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CRITICAL FACTORS IN SUSTAINING SOFTWARE ENGINEERING CURRICULUM INNOVATION THROUGH ACADEMIC E-LEANING
Abstract
In a world of constant change, we expect that working professionals continue to learn and develop throughout their careers. Today's technologies meet their need for development by allowing professionals to learn anywhere anytime. Interestingly enough, this approach centers around hands-on application of concepts and materials learned in classrooms but practiced in teams, in project environments and in collaborative settings. While Carnegie Mellon's Master in Software Engineering program has been delivering courses at a distance since 1992, the past five years have been increasingly challenging. Our challenge is to produce quality education that mimics and adapts the innovative curriculum and teaching techniques used on campus into a virtual environment. This paper will address the three critical issues that can help academic institutions in dealing with these challenges, specifically: temporal prioritization of knowledge transfer, collaborative presentation in a peer forum, and the use of projects for curriculum and learning evaluation.
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The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction—cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.
An analysis of the history of technology shows that technological change is exponential, contrary to the common-sense “intuitive linear” view. So we won’t experience 100 years of progress in the 21st century — it will be more like 20,000 years of progress (at today’s rate). The “returns,” such as chip speed and cost-effectiveness, also increase exponentially. There’s even exponential growth in the rate of exponential growth. Within a few decades, machine intelligence will surpass human intelligence, leading to The Singularity — technological change so rapid and profound it represents a rupture in the fabric of human history. The implications include the merger of biological and nonbiological intelligence, immortal software-based humans, and ultra-high levels of intelligence that expand outward in the universe at the speed of light.
You will get $40 trillion just by reading this essay and understanding what it says. For complete details, see below. (It’s true that authors will do just about anything to keep your attention, but I’m serious about this statement. Until I return to a further explanation, however, do read the first sentence of this paragraph carefully.)
Now back to the future: it’s widely misunderstood. Our forebears expected the future to be pretty much like their present, which had been pretty much like their past. Although exponential trends did exist a thousand years ago, they were at that very early stage where an exponential trend is so flat that it looks like no trend at all. So their lack of expectations was largely fulfilled. Today, in accordance with the common wisdom, everyone expects continuous technological progress and the social repercussions that follow. But the future will be far more surprising than most observers realize: few have truly internalized the implications of the fact that the rate of change itself is accelerating.
Most professional degree programs for software engineering focus
on solving today's problems with today's technologies. Carnegie Mellon's
Master of Software Engineering program takes a different approach,
preparing engineers to work with new science and technology throughout
their careers and helping them become agents of change in the industry.
The approach aims to cultivate future leaders in software engineering.
It combines a long-term, mentored software development project with an
unusual core curriculum that stresses broad-based models and
problem-solving skills
An Updated and Theoretical Rational for Interaction
- Terry Anderson
Anderson, Terry, "An Updated and Theoretical Rational for Interaction", May 2002, Athabasca University.
Staying Current: Tips, Strategies and Solutions Software Engineering for the 21st Century: A Basis for Rethinking the Curriculum
- Malkinson
- Terrance
Malkinson, Terrance, "Staying Current: Tips, Strategies and Solutions", IEEE society September -October 2001. Shaw, Mary, Software Engineering for the 21st Century: A Basis for Rethinking the Curriculum, CMU-ISRI-05-108.
Software Engineering for the 21st Century: A Basis for Rethinking the Curriculum
- Mary Shaw
Shaw, Mary, Software Engineering for the 21st Century: A Basis for Rethinking the Curriculum, CMU-ISRI-05-108.
ISBN: 978-972-8924-42-3 © 2007 IADIS
Staying Current: Tips, Strategies and Solutions
- Terrance Malkinson
Malkinson, Terrance, "Staying Current: Tips, Strategies and Solutions", IEEE society September -October 2001.