1 The Teaching and Learning Strategy, including Projects Roy Crole Department of Computer Science University of Leicester

2 Aims of the Degree n Education and training that includes fundamental concepts and state of the art trends. n To develop skills in analysis, design, specification, implementation, testing and documentation of computer software systems. n To ensure familiarity with a variety of programming languages and paradigms. n To develop an appreciation of the necessity for rigorous subject foundations, which will provide a lifelong support for careers in computing.

3 Aims of the Degree, Cont’d n To develop powers of critical analysis, skills in problem solving, written communication and presentation skills. n To provide experience of both team-based and individual project work.

4 The Teaching and Learning Strategy n Is a framework within which students can achieve specified learning outcomes … and hence meet the aims. n Outcomes are given for both degree programme and individual modules. n The framework facilitates teaching, learning and assessment, and n provides a structure through which curricula can be designed and revised.

5 The Teaching and Learning Strategy n The framework is founded on the following kinds of class sessions: lectures, surgeries, laboratories, problem classes, and project supervisions. n These provide a structured learning environment, within which assessment can take place.

6 Lectures n Information mostly delivered by the lecturer. n Usually a set agenda. n Active participation by the students usually involves questions from the lecturer … n … but students encouraged to raise questions of their own. n Lecturers may use software demos … n … or they may use “chalk and talk”.

7 Surgeries n Students get guidance on all aspects of their work, but usually their current assessments. n Run either as a lecture, or as a class in which students may seek help when required … n … hints, explanations of key concepts, illustrations of simpler problems, revision etc. n The emphasis is on problems, key concepts, and special difficulties.

8 Laboratories n Use of computers in the presence of teaching assistants (demonstrators, PhD students, etc) n Similar to surgeries: General guidance on how to approach programming tasks, and specific hints on assessment problems. n We use automated assessment software (such as Course-marker).

9 Problem Classes n Used for the return of assessed work. n Students receive solutions or advice about how problems could have been solved. n They can ask questions about the work … n … and should feel they can seek advice about the mark they have received.

10 The Teaching and Learning Cycle n DIAGRAM !!!!

11 Key Features n Students can program, and they also know how the programs and the language work. n Students know about theory, but learn practical skills too. n We cover skills in numeracy, writing, oral presentation, time organization and work planning. n Students undertake group and individual projects.

12 Overview of Final Year Projects n 40 credits (one year) of individual work. n Students take a “significant” computing problem and solve it. n They deliver a software solution, and a written report. n Guided by a supervisor – half an hour per week.

13 Assessment Deliverables n A short description (2 nd year) n Ten page plan (Sem 1, week 3) n Ten minute presentation (Sem 1, week 9) n Christmas report (Sem 1, week 10) n February Interview (Sem 2, week 2) n Final Report of 30,000 words. n Oral exam and software demo.

14 Project Challenges n We expect students to identify challenges. n These are non-routine aspects of work, requiring thought and hard work. n Many students can write another scrabble programme … n … but implementing a fast algorithm with a large and rapid dictionary requires relevant theory and sophisticated programming.

15 Project Features n Commended by the BCS. n Students have considerable freedom … n … but the regular assessment ensures they make progress! n Students learn writing and oral presentation skills, and n time organization through weekly diaries and supporting advice.

16 Summary nDegree balances: Theory and Practice. Small scale programming and large scale Software Engineering. Coursework and written examinations. Academic knowledge and relevant applicable skills. nBCS Accredited. nVery positive QAA report.