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Alistair Lawson & Richard Macfarlane

Embedding 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 a.lawson@napier.ac.uk. The opportunity.

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Alistair Lawson & Richard Macfarlane

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  1. Embedding programming skills to support the student journey in networking, security and digital forensics Alistair Lawson & Richard Macfarlane School of ComputingEdinburgh Napier UniversityEdinburgh, UK a.lawson@napier.ac.uk

  2. The opportunity Image from http://www.salisbury.sa.gov.au/Council/Careers/Opportunity

  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

  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), 219-236

  10. Next Steps Image from http://www.meterology.co.uk/images/NextSteps.jpg

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