Advertisement

Strategies in Designing a Media Computing Course to Provide a Discovery-Enriched Curriculum to Students with Diverse Technical Background

  • Howard LeungEmail author
  • Yang Yang
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9412)

Abstract

In this paper, we share our experience in designing a media computing course that aims to teach creative media students who had a diverse technical background. We describe several strategies in the course design and delivery that is aligned with our discovery enriched curriculum. Firstly, we designed the learning materials with visual content that is related to students’ real life to stimulate their interest. Secondly, we catered for students’ diverse background by designing learning tasks with different levels of difficulty. We also offered different means of help to the students in case they faced any problems. Our design of the learning and assessment tasks encouraged students to make self-discovery and innovation. An empirical study is conducted by analyzing the relationship between several factors for a selected group of students. The relationship between the students’ homework grade and their attendance in the laboratory illustrates a positive trend, showing that students who attended our laboratory more often got better scores in the homework. Moreover, the relationship between students’ homework grade and their quiz grade also illustrates a positive trend, showing that the design of our laboratory tasks was well aligned with the quiz assessments to help students master the concepts in this course such that we can adjust our focus to put more emphasis on certain topics based on the strength and weakness demonstrated by the students in the homework.

Keywords

Discovery enriched curriculum Diverse background Discovery and innovation Experience sharing 

References

  1. 1.
    Robey, M., von Konsky, B.R., Ivins, J., Gribble, S.J., Loh, A., Cooper, S.: Student self-motivation: lessons learned from teaching first year computing. In: 36th Annual Frontiers in Education Conference, pp.6–11 (2006)Google Scholar
  2. 2.
    Regueras, L.M., Verdú, E., Verdú, M.J., Pérez, M.Á., de Castro, J.P., Muñoz, M.F.: Motivating students through on-line competition: an analysis of satisfaction and learning styles. In: Li, F., Zhao, J., Shih, T.K., Lau, R., Li, Q., McLeod, D. (eds.) ICWL 2008. LNCS, vol. 5145, pp. 167–177. Springer, Heidelberg (2008)CrossRefGoogle Scholar
  3. 3.
    Vesin, B., Ivanović, M., Klašnja-Milićević, A., Budimac, Z.: Rule-based reasoning for building learner model in programming tutoring system. In: Leung, H., Popescu, E., Cao, Y., Lau, R.W., Nejdl, W. (eds.) ICWL 2011. LNCS, vol. 7048, pp. 154–163. Springer, Heidelberg (2011)CrossRefGoogle Scholar
  4. 4.
    Watson, C., Li, F.W., Lau, R.W.: Learning programming languages through corrective feedback and concept visualisation. In: Leung, H., Popescu, E., Cao, Y., Lau, R.W., Nejdl, W. (eds.) ICWL 2011. LNCS, vol. 7048, pp. 11–20. Springer, Heidelberg (2011)CrossRefGoogle Scholar
  5. 5.
    Hwang, W.-Y., Shadiev, R., Wang, C.-Y., Huang, J.-H.: A pilot study of cooperative programming learning behavior and its relationship with students’ learning performance. Comput. Educ. 58(4), 1267–1281 (2012)CrossRefGoogle Scholar
  6. 6.
    Choy, M., Lam, S., Poon, C.K., Wang, F.L., Yu, Y.T., Yuen, L.: Design and implementation of an automated system for assessment of computer programming assignments. In: Leung, H., Li, F., Lau, R., Li, Q. (eds.) ICWL 2007. LNCS, vol. 4823, pp. 584–596. Springer, Heidelberg (2008)CrossRefGoogle Scholar
  7. 7.
    Moon, I., Han, S., Choi, K., Kim, D.S., Jeon, C.W., Lee, S., Jeon, H.: Virtual education system for the c programming language. In: Li, F., Zhao, J., Shih, T.K., Lau, R., Li, Q., McLeod, D. (eds.) ICWL 2008. LNCS, vol. 5145, pp. 196–207. Springer, Heidelberg (2008)CrossRefGoogle Scholar
  8. 8.
    Leung, H., Li, Z., Zhao, J.: Igniting students’ passion for knowledge by incorporating a discovery enriched curriculum. In: Wang, J.-F., Lau, R. (eds.) ICWL 2013. LNCS, vol. 8167, pp. 79–88. Springer, Heidelberg (2013)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Department of Computer ScienceCity University of Hong KongKowloon TongHong Kong S.A.R
  2. 2.School of Computer Science and Communication EngineeringJiangsu UniversityZhenjiangChina

Personalised recommendations