS Alistair Lawson & Richard Macfarlane School.

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Presentation on theme: "E MBEDDING PROGRAMMING SKILLS TO SUPPORT THE STUDENT JOURNEY IN NETWORKING, SECURITY AND DIGITAL FORENSICS Alistair Lawson & Richard Macfarlane School."— Presentation transcript:

1 E MBEDDING PROGRAMMING SKILLS TO SUPPORT THE STUDENT JOURNEY IN NETWORKING, SECURITY AND DIGITAL FORENSICS Alistair Lawson & Richard Macfarlane School of Computing Edinburgh Napier University Edinburgh, UK

2 The opportunity Image from

3 The problem

4 Practitioner led approach Critical Incidents (+ve or –ve) Reflection on Practice & Pedagogy in light of Critical Incidents Designing Change to Practice & Pedagogy Implementing Change to Practice & Pedagogy

5 Overall Pedagogy Based on Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall Feedback & Reflection (Labs & Lectures) Abstract Conceptualisation Lectures Active Experimentation: Labs (step by step) Plus online resources Concrete Experience Labs (problem solving encouraging use of online help)

6 Student Performance pass

7 Some Possible Problem Categories "I Can't Program" (? Anxious) “Can’t program, won’t program” (? Anxious &/or Given Up) “I think Programming is boring/ not relevant therefore I’m bored” (? Not motivated/ Given up) "I'm turning the handle, and doing every exercise with help from my peers and the demonstrators.... but I'm not getting it" (? Going through the motions)

8 Ways of engaging Hearts and Minds of Students Hearts and Minds of Academics Teaching Assistants (Ex- struggling students) One-off lectures from Industry Scaffolding (Vygotsky's Zone of Proximal Development): Relevant Material, Backup Material, Choice Encouragement and increasing confidence

9 Aha ! Liljedahl, P. (2005). Mathematical discovery and affect: The effect of AHA! experiences on undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, 36(2-3),

10 Next Steps Image from


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