Grad Cert Tertiary Learning and Teaching, my APL presentation

Samuel MannGCTLT

Bachelor of Information Technology Overview

• Broad• Immersive• Hands on• Current

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samuel mann

Everything I do is about inspiring students to

take that leap of courage and creativity,

commitment and craftsmanship.

Occupational Therapy - Decision Simulation : Title Page

School of Occupational Therapy - Introduction

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Welcome to OT Decision Sim.

The School of Occupational Therapy is pleased to sponsor this

project which it is hoped will benefit students preparing for

Activity Placement.

The OT Sim will enable students to reflect on the interactions

and problems encountered during activity placements. It is

intended to provide students with an insight into the decision

process at placement, and to aid student comprehension of the

consequences of decisions made.

Using research to improve what already doing

Innovation

• Development• Business links

EmpowermentEvidence based teaching practiceEngagingEmbrace changeExcitement Everything

Empowerment

• Attitudes and practices considered central to the empowerment model of education

Robinson (1994)

a) The teacher and students both teach and are taught by each other

b) The teacher is aware of not knowing everything and is open to the students’ knowledge and experience, which are actively valued

c) The teacher and students all engage in critical, reflective, imaginative and collaborative thinking

d) The teacher talks and listens and the students talk and listen; they engage in dialogue

3. Empowering educational paradigm

e) The teacher and student interact, striving to meet each others needs instead of being the respective perpetrators and victims of discipline

f) The teacher and students make choices based on what is most meaningful for them with sensitivity to each others verbal and non-verbal cues

g) The students are actively engaged in meaningful experiences that the teacher facilitates

3. Empowering educational paradigm

h) The teacher and the students together decide on programme content and revise and change it as their interests and needs change

i) The teacher shows her or his personal charisma, vulnerability, and humanity to create her or his authority based on mutual respect, discovery and love for learning

j) The teacher and students form a collective Subject of the learning process, sharing joint ownership of the classroom life

Evidence based teaching practice

• Teaching as scholarly activity and critique own practice in relation to literature

• Evidence-based teaching practice fundamental to what I do.

• National leader in Computing Education Research. Current and past editor of national and international journals and conferences.

Engagement

Senge’s Learning Organisation3 core learning capabilities- Fostering aspirations- Developing reflective conversations- Understanding complexity

Five disciplines1) Building shared vision2) Mental models3) Team learning4) Personal mastery5) Systems thinking

Embrace change

Manifesto for Agile Software Development

We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value:

Individuals and interactions over processes and tools Working software over comprehensive documentationCustomer collaboration over contract negotiationResponding to change over following a plan

That is, while there is value in the items on the right, we value the items on the left more.

Excitement

Everything

Projects

Assoc Professor Samuel Mann, Otago Polytechnic

CommitmentCreativity

CompetenceProfessionalism

Software EngineeringSimPaSustainability

Software Engineering

• 1998• 1999

Real project for real client

4. Application

• Exam

4. Application

• Evidence of student experience• Student feedback

– Extracted from an electronic course evaluation feedback completed by students towards the end of the course.

– Academic quality processes at Otago Polytechnic. – Statement with a five-point Likert scale to agree/disagree and

qualitative information

5. Results Course A

• Projects self assessed• Feedback very positive

– We were given direction and assistance when sought. We had to be self directed in completing tasks, this is a good thing for additional time management and learning’

– We did interesting things that where out of the ordinary. This kept us from falling asleep.

– (What you really liked about this course…) the way it was presented ...the content...it was all good... u go sam...!! , … the practical of the group work. ,…the chance to have a real client…, … being pushed beyond what I thought I could do

5. Results Course B

• Databases 3• Practically based

– the students demonstrated an ability to reliably produce significant database applications of industry strength. The assignments were real, and the systems produced by the students are in actual use

– Assignments self and peer assessed– Emerging topics selected and presented by students

5. Results Course B

• Evaluation– lecturer’s explanations were clear [g], there was good

command of course material [part of a], and assessments were returned promptly [i] with effective feedback [c].

• Feedback– It was a very interesting course and I learnt a lot of

information and I am happy to say I enjoyed it very much even though it was hard work [g]

– A very good practical based course where we got a taste of industry strength development. Very good preparation to go out into the workforce [g]

5. Results Course C

• Information Systems Management 3• The students (in pairs) were responsible for the

preparation, delivery and assessment of a component of the course.

• 20 topics were chosen by the class from an initial list of 50 topics

• I participated in the class as a peer

• I liked how it was all laid out at the beginning, and we knew what to expect at all times [h]…(Well presented) Especially because we presented it. But Sam was very helpful adding in extra information to back up lectures

• (What you liked) Being given the responsibility to teach my colleagues, and ensure they understood. Also having complete control over the class, Sam did not interject unless it was necessary. It was a comfortable environment for teaching in, it did not feel as if we were on trial, or being examined.

• I enjoyed this course, found it very informative and would like to commend Sam for his idea

• Very unusual setup but it had the desired effects. We learned a lot.

5. Results Course D

• Third year project– Apply skills and knowledge to real life situation

– medical rostering system for a large hospital,– accounting and customer management system for a mining company– micro-processor engine control system for a race car– deer breeding management system– irrigation-control system for an olive grove– research towards a reading device for the blind

– Management document – Marking schedule– Benevolent manager– Review

General

Course A

Course B

Course C

Course D

Overall

5. Results: Learning

Course A

Course B

Course C

Course D

• Courses met learning outcomes• Followed empowerment paradigm

• Ongoing research and action– Workloads– Maintaining quality when self- or peer-taught– Self assessment

“The gap between what is learned in the curricula and what is needed in the industry is rather wide in relation to other engineering disciplines”

Surendran and Young (2000)

Otago Polytechnic ACE 2007

Project disasters

• Client changes his mind• Project team disintegrates• Hard drive (server, laptop …) fails• Product superceded before complete• Boss assigns you to work on a different project• Your group is told by CEO to incorporate some other

ideas that don’t match with your own

The Bus

• At end of Analysis stage, bus hit six of the ten groups.

• Documentation was handed over to another group.

Responses

Positive– New perspective– Better outcome

Philosophical

Negative– Workload– Ownership

Responses - final

• “It demonstrated the importance of having every stage well documented”

• “This also helped our group’s character…” • “It is realised now that this was a real-world

experience that will doubtlessly prove valuable in later working life”

Empowerment vs Control

• Change imposed on students• Control of project given, taken away, then

returned• Challenge• Students working outside “comfort zone”

• Aim – a balance of content and process. Enthuse but don’t overwhelm.

• “Now I am no longer worried about how I will do my project, but rather what my project will be about”

Finding the right project to ensure an ideal environment to

1. Teach the course material2. Prepare students for capstone project

A project should…USED AT: AUTHOR: K+P DATE:

REV:PROJECT: SMS

11/08/99

13/08/99

NOTES: 1 2 3 4 5 6 7 8 9 10

WORKING

RECOMMENDED

PUBLICATION

READER DATE CONTEXT:

NODE: TITLE: NUMBER:Safety Management System - Current PhysicalA0

Crew Member LooksUp Manual

Crew Mem ber ReadsProcedure

Master Replaces Exis tingManual

Master Chooses &Looks Up Manual

Master Reads Manual

1 Training Manual

2 Emergencies Manual

3 Technical Manual

8 Operations Manual

Identified Problem s with the Current Phys ical:- Inability for m aster to eas ily search E-T-O Manuals- Lack of requirem ent for crew to access Training Manual

Crew TrainingProcedure Receipt

Crew TrainingProcedure Request

Updated Manuals of Procedures

Master's ETOData Request

MasterProcedureReceipt

UpdatedTraining Manual

CrewTrainingProcedureRequest

CrewTrainingProcedureReceipt

UpdatedEmergenciesManual

UpdatedTechnicalManual

UpdatedOperationsManual

OperationsProcedureRequest

TechnicalProcedureRequest

EmergenciesProcedureRequest

OperationsProcedureReceipt

Technical Procedure Receipt

Emergencies Procedure Receipt

1. Facilitate teaching of methodology

2. Facilitate teaching of tools3. Be real4. Be exciting5. Be of value to client6. Have a real client7. Challenge students8. Seem very large (or very small)9. Allow scoping down10. Allow creative solutions11. Allow for agile development

A project should…USED AT: AUTHOR: K+P DATE:

REV:PROJECT: SMS

11/08/99

13/08/99

NOTES: 1 2 3 4 5 6 7 8 9 10

WORKING

RECOMMENDED

PUBLICATION

READER DATE CONTEXT:

NODE: TITLE: NUMBER:Safety Management System - Current PhysicalA0

Crew Member LooksUp Manual

Crew Mem ber ReadsProcedure

Master Replaces Exis tingManual

Master Chooses &Looks Up Manual

Master Reads Manual

1 Training Manual

2 Emergencies Manual

3 Technical Manual

8 Operations Manual

Identified Problem s with the Current Phys ical:- Inability for m aster to eas ily search E-T-O Manuals- Lack of requirem ent for crew to access Training Manual

Crew TrainingProcedure Receipt

Crew TrainingProcedure Request

Updated Manuals of Procedures

Master's ETOData Request

MasterProcedureReceipt

UpdatedTraining Manual

CrewTrainingProcedureRequest

CrewTrainingProcedureReceipt

UpdatedEmergenciesManual

UpdatedTechnicalManual

UpdatedOperationsManual

OperationsProcedureRequest

TechnicalProcedureRequest

EmergenciesProcedureRequest

OperationsProcedureReceipt

Technical Procedure Receipt

Emergencies Procedure Receipt

“When we first looked at the brief for Captain Black we thought that the scope for the project had the potential to be much larger than anything we could confidently develop”

But can have a disempowering effect

very small project can further shrink as students lose interest as a result of feeling that the SDLC process is overkill

• Small project to provide information at point of sale in video store

Leisure centre management system: potential for complex interactions, and complex representation of time and space (including providing information at point of sale!)

• prima facie smaller but could have been expanded to include complex interactions

potential for complex interactions, and complex representation of time and space

differences between the treatments were too subtle for the students

even the strongest groups only touched the surface of the areas we had identified as complex

smaller size project was much harder to state in terms of business problem and it was this that caused “smaller” solutions.

differences between the treatments were too subtle for the students

even the strongest groups only touched the surface of the areas we had identified as complex

smaller size project was much harder to state in terms of business problem and it was this that caused “smaller” solutions.

Problem statementslittle big big

Clearly statedClearly statedBusiness opportunity not clear

Business opportunity not clear

“The present booking system for Moana Pool is by manual entry in to a diary and relies heavily on the knowledge of the present Assistant Manager…the recent redevelopment has brought about a large increase in the number of users… there have been problems with double bookings and where there has been a need for cancellations, this has resulted in multiple changes to the diary…the planned booking system will benefit the business by optimizing water and time management within the complex”

“Due to additional requirements needed by VideoShop regarding their current video rental system, an opportunity has arisen to develop a new enhanced system which will meet these requirements. The current system lacks features required by management and staff to progress financially in the business”.

“The goal is to attract more customers to make more money…(that) can only be achieved by developing a successful system for the store…tracking movies is inefficient…with redundancy in tasks…more pleasant as interactions more efficient”

“Due to additional requirements needed by VideoShop regarding their current video rental system, an opportunity has arisen to develop a new enhanced system which will meet these requirements. The current system lacks features required by management and staff to progress financially in the business”.

“The goal is to attract more customers to make more money…(that) can only be achieved by developing a successful system for the store…tracking movies is inefficient…with redundancy in tasks…more pleasant as interactions more efficient”

Conversation asModel for Interactivity

• interactive basis• non-trivial computing• none traditional ksm• tight timeframes• articulation of needs• bullet proof

Experience

Narrative

Metamorphamatic

——— ——— ——— ——— ———

Otago Polytechnic Bachelor of Information Project

Created by: Adrian van Leeuwen

Naz TaylorBrendon Mills

Narrative

Metamorphamatic

——— ——— ——— ——— ———

Otago Polytechnic Bachelor of Information Project

Created by: Adrian van Leeuwen

Naz TaylorBrendon Mills

Context

Metaphors

Tensions

Cartoon image

www.aperfectworld.org/ clipart/animals/fish.gif

www.kernersvillefirst.com

www.xs4all.nl/~4david/ pics/thumbs/fish.gif

www.stemnet.nf.ca/ gif/fish.jpg

www.paramus.k12.nj.us/.../ fish%20carly.jpg

www.shastalake.com/ images/fishing/fish.jpg

Industry relationships

Probing the World of the Project Student

A journey into ethnographic research

“Like astronomic or surgical probes, we leftthem behind when we had gone and waited

for them to return fragmentary data over time.”(Gaver, 1999)

NACCQ 2005 Lesley Smith & Samuel Mann 90

The camera

The results

Analysis?

• A quantitative approach?“this misses the point of the Probes”

(Gaver, 2004)

Never intended to be a comprehensive survey

• An ethnographic approach?Let the photos tell the stories of the PJ301 subculture

Workspaces

View from Our Workspace

NACCQ 2005 95

One Week To Go

Our Project?

Reflective?

• Possible outcomes of further probing:

– better understanding of the subculture in project room environment

– better understanding of student experience of project

– improved design of workspaces– improved support systems

What do these two pictures have in common?

0 200 400 600 800 1000 1200 1400

Number of Pages in Project Document

r49 = .154

Process Score and grades by project type

0 10 20 30 40 50 60 70

Process Score

Exemplar projects

Applied Software

Content management

Hardware

Information System

Multimedia

Network

Total system

r54 = .756

Exemplars

“the tension between product and process can be lessened by adopting a process that can be seen to produce good products while being flexible and robust. We believe that the development framework developed in this paper will provide a foundation for capstone courses”.

A+, Guaranteed1: Insisting on best of practice within capstone projects

1 conditions may apply

Satisfaction

Stepwise

1. The framework translates easily to implementation2. Following the framework resulted in a significant improvement in final marks

(average B to A-)3. This shift occurs at both ends of the grade scale, the percentage getting A grade

goes from 46% to 67%, the percentage getting C/D goes from 32% to 21%. 4. The extent to which the framework was followed varies across groups but this is

unrelated to the type of project.5. Weaker groups exhibit two patterns:

5a Develop a prototype and initially test it, but this becomes the project, the subsequent robust development is poor5b Are poor at incorporating early development and testing into SDLC

6. The role of some framework areas require further investigation, especially the role of tested functional requirements.

Agile development frameworkAgile development framework

Understanding

Functional delivery

Robust Delivery

Understanding

Evaluation

Managementdocument (groupestablished, environmental

Functional requirements

context)Interview with client,relationship established

Interaction designEthical designSystem metaphor

Design specification

Conceptual prototype(Extremely rapid

Implementation prototype)

Evaluation Proposal to client

Functional deliveryEvaluation Project estimation

Functional

Functional requirements document

Interaction design

Design concepts presentation

Design specs Design specification (style guide etc)

Implementation Functional deliverable (Release Two). Stable development platform

Evaluation Analysis of functional deliverable

Functional deliveryEvaluation Project estimation

Functional

Functional requirements document

Design concepts

Design concepts presentation

Design specs Design specification (style guide etc)

Implementation Functional deliverable (Release Two). Stable development platform

Evaluation Analysis of functional deliverable

Robust delivery

Evaluation

Direction for Iteration 3.

Complete ethical analysis.

Functional requirements

Revisit functional requirements

Design conceptsDesign concepts Update. Content production

Design specification

Style guide, system specification, Implementationand deployment plan

ImplementationRobust delivery

(Release Three)

EvaluationProject evaluation and completion. Clientsatisfaction.

Rainbows

To maximise learning in a project based software engineering course.GoalGoal

To harness the incidental learning through a recursive projectChallengeChallenge

ContextContext“We had no idea, none of us knew anything about ships, we spent the first few weeks becoming experts on shipping” (student review)

Challenge Challenge

students obsess about project, not software engineering

“facilitate teaching the structure of the chosen methodology”

make project about software engineering

Turning a rockTurning a rockinto goldinto goldTurning a rockTurning a rockinto goldinto gold

Results: 1st Iteration

“material that was collected during our research met two goals. One was to inform ourselves on the components of the Agile methodology and iterative processes; and two was to find examples of project management software that already existed.” (Final review, Group H)

“we have decided to develop this system with a combination of the Spiral and Scrum Methodologies” (Client letter, Group C)

Results: 1st Iteration

“material that was collected during our research met two goals. One was to inform ourselves on the components of the Agile methodology and iterative processes; and two was to find examples of project management software that already existed.” (Final review, Group H)

“we have decided to develop this system with a combination of the Spiral and Scrum Methodologies” (Client letter, Group C)

ReflectionReflection

Implementation

•Difficult to separate in agile •Avoiding entering capstone project with little awareness of implementation issues

but:Design decisions based on technical skills

especially but:limited design can be closely related to limited

learninggood but:

the double dipping makes this explicit

Implementation

learninggood but:

Implementation

learninggood but:

Would we do it again?Would we do it again?

Have to maintain “real project for real client”

Understanding of software engineering far deeper than traditional projects

Would we do it again?Would we do it again?

Have to maintain “real project for real client”

Understanding of software engineering far deeper than traditional projects

Projects

Assoc Professor Samuel Mann, Otago Polytechnic

Earned value

• Use of product: the extent to which interacted with by live user within expected lifespan of product; both frequency and intensity of interaction are considered.

• Value of process: the extent to which being involved in the process generates follow-on business value (to both client and institution).

• Quality of work: quality of produced product or process.

High use productHigh use product, High use product, high value process, high value process, high qualityhigh quality

High use productHigh use product, High use product, medium value process, medium value process, high qualityhigh quality

High use productHigh use product, High use product, medium value process, medium value process, medium qualitymedium quality

High use producthigh use product, high use product, low value process, low value process, high and medium qualityhigh and medium quality

High use producthigh use producthigh use productlow value processlow value processlow qualitylow quality

Medium use product

medium use product medium use product high value process high value process high qualityhigh quality

Medium use product

medium use product medium use product medium value process medium value process high qualityhigh quality

Medium use productmedium use product medium use product medium value process medium value process medium qualitymedium quality

Medium use product

medium use product medium use product medium value process medium value process low qualitylow quality

Low use product

low use product low use product high value process high value process high qualityhigh quality

Low use productlow use product low use product low value process low value process high qualityhigh quality

Low use productlow use product low use product high value process high value process medium/low qualitymedium/low quality

Low use productlow use product low use product medium value process medium value process medium/low qualitymedium/low quality

Low use product

low use product low use product low value process low value process low qualitylow quality

High use productHigh use product, High use product, high value process, high value process, high qualityhigh quality

•Useful throughout processUseful throughout process Common understanding at outset Common understanding at outset Direction and decisions Direction and decisions Make explicit claims of product value Make explicit claims of product value

Why aren’t all projects stars?Why aren’t all projects stars?

challenges

• engagement• agreement• intellectual property• continuity

Sustainability

sustainability:learning

review of progress towards goal of “Every graduate may think and act as a sustainable

practitioner”

Otago Polytechnic May 2008

Students

Curriculum

Operations

Staff Development

Otago Polytechnic Education for Sustainability Strands

Research

Community

Communication

The skills and values of Otago Polytechnic graduates contribute to every sector of society. Our curriculum, teaching and learning therefore is pervasive and influential with global impact. The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”.

Moreover, educators must take a lead in sustainability so that our graduates can be encouraged and supported to promote sustainable practices in their chosen career. This can primarily be achieved by fostering education for sustainability in all our qualifications and by re-visioning and changing our approach to teaching and learning to model a transformative context for all learners.

As a consequence sustainable practice becomes a context and a process for learning and recognised as a core capability within each discipline.

Creating a philosophy of Education for Sustainability will be enhanced if undertaken within a context of institutional operational practice. We will then be seen to be modelling good practice.

The skills and values of Otago Polytechnic graduates contribute to every sector of society. Our curriculum, teaching and learning therefore is pervasive and influential with global impact. The Otago Polytechnic sustainability vision is that our graduates, our practitioners and our academics understand the concepts of social, environmental and economic sustainability in order for them to evaluate, question and discuss their role in the world and to enable them to make changes where and when appropriate. Our goal is that every graduate may think and act as a “sustainable practitioner”.

Moreover, educators must take a lead in sustainability so that our graduates can be encouraged and supported to promote sustainable practices in their chosen career. This can primarily be achieved by fostering education for sustainability in all our qualifications and by re-visioning and changing our approach to teaching and learning to model a transformative context for all learners.

As a consequence sustainable practice becomes a context and a process for learning and recognised as a core capability within each discipline.

Creating a philosophy of Education for Sustainability will be enhanced if undertaken within a context of institutional operational practice. We will then be seen to be modelling good practice.

• every graduate• hidden curriculum• top down and bottom up

Design

Role of designer Role of designer reimaginedreimagined

IntegrationIntegration

Modelling best Modelling best practicepractice

Occupational Therapy

core belief that humans need core belief that humans need to be involved in meaningful to be involved in meaningful activity and that we gain activity and that we gain connection to the world we live connection to the world we live in via activityin via activity

EmbeddedEmbedded

Adaptive Living Adaptive Living OccupationOccupation

Computing’s footprint Computing’s footprint is large, but its is large, but its potential for wider potential for wider impact is hugeimpact is huge

Integrated and structured Integrated and structured according to threadsaccording to threads

Immersed in best Immersed in best practice and applied practice and applied projectsprojects

Sustainability to front of house

The LivingCampus is an exciting place where sustainability comes alive. We want to inspire curiosity and encourage the integration of sustainability into normal life and business practices.

Flexibility• If flexible means “non-traditional” then that’s me;

• if it means “using every available means to

enhance learning”, then that’s me too; • if it means “developing computer systems to

enhance learning” then I’ve done that a lot; • if it means “supporting distance students” then

that’s good, I’ve had several entirely distance project students;

• if it means “material all on blackboard” then yes, I do that as well (along with blogs, wiki’s etc).

Culture sensitive

• Developed SimPa programme and associated research

• Several projects for international students incorporating specific cultural approaches

• Ongoing research into “project culture” and understanding

• Many many international students nursed through their projects when all around me people were saying to give up.

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