Toward Developing a Cloud Computing Model Curriculum

Erdil, D. Cenk; White, Laurie; Foster, Derek; Adams, Joshua; Cruz, Amadeo José Argüelles; Hainey, Brian; Hyman, Harvey; Lewis, Gareth; Nazir, Sajid; Nguyen, Mạnh Van; Sakr, Majd; Stott, Lee

doi:10.1145/3304221.3325536

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…Foster, Adams, Stadnicka, and Jormanainen collaborate more in the field of artificial intelligence curriculum research and have a significant academic impact on academic output. Among them, Foster, Adams, and others conducted research for the academic community around 2018 on the development of cloud computing and cloud technology in computer science courses in the field of higher education [53]. In 2022, the cooperation community with Stadnicka as the core studied the importance of knowledge and skills in artificial intelligence (AI), the Internet of Things (loT), edge computing (EC), and other fields for college students, and proposed how to develop knowledge and skills in this field for students in universities [54,55].…”

Section: Core Authors and Research Fieldsmentioning

confidence: 99%

Research Status and Challenges on the Sustainable Development of Artificial Intelligence Courses from a Global Perspective

et al. 2023

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The widespread application of artificial intelligence technology in various fields has made the sustainable development of artificial intelligence courses an important direction in the field of artificial intelligence education and teaching. Therefore, it is particularly important to conduct an in-depth analysis of the current research status of “artificial intelligence courses” from a global perspective. Firstly, this article clarifies the three stages of slow development, rapid development, and mature development of artificial intelligence curriculum research through the number and distribution years of the literature. It also conducts a co-authorship analysis on the distribution of countries, institutions, and authors of artificial intelligence curriculum research and identifies countries, institutions, and core authors that have made greater contributions to artificial intelligence curriculum research. Secondly, due to the involvement of artificial intelligence in many different fields of knowledge, an analysis is conducted on the journals that published papers on artificial intelligence courses. Finally, based on the analysis of keyword density and time span, the current research hotspots of artificial intelligence courses are summarized: artificial intelligence technology empowerment courses, two education directions at different stages of artificial intelligence courses, and teaching forms in the field of artificial intelligence courses. The current research trend of artificial intelligence courses is analyzed from three aspects: teaching format, teaching content, and teaching objects. This article provides a theoretical reference value and practical basis for future research and development in the field of artificial intelligence courses, while also providing experience for the efficient and sustainable development of artificial intelligence courses to a certain extent.

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Section: Core Authors and Research Fieldsmentioning

confidence: 99%

Research Status and Challenges on the Sustainable Development of Artificial Intelligence Courses from a Global Perspective

et al. 2023

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“…A series of previous Working Groups has focused on aspects of inclusion of cloud computing within curricula, by mapping out a comprehensive set of knowledge areas (KAs) and learning objectives (LOs), developing exemplar syllabi and investigating ways of disseminating and validating the outcomes [1,2,4,6]. It was clear from this work that certifications can be an important driver in the design of courses which aim to provide their graduates with industry-relevant skills.…”

Section: Introductionmentioning

confidence: 99%

Embedding Vendor Certifications in the Cloud Computing Curriculum

Paterson

Adams

Foster

et al. 2022

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2

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A series of previous Working Groups has met at ITiCSE conferences to explore ways of incorporating cloud computing into courses and curricula, including mapping industry job skills to knowledge areas (KAs) and KAs to student learning objectives (LOs). The importance of industry-standard learning content and certification, produced by cloud vendors and others, was apparent throughout this work.This Working Group will focus on the role of certification within cloud computing curricula, from the viewpoints of a range of stakeholders: students, graduates, institutions, vendors and other certification providers; and employers. Areas for study will include: the scope of available certifications and their mapping to our KAs and LOs; approaches to integrating certification in academic cloud curricula, and challenges involved in doing so; and perceptions of the stakeholders of the role and value of certifications in evidencing employability. The outcome of the work will include a set of recommendations for best practice.

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