Research and Implementation of Autonomous Learning Platform about Web System Development Course

In an information systems development course, it is crucial that students gain both conceptual understanding and practical skills. This is important due to the growing demands of industry for qualified software developers. However, the current teaching approaches fall short to fulfill these demands due to the way such a course is being delivered. In this paper we propose an effective teaching approach that relies on delivering theoretical and practical contents altogether in the lab rather than splitting them. We call it the integrated approach. It is based on the idea that students study the theory part in the lab and immediately execute a series of laboratory exercises implementing what they have studied in theory. We describe the details of the integrated approach and compare it to the traditional lecture delivery approach. Examinations final marks demonstrate that participants in the integrated approach outperformed those attended the traditional approach. We conclude by listing some disadvantages of such an approach.

Due to recent advances in knowledge-based systems technology it is suggested that students in a systems development course be given exposure to the concept of designing and implementing knowledge-based systems. The purpose of this paper is to describe the objective, scope, methods and procedures of knowledge-based projects. The first half of the paper introduces the knowledge-based approach and describes the structure and components of such a system. The second half of the paper deals with course design procedures. The scope, topics, project characteristics and experiences pertaining to such a project are covered here. A practical Knowledge-based Systems Development Life Cycle (KSDLC) is also proposed for use in such a course. It is a suitable methodology as it resembles the traditional Systems Development Life Cycle.

This research to practice full paper focuses on gamification in a theoretical university course. Gamification has been applied in many different educational contexts as a means to motivate students to engage with course material. One commonly used gamification element is bonus points. This study aimed to investigate the use of bonus points as a motivator for increased engagement in course activities in a theoretical system development course in higher education. A mixed method approach, based on statistical analysis of course achievement, survey data and student group interviews has been applied to address this aim. According to the results, we found that awarding bonus points in the course seminars had positive effects on students’ learning motivation and engagement, as well as students’ achievements on the final course examination. This study contributes to the current literature of gamification in education by studying the implementation of bonus points in a theoretical course in higher education – two areas where there is currently a lack of studies. Furthermore, practical insights in how to implement a bonus points system in higher education have been highlighted.

Before the Web era, databases were well-protected by using the standard access control techniques such as Views and SQL authorization commands. But with the development of web systems, the number of attacks on databases increased and it has become clear that their access control mechanism is inadequate for web-based systems. In particular, the SQL Injection and other vulnerabilities have received considerable attention in recent years, and satisfactory solutions to these kinds of attacks are still lacking.

The Sixth International Conference on Web Engineering (ICWE 2006) held in Palo Alto, California, at the Stanford Linear Accelerator Center, hosted the workshops MDWE, AEWSE and SMIWEP-MATeS. This volume of the ACM Digital Library contains a selection of papers presented at the three workshops which took place on July, 10th and July, 11th.ICWE 2006 and the associated workshops aim to promote research and scientific exchange related to Web Engineering and to bring together practitioners, scientists and researchers, as well as those interested in learning more about Web Engineering. The Web Engineering discipline comprises the development and use of models, methodologies, technologies, tools and techniques that are used to develop and maintain Web applications within economic constraints. In the era of Web-based information and services we are living in, the development of such Web systems is demanding our attention in order to provide sound and engineered solutions to specific problems in the Web Engineering field. The articles presented at the ICWE 2006 workshops have proposed novel results in this area focusing each on a specific domain:The Second International Workshop on Model-Driven Web Engineering (MDWE'06) focused on model-based and model-driven development of Web applications. The main goal of this workshop series is to promote the use of models and model transformations as well as the definition of domain specific modeling languages (DSML) and construction of CASE tools supporting model-driven processes. Strengths and weaknesses of model-driven approaches in the Web domain were lively discussed during the workshop.The First International Workshop on Adaptation and Evolution in Web Systems Engineering (AEWSE'06) aimed at bringing together researchers and practitioners with different research interests, belonging to communities like Web Engineering, Adaptive Hypermedia, User Modeling, Active Databases, Semantic Web, Ontology Evolution, Database Evolution, Temporal Data, Software Engineering and Mobile Computing. The goal of the workshop was to address adaptation and evolution of Web applications both during design, implementation and deployment.The Joint Workshop on Web Services Modeling and Implementation using Sound Web Engineering Practices and Methods, Architectures & Technologies for e-Service Engineering (SMIWEP-MATeS'06) covered current state-of-the-art and best practices in e-Service engineering, focusing on aspects such as development of semantic Web applications, integration of technologies, requirements engineering, patterns and reference architectures, design methodologies and processes and quality models.

This paper investigates the integration of simulation with expert systems. Several recent engineering research projects in this field are described. Relevant research in construction is discussed and potential benefits of integrated systems are explored. Integrating simulation with expert systems can produce powerful analytical tools with immediate potential use in construction. A prototype system is developed by integrating an expert‐system shell with a popular construction simulation software. The system developed allows the user to choose suitable earth‐moving equipment (scraper versus truck, shovel versus bulldozer) under a given set of job conditions, select an appropriate simulation file, perform simulation analysis, and output cost and production rates. The expert system acts as an interface between the user and the simulation software. The user can benefit from the power of simulation analysis without having to be a simulation expert. Several issues are identified in the course of system development and described in the paper. An example is presented to demonstrate the system's application. Possible future enhancements and extensions are suggested.

This study implements a conflict management training approach guided by principles of transformative learning and conflict management practice simulated via an LLM. Transformative learning is more effective when learners are engaged mentally and behaviorally in learning experiences. Correspondingly, the conflict management training approach involved a three-step procedure consisting of a learning phase, a practice phase enabled by an LLM, and a reflection phase. Fifty-six students enrolled in a systems development course were exposed to the transformative learning approach to conflict management so they would be better prepared to address any potential conflicts within their teams as they approached a semester-long software development project. The study investigated the following: (1) How did the training and practice affect students’ level of confidence in addressing conflict? (2) Which conflict management styles did students use in the simulated practice? (3) Which strategies did students employ when engaging with the simulated conflict? The findings indicate that: (1) 65% of the students significantly increased in confidence in managing conflict by demonstrating collaborative, compromising, and accommodative approaches; (2) 26% of the students slightly increased in confidence by implementing collaborative and accommodative approaches; and (3) 9% of the students did not increase in confidence, as they were already confident in applying collaborative approaches. The three most frequently used strategies for managing conflict were identifying the root cause of the problem, actively listening, and being specific and objective in explaining their concerns.

In an effort to dramatically increase productivity, many companies are incorporating fourth generation tools into their approaches to system development.

The paper looks at the problem of teaching an undergraduate systems development course which would enable students to develop systems which are functionally "correct", and to be socially sensitive to the impact of such systems on users and the organization.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

article Updating systems development courses to incorporate fourth generation tools Share on Authors: Carol Chrisman Illinois State University, Applied Computer Science Department, Normal, Illinois Illinois State University, Applied Computer Science Department, Normal, IllinoisView Profile , Barbara Beccue Illinois State University, Applied Computer Science Department, Normal, Illinois Illinois State University, Applied Computer Science Department, Normal, IllinoisView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 17Issue 1Mar. 1985 pp 109–113https://doi.org/10.1145/323275.323299Published:01 March 1985 5citation175DownloadsMetricsTotal Citations5Total Downloads175Last 12 Months2Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

In the English learning, students generally have the ability of critical thinking. Their ability of critical thinking sometimes surprises teachers, but many of them are unwilling or not good at it. Students’ critical thinking ability is the driving force for learning and mastering the English knowledge. Teachers should be good at mobilizing their love and cultivating their ability in this respect. We should combine more speeches in class with more lectures after class, and give them more opportunities to show their critical thinking talents. We can create more opportunities for students to lecture in class through the classroom discussion and debates. The design and rational application of the web-based autonomous English learning platform based on the cultivation of the students’ critical thinking will provide important help for students to learn and use English well.

To prepare for the delivery of new Bachelor of Science units in collaborative learning spaces, academic and professional staff at Queensland University of Technology piloted an academic development program over the period of a semester. The program was informed by Rogers' theory of innovation and diffusion (2003) and structured according to Wilson's framework for faculty development (2007). Through a series of workshops and group mentoring activities, the program modelled inquiry-based learning in a collaborative learning space, and the participants designed and practiced the delivery of teaching activities. This paper provides a preliminary evaluation of the effectiveness of the pilot based on survey responses from participants, notes from the development team who coordinated the program and audience feedback from the final showcase session. The design and structure of the program is discussed as well as possible future directions.

Based on the chained intelligent education model, this paper provides practical training and practice activities for the development of university innovation and entrepreneurship courses in colleges and universities by constructing a university innovation and entrepreneurship learning platform to achieve resource sharing of multi-professional experimental bases, thus ensuring that the development of innovation and entrepreneurship courses in all majors in colleges and universities is satisfied. Then the learning platform system is designed and implemented, and the system technical support includes classroom key frame extraction based on deep neural network, S-T graph and Rt-Ch frame feature analysis, and classroom face dataset. Finally, the construction guarantee measures and management suggestions of the university innovation and entrepreneurship platform are proposed. The platform can stimulate students’ entrepreneurial spirit, improve their entrepreneurial ability, expand the knowledge related to innovation and entrepreneurship, and enhance the practical experience. The statistical analysis of the development of the course affecting innovation and entrepreneurship through the survey analysis method yielded a score of 2.17 (standard score of 54.27) for the item of guiding other students in the innovation and entrepreneurship course, which is the lowest score among the 27 questions, indicating that students’ main consciousness has not yet been formed, and their consciousness and ability of active learning and guiding others to learn are to be improved. This study improves students’ innovation spirit, entrepreneurial consciousness and entrepreneurial ability through the transfer of innovative and entrepreneurial knowledge, and it has a guiding reference value for college students to grow into high-quality and innovative talents.

Project development is commonly used to assess disciplines in higher education courses linked to Computer Science. Data Structure is a subject of great importance for courses in this area, however, its contents are often considered complex and tedious by students. Looking for an attractive alternative to partially assess the students of a Data Structure 2 discipline of a Technology in Systems Analysis and Development course, a game-based approach was used for final project development. The students developed simple games, with interaction via console, using C program language and at least one of the Data Structures studied. Results are briefly described in this paper, and the hope is that sharing the creativity displayed by students could be helpful to educators.

Promoting college student’s learning motivation and creativity through a STEM interdisciplinary PBL human-computer interaction system design and development course