The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community

Crick, Tom; Knight, Cathryn; Watermeyer, Richard; Goodall, Janet

doi:10.1145/3416465.3416472

Cited by 113 publications

(99 citation statements)

References 25 publications

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“…Finally, we acknowledge the continued impact of the COVID-19 pandemic to education systems, across all settings and contexts; in particular the challenges of "emergency remote teaching" and the opportunities presented by a shift to online and blended learning modules [47]. Alongside the issues presented in this paper, there are a range of specific challenges across pedagogy and practice for the Computing and cognate technology disciplines, especially with assessment and the wider recognition of skills [48].…”

Section: Conclusion and Future Developmentsmentioning

confidence: 92%

Towards a 21st Century Personalised Learning Skills Taxonomy

Ward

Phillips

Bowers

et al. 2021

2021 IEEE Global Engineering Education Conference (EDUCON)

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There exists a significant gap between the requirements specified within higher education qualifications and the requirements sought by employers. The former, commonly expressed in terms of learning outcomes, provide a measure of capability, of what skills have been learnt (an input measure); the latter, commonly expressed in terms of role descriptions, provide a measure of competency, of what a learner has become skillful in ( an output measure). Accreditation traditionally provides a way of translating and embedding industry-relevant content into education programmes but current approaches make fully addressing this requirements gap, referred to here as the Capability-Competency Chasm, very difficult. This paper explores current efforts to address this global challenge, primarily through STEM examples that apply within the United Kingdom and European Union, before proposing a way of bridging this chasm through the use of a 21 st Century (C21) skills taxonomy. The concept of C21 Skills Hours as a new input measurement for learning within qualifications is introduced, and an illustrative example is presented to show the C21 skills taxonomy in action. The paper concludes with a discussion of how such a taxonomy can also be used to support a microcredentialing framework that aligns to existing competency frameworks, enabling formal, nonformal and informal learning to all be recognized. A C21 Skills taxonomy can therefore be used to bridge the gap between capability (input) and competency (output), providing a common language both for learning and demonstrating a skill. This approach has profound implications for addressing current and future skills gaps as well as for supporting a transition to more personalised learning within schools, colleges and universities and more lifelong learning both during and outside of employment.

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Section: Conclusion and Future Developmentsmentioning

confidence: 92%

Towards a 21st Century Personalised Learning Skills Taxonomy

Ward

Phillips

Bowers

et al. 2021

2021 IEEE Global Engineering Education Conference (EDUCON)

Self Cite

View full text Add to dashboard Cite

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“…There were concerns raised regarding pedagogy and practice, having to rapidly re-design learning and assessments, understanding the impact on the social aspects of learning, as well as the inability to effectively deliver core computer science topics, such as programming, group projects and lab-based modules. Educators also raised significant concerns for their learners and the impact of the pandemic on specific communities and demographics, especially in identifying and addressing inequity of access and ability to meaningfully engage with online LT&A 7 .…”

Section: “It Is Clear That the Academic Discipline Of Computer Sciencmentioning

confidence: 99%

Covid-19 and Digital Education: a Catalyst For Change?

Crick¹

2021

Itnow

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“…Project-based learning is not a new idea and arguably builds on early work related to experiential learning by John Dewey [4]. Developing teamworking skills is a curricula element that requires careful thought to implement to address a number of challenges including: preventing social loafing (free-riding, free-loading, passengers and related terms) and using assessment appropriately [18]; design to encourage collaboration [24]; clear individual accountability [1] and use of a learning agreement / contract [11,12,14], and differing gender behaviors [10].…”

Section: Who Else Has Done This?mentioning

confidence: 99%

“…Whilst this work has been completed in Computer Science these practice recommendations apply equally to other disciplines. Additionally, the sudden move to online study in response to Covid-19 presented further challenges [4], including working with students to develop good practice guidelines to support socially distanced teamworking at scale.…”

Section: Why Are You Telling Us This?mentioning

confidence: 99%

Using contributing student pedagogy to enhance support for teamworking in computer science projects

Phillips

Ivins

Prickett

et al. 2021

Proceedings of the 5th Conference on Computing Education Practice

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This paper discusses the progress made in an enhancement project completed at two Universities in the United Kingdom. It is reported that whilst teamworking is valued by employers, its inclusion is less well received by learners themselves [2,14,25]. The project is an example of contributing student pedagogy [9]. The work began as a project completed by a placement student as part of a university's' funded project [BLINDED]. The work explores learners' perceptions and experiences of teamworking before and as part of taught courses. These views have been intercalated into an evolving set of guidelines that have been used to inform further enhancements. These guidelines were written to enable learners to develop their own teamworking agreements to set out expected behaviors for working in the team. Whilst a work in progress, the approach and outcomes will be of interest to others engaged in the delivery and enhancement of student teamwork within computing related programmes and potentially other disciplines.

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The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community

Cited by 113 publications

References 25 publications

Towards a 21st Century Personalised Learning Skills Taxonomy

Towards a 21st Century Personalised Learning Skills Taxonomy

Covid-19 and Digital Education: a Catalyst For Change?

Using contributing student pedagogy to enhance support for teamworking in computer science projects

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