Transforming Computing Education

1. Transforming Computing Education Sanjay Goel, 2015 Jaypee Institute of Information Technology, Noida Blog - Engineering & Computing Education: Reflections and Ideation at goelsan.wordpress.com

2. Evolution of Computing Education Curriculum 65’ ACM curricula committee for CS 68’ ACM Curricula for CS (UG and PG) 68 COSINE’ IEEE for CS in EE 71 COSINE’ IEEE for CS in EE (UG) 72’ ACM curriculum on IS (UG) 73’ ACM curriculum on IS (PG) 75’ IEEE Model Curricula for CSE (UG) 77’ IEEE Model Curricula for CSE (UG) 78’ ACM Health Computing Curriculum (UG &PG) 78’ ACM Curricula for CS (UG) 81’ ACM Curricula for CS (PG) 82’ ACM curriculum on IS (UG and PG) 84’ IFIP curriculum for CS 85’ CMU curriculum for CS (UG) 86’ LACS Model Curriculum for CS (UG) 89’ ACM Computing as a discipline (UG &PG) 90’ SEI model curriculum for SE (UG) 91’ ACM/IEEE (UG and PG) 93’ IEEE paper, Model Indian currr. for CSE (UG) 94’ IFIP curriculum for CS (UG) 96’ LACS curriculum for CS (UG) 97’ ACM curriculum on IS (UG) 99’ SEI-CMU Software Engg Body of Knowledge • 00’ IFIP curriculum for Informatics (UG) • 00’ AICTE curriculum for CSE (UG) • 00’ AICTE curriculum for IT (UG) • 01’ ACMIEEE curriculum on computing • 02’ ACM/AIS/AITP curriculum for IS • 03’ K-12 Curriculum • 04’ ACM-IEEE curriculum for SE • 04’ ACM-IEEE curriculum for CE • 04’ IEEE SWEBOK 2004 • 05’ ACM- IEEE curriculum for CS • 05’ ACM-IEEE curriculum for IT • 06’ ACM-AIS graduate curriculum -MSIS • 07’ LACS curriculum for CS (UG) • 08’ACM-IEEE curriculum for CS • 08’ ACM-AIT curriculum for IT • 09’ SEI GrSwE curriculum • 10’ ACM-AIS curriculum for IS • 10’ IEEE SWEBOK 2010 • 10’ SEI S/W assurance curr. (UG & PG) • 11’ IEEE SWEBOK V 3 (in progress) • 11’ ACM CSTA K-12 • 12’NSF/IEEE Curr. on PDC (UG) • 13’ ACM-IEEE curriculum for CS

3. Lecture in the Fresnes Prison

4. A University Class, 1350s

5. Let us reflect on the FDP So far • What are the three most important facts/concepts that you have learnt so far?

6. Let us reflect on the FDP So far • What are the three most important facts/concepts that you have learnt so far? • So what?

7. Let us reflect on the FDP So far • What are the three most important facts/concepts that you have learnt so far? • So what? • Has anything changed in your assumptions about your role as a CS teacher? • If yes, what is the change in your assumptions? State your old and new assumptions?

8. Let us reflect on the FDP So far • What are the three most important facts/concepts that you have learnt so far? • So what? • Has anything changed in your assumptions about your role as a CS teacher? • If yes, what is the change in your assumptions? State your old and new assumptions? • Now what? Do you intend to change something? What and how?

9. Does Engineering Education Have Anything to Do with Either One? • College teaching may be the only skilled profession for which no preparation or training is provided or required. - Richard FelderProfessor Emeritus, Chemical Engg., North Carolina State University • Teachers need to know more than just their subject. They need to know the ways it can come to be understood, the ways it can be misunderstood, what counts as understanding: they need to know how individuals experience the subject. - Diana Laurillard, 1993 Professor of Learning with Digital Technologies, University of London

10. GraduateAttributesof UG Engineering programs: NBA, India, 2013 1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialisation to the solution of complex engineering problems. 2. Problemanalysis: Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences. 3. Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations. 4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions. 5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations. 6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice. 7. Environment and sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development. 8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice. 9. Individual and Team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. 10. Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. 11. Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one's own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. 12. Life-long learning: Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.

11. India’s Ranks in Global Innovation Index, 2013 66 11 87 42 49 94 65 102 89 37 105 108 44 76 96 53 95 53 24 77 133 46 51 62 106 124 30 102 22 105 122

12. India’s Ranks in Global Innovation Index, 2014 76 31 93 66 96 50 93 82 106 87 50 128 120 94 80 99 57 110 58 41 83 122 33 46 87 59 128 31 106 24 78 100

13. Changing India, WIPO, 2014 Specialisation Index

14. Education Vs Innovation Bruce L. Gary (1993), A New Timescale For Placing Human Events, Derivation Of Per Capita Rate Of Innovation, and a Speculation On The Timing of The Demise Of Humanity

15. GraduateAttributesof UG Engineering programs: NBA, India, 2013 1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialisation to the solution of complex engineering problems. 2. Problemanalysis: Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences. 3. Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations. 4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions. 5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations. 6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice. 7. Environment and sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development. 8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice. 9. Individual and Team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. 10. Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. 11. Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one's own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. 12. Life-long learning: Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.

16. Three-tier Taxonomy of Core Competencies for Software Developers What is weak in our system?

17. Please label these as attributes of • Surface, • Strategic, • Deep • approaches to learning • Becoming actively interested in course content • Being alert to assessment requirements and criteria • Being aware of understanding development while learning • Checking evidence and relating it to conclusions • Examining logic and arguments cautiously and critically • Feeling undue pressure and worry about work • Finding difficulty in making sense of new ideas presented • Finding the right conditions and material for studying • Gearing work to the perceived preference of teachers • Intention – to achieve the highest possible grades • Intention – to cope with course requirements • Intention – to understand ideas for yourself • Looking for patterns and underlying principles • Managing time and effort effectively • Memorizing facts and carrying out procedures routinely • Monitoring the effectiveness of ways of studying • Putting consistent effort into studying • Relating ideas to previous knowledge and experience • Seeing little value or meaning in either course or tasks set • Studying without reflecting on either purpose or strategy • Treating the course as unrelated bits of knowledge

18. Attributes of • Surface, • Strategic, • Deep • approaches to learning • Becoming actively interested in course content • Being alert to assessment requirements and criteria • Being aware of understanding development while learning • Checking evidence and relating it to conclusions • Examining logic and arguments cautiously and critically • Feeling undue pressure and worry about work • Finding difficulty in making sense of new ideas presented • Finding the right conditions and material for studying • Gearing work to the perceived preference of teachers • Intention – to achieve the highest possible grades • Intention – to cope with course requirements • Intention – to understand ideas for yourself • Looking for patterns and underlying principles • Managing time and effort effectively • Memorizing facts and carrying out procedures routinely • Monitoring the effectiveness of ways of studying • Putting consistent effort into studying • Relating ideas to previous knowledge and experience • Seeing little value or meaning in either course or tasks set • Studying without reflecting on either purpose or strategy • Treating the course as unrelated bits of knowledge

19. Attributes of • Surface, • Strategic, • Deep • approaches to learning • Becoming actively interested in course content • Being alert to assessment requirements and criteria • Being aware of understanding development while learning • Checking evidence and relating it to conclusions • Examining logic and arguments cautiously and critically • Feeling undue pressure and worry about work • Finding difficulty in making sense of new ideas presented • Finding the right conditions and material for studying • Gearing work to the perceived preference of teachers • Intention – to achieve the highest possible grades • Intention – to cope with course requirements • Intention – to understand ideas for yourself • Looking for patterns and underlying principles • Managing time and effort effectively • Memorizing facts and carrying out procedures routinely • Monitoring the effectiveness of ways of studying • Putting consistent effort into studying • Relating ideas to previous knowledge and experience • Seeing little value or meaning in either course or tasks set • Studying without reflecting on either purpose or strategy • Treating the course as unrelated bits of knowledge What does the current system encourage and facilitate? What do you want to encourage and facilitate?

20. Thanks Sanjay Goel, Jaypee Institute of Information Technology, Noida Blog - Engineering & Computing Education: Reflections and Ideation at goelsan.wordpress.com