000			03358nam a2200349Ia 4500
000			05230nam a22003855i 4500
001			978-3-031-29386-3
003			DE-He213
005			20240319120914.0
007			cr nn 008mamaa
008			230529s2023 sz | s |||| 0|eng d
020			_a9783031293863 _9978-3-031-29386-3
082			_a371.334
245			_aHigher Education Computer Science _cedited by Jenny Carter, Michael O'Grady, Clive Rosen. _h[electronic resource] :
250			_a2nd ed. 2023.
260			_aCham _bSpringer International Publishing _c2023
300			_aXIV, 300 p. 45 illus., 38 illus. in color. _bonline resource.
520			_aThe march towards on-line and blended teaching-present before the Covid-19 pandemic-has been accelerated by it, and there is no going back. Students and staff may object, but the economic drive towards "greater productivity" will inevitably result in less face-to-face (f2f) instruction. Therefore, it is incumbent for those delivering this precious, in-person resource to make maximum use of time...which raises the question, "how"? The second edition of Higher Education Computer Science offers some potential answers. It also addresses other questions, such as "why have f2f teaching at all?" "what is the purpose of f2f?" and "what is the appropriate balance between the two?" The first edition began to offer suggestions for optimising limited opportunities to get together with students. Aligned with that, this unique new volume examines how to use the technology available to maximum advantage: For example, resources such as Moocs and other on-line instructional materials can provide invaluable pedagogic support. In addition, the book addresses 'problem-based learning,' using robotics in the teaching of programming, and a multidisciplinary approach to data science. Although it includes a chapter on distance learning, there is greater emphasis placed on the soft, transferable skills and employability skills that are best delivered in person.Further, the work provides several examples of putting theory into practice when teaching computer science at both undergraduate and postgraduate levels. Written by experienced practitioners, each chapter tackles a particular teaching activity or topic within computing, presented in such a way that other practitioners can use. As such, this new volume will be an invaluable resource to those who want to protect and optimise in-person teaching. Dr. Jenny Carter is a Subject Area Leader in Computing & Information Systems, in the Department of Computer Science at the University of Huddersfield, UK. Dr. Michael O'Grady is a Subject Area Leader in Digital Media at the same institution. Dr. Clive Rosen is Director of Passerelle Systems, an educational consultancy in Higher Education based in Newcastle Under Lyme, UK.
650			_aComputer science. _932169
650			_aComputers and Education. _932170
650			_aEducation _932171
650			_aEducation, Higher. _932172
650			_aHigher Education. _932173
650			_aTeachers _932174
650			_aTeaching and Teacher Education. _932175
650			_aTheory of Computation. _932176
700			_aCarter, Jenny. _932177
700			_aO'Grady, Michael. _932178
700			_aRosen, Clive. _932179
856			_uhttps://doi.org/10.1007/978-3-031-29386-3
942			_cEBK _2ddc
999			_c15277 _d15277