Fincher, Sally and Petre, Marian (1999) Project-based learning practices in Computer Science education. In: Frontiers in Education. Ieee pp. 1185-1191. ISBN 0-7803-4762-5.
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The EPCoS project (Effective Projectwork in Computer Science) is working to map the range of project-based learning practices in UK Higher Education and to generate insights into what characterizes the contexts in which particular techniques are effective. In assembling a body of authentic examples, EPCoS aims to provide a resource that enables extrapolation and synthesis of new techniques. To allow educators and researchers to mine this material, EPCoS is systematizing it within a template-based catalogue augmented with indexing and abstracting devices. Moreover, EPCoS is examining the process by which practices are transferred between institutional concerts, with a view to identifying effective models of the transfer process. Three key elements of transfer are the identification of appropriate practices, the selection of a practice for a purpose, and the integration of a chosen practice into the existing culture. Structured resources and process models are essential tools for supporting responsiveness in the current climate of continual change: the rapid development of computer technology is demanding new range and flexibility in project work, and EPCoS's mapping of project-based teaching allows practitioners to respond to these changes. This is one context in which educational research into how projects work can generalize to professional practice.
|Item Type:||Conference or workshop item (Paper)|
|Additional information:||28th Annual Frontiers in Education Conference on Moving from Teacher-Centered to Learner-Centered Education TEMPE, AZ, NOV 04-07, 1998 IEEE, Educ Soc; IEEE, Comp Soc; ASEE, Educ Res & Methods Div|
|Subjects:||Q Science > QA Mathematics (inc Computing science) > QA 75 Electronic computers. Computer science|
|Divisions:||Faculties > Science Technology and Medical Studies > School of Computing|
|Depositing User:||R.F. Xu|
|Date Deposited:||29 Jun 2009 08:54|
|Last Modified:||30 May 2012 08:10|
|Resource URI:||http://kar.kent.ac.uk/id/eprint/17725 (The current URI for this page, for reference purposes)|
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