The ubuntu approach to teaching systems development: report on a South African study in progress

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.

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.

The universality of Web application prompts the rapid development of Web development technologies, which has inspired many students and engineering technicians to study and apply them. Through the research of the Web technology and combining the teaching practice, an autonomous learning platform system about Web system development course was designed and developed. The platform system has the characteristics of self-evolution, Web application dynamic embedding, and abundant learning resources. Also, the platform system provides learners with independent, open, collaborative learning space.

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.

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.

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

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.

In this paper, we present our efforts at incorporating aspects of systems security and software security into the two-course senior capstone project sequence (Software Engineering and Senior Project courses) in the undergraduate Computer Science curriculum at Jackson State University. In this regard, we discuss: (i) the development of course modules and lab projects on security that were respectively taught and assigned to the students in the two capstone project course sequence, and (ii) the incorporation of aspects of systems and software security in the capstone projects that were conducted by our students during the academic year 2010-11. To further assist students on their capstone projects, we developed and offered two new elective courses on Systems and Software Security and Advanced Information Security in conjunction with the two capstone project courses during the Fall and Spring semesters as well as incorporated a network security module, lab projects and reading assignment to a regular Computer Networks course. We disseminate all of our course modules, lecture materials and lab project descriptions through an actively maintained website. Our approach could be adopted as a model for incorporating security in the software systems design and development courses in a computer science or software engineering curriculum.

In this demonstration, we present some in-progress results of using digital art application development as an example of entertainment computing for increasing motivation and participation in a computer engineering undergraduate systems development course, with the purpose of improving the chances of reaching the intended learning outcomes. By stimulating motivation and participation via an openly defined project description of making an interactive art application in a competitive context, a variety of interesting project outcomes were produced, despite the fact that the project did not count towards the final grading of the course. The students made their applications by combining existing programming skills with the programming language Processing, lessons in Human-Computer-Interaction and software development methodologies.

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.

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

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Background: The process of early gut colonization is extremely variable among individuals and is influenced by numerous factors. Among these, the mode of birth will strongly shape the early microbial exposure and immune environment of the neonate. Summary: Here, I review how the concomitant processes of microbiota and immune system development are altered by C-section delivery and the effects of such alterations on long-term health. Key messages: C-section delivery impinges on microbiota and immune system development through various means: (i) if labor is lacking, intrauterine immune responses dependent on this process will not occur, affecting the immune environment of the neonate; (ii) the lack of exposure to the vaginal and fecal microbes of the mother will alter the type and diversity of the microbes that colonize the gut at birth; (iii) the different starting points in terms of microbial exposure and immune environment will mark the course of microbiota and immune system development during the first months of life, generating multiple feedbacks between these 2 processes. Given that the first months of life represent a crucial time window in the ontogenesis of the immune system and the establishment of tolerance, C-section delivery will impact on the lifelong risk of developing immune disease.