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Learning Development Group

Learning Development Group. Update for CPHC Conference 2 nd April 2008. Membership of LDG.

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Learning Development Group

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  1. Learning Development Group Update for CPHC Conference 2nd April 2008

  2. Membership of LDG A. Irons (Chair), T. Cowling (Sheffield), M. Watkins (Glamorgan, Treasurer), G. Davies (ACM Ed. Board), R. Boyle (Leeds), F. Culwin (South Bank), J. English, (independent), J. Gray (independent), J. Latham (Manchester), G. McAllister (Ulster), A. McGettrick (Strathclyde), D.Watson (Sussex) S. White (Southampton), L. Burd (Durham), J. Carter (Kent), M. Ridley (Bradford) and A. Hayes (Newport)

  3. Reminder of Objectives • LDG seeks to provide a strategic forum for affairs relating to teaching and learning in computing and computer science. • LDG provides liaison between CPHC and other organisations such as BCS, HEA, ACM, and QAA.

  4. Activities in 2007/08 • Developing links with CETLs to benefit of computing community • Exploration of research teaching nexus • Investigation of levels of integration of research into teaching curriculum in computing • Masters benchmarking in Russia – QUEST project in collaboration with British Council • Consideration of the 14 – 19 diploma

  5. 14 – 19 Diploma • ICT is one of 5 14–19 Diplomas going “live” in September • Equivalent of 3.5 A levels in UCAS points tariff • Opportunity to work with e-skills UK • Opportunity to address interest levels in young people and encourage them to come to HE • Opportunity to work with schools in curriculum development and delivery

  6. 14 – 19 Discussions • Potential to review what is covered in curriculum and have input to development and delivery of that curriculum – issues in pragmatics • Develop continuum between schools and HE • Opportunity to work with local consortia • Concern regarding relationship to A levels and issues regarding perception • Both in participation and in admission to HE • Discussion on level of mathematics • Discussion on impact of 14 –19 diploma • Positive – strengthen links between HE and schools • Negative – reinforces perception of computing as a skill rather than an academic discipline

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