Relevant bibliographies by topics / Computing courses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computing courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Computing courses"

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Chonacky, N. "Has Computing Changed Physics Courses?" Computing in Science & Engineering 8, no. 5 (2006): 4–5. http://dx.doi.org/10.1109/mcse.2006.88.

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Dahlquist, Kam D., John David N. Dionisio, Ran Libeskind-Hadas, and Anna Bargagliotti. "Breaking Boundaries in Computing in Undergraduate Courses." Journal of Research in STEM Education 4, no. 1 (July 1, 2018): 81–100. http://dx.doi.org/10.51355/jstem.2018.37.

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An important question in undergraduate curricula is that of incorporating computing into STEM courses for majors and non-majors alike. What does it mean to teach “computing” in this context? What are some of the benefits and challenges for students and instructors in such courses? This paper contributes to this important dialog by describing three undergraduate courses that have been developed and taught at Harvey Mudd College and Loyola Marymount University. Each case study describes the course objectives, implementation challenges, and assessments.
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Zhao, Xiao Yong, and Chun Rong Yang. "Design of Cloud Computing Environment for Online Open Course." Applied Mechanics and Materials 687-691 (November 2014): 2867–70. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2867.

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The rise of Massive Open Online Course (MOOC) has enabled open courses to overcome the shortcomings of its traditional mode. Interactions and communications have become important elements in online open courses right now. Cloud computing is a new platform for MOOC development, which is extension of the distribution computing, the parallel computing and the grid computing, settling the problem of various resource sharing. In this paper, the design of cloud computing environments is showed with the cloud computing system structure, network security analysis of cloud computing, and map-reduce program mode, which forms the model of cloud computing environment.
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Teague, G. Joy, and Val A. Clarke. "Attracting women to tertiary computing courses." ACM SIGCSE Bulletin 25, no. 1 (March 1993): 208–12. http://dx.doi.org/10.1145/169073.169418.

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Koffman, Elliot, Heidi Ellis, Charles Kelemen, Curt White, and Steven Wolfman. "New paradigms for introductory computing courses." ACM SIGCSE Bulletin 39, no. 1 (March 7, 2007): 67–68. http://dx.doi.org/10.1145/1227504.1227336.

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Hunter, David R. "Teaching Computing in Statistical Theory Courses." American Statistician 59, no. 4 (November 2005): 327–33. http://dx.doi.org/10.1198/000313005x70588.

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Impagliazzo, John, and John A. N. Lee. "Using history to enhance computing courses." ACM SIGCSE Bulletin 36, no. 3 (September 2004): 238. http://dx.doi.org/10.1145/1026487.1008068.

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Joy, M., and M. Luck. "Software standards in undergraduate computing courses." Journal of Computer Assisted Learning 12, no. 2 (June 1996): 103–13. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00042.x.

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Indraprastha, Aswin. "Learning to Know and Think: Computing for Architecture Course." SHS Web of Conferences 41 (2018): 05001. http://dx.doi.org/10.1051/shsconf/20184105001.

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Computational technologies for solving design problems become increasingly important in architecturalpractice. In responding, architectural education has encouraged the use of this tool and method in the curricula. As the technology and environment are ever changing, the curricula should be evaluated and updated to adapt and to teach method and skills necessary to the students. Over the last four years, Architecture Program of ITB has inserted new computational courses into undergraduate levels. These courses are the mix of a skill focused computational workshop that is compulsory for the second-year students and introduction of computational design as an elective course that can be enrolled both by third and fourth year students. This paper delivers a report of our methods and findings from our continuingstudy of the courses including analysis of student outcomes, student evaluation of the course structures, assignments, and feedback as well as computational abilities after completion of the courses. The aim of the study is to have a grounded validation of computational courses in architecture curricula and to improve courses goal based on the evaluation. The result of our study reveals challenging issue to teach computational thinking undergraduate level rather than only providing them a set of computer skills for production and presentation techniques of the design.
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Hawkes, Mark, and Claver Hategekimana. "Impacts of Mobile Computing on Student Learning in the University: A Comparison of Course Assessment Data." Journal of Educational Technology Systems 38, no. 1 (September 2009): 63–74. http://dx.doi.org/10.2190/et.38.1.g.

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This study focuses on the impact of wireless, mobile computing tools on student assessment outcomes. In a campus-wide wireless, mobile computing environment at an upper Midwest university, an empirical analysis is applied to understand the relationship between student performance and Tablet PC use. An experimental/control group comparison of mobile computing enabled learning outcomes in selected courses showed that the integration of wireless technology and highly functional computing tools did not have a negative effect on student assessment results. Out of the four courses evaluated, none of the revealed test scores were statistically different between non-using and mobile computer using groups, indicating no negative impacts of the introduction of ubiquitous technology into the classroom. A freshman-level college math course showed statistically significantly positive differences in course assessment scores when mobile computing was implemented over the same timeline. Results are discussed.
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Dissertations / Theses on the topic "Computing courses"

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Lejk, Mark. "Group assessment on undergraduate computing courses in higher education in the UK." Thesis, University of Sunderland, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302525.

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Baskett, J. L., and Jo Baskett@canberra edu au. "An investigation into the factors contributing to success in university undergraduate computing courses." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050810.143403.

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This study investigated whether a predictive tool developed by authors in the United States (Konvalina, Stephens and Wileman) could be used with University students in Australia (in particular the Australian Capital Territory) to predict their success in first year University computing courses. It also investigated the effect of demographic and past academic factors in conjunction with, and instead of the predictive test. The study examined differences in performance between male/female students, English as a Second Language (ESL)/non-ESL students and full-time/part-time students. It also examined the effect of all the above factors on the continuing success of students in the course. While significant differences in first-time performance were found between ESL and non- ESL students, no differences were found between the other pairings. No differences were found between any of the groups in the continuing success in the course. The KSW Test, while being an indicator of first year success, was not a strong enough model to be able to be used as a predictive tool. The demographic and previous academic data from students recently at High School, in particular, the Tertiary Entrance Score, level of mathematics studied, and previous computing study, were found to be more useful as an indicator of success in fust year, explaining 53% of the variation in h a 1 unit score. In addition, 67% of the variation in continuing success in their course was also explained by the Tertiary Entrance Score, ASAT verbal and ASAT quantitative scores.
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Baumgartner, Max R. "Instructional Technologies in Graduate Physical Therapy Courses." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/87.

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The problem addressed is the significant lack of empirical research to describe the nature and extent of technology for use in physical therapy education (PTE). The goal was to facilitate the use of instructional technologies in accredited physical therapy (PT) courses. Computing technologies offer efficient, accessible methods for delivery of education as well as instructional formats with unique advantages for the allied health sciences. In order to facilitate the use of instructional technologies in accredited PT courses the nature and extent of current technology use in PTE are described. A description of technologies used for health professional education was extracted from the literature and used to develop a valid and reliable online survey instrument. An effort was made to survey all full-time faculty in the 200 Doctor of Physical Therapy programs accredited by the Commission on Accreditation in Physical Therapy Education. A 44% response rate was received from 904 faculty representing 193 programs. The results demonstrate that the technologies used most can be characterized as those that support cognition rather than content delivery. It is also apparent that a significant number of faculty are using technology for education while their self-assessment indicates that they have insufficient knowledge and skills to do so. Also, the findings indicate that many faculty have a limited knowledge of the technologies used in the locations where their students will receive clinical education and possibly gain employment following graduation. These results are discussed in detail. Seven recommendations are offered to facilitate diffusion of technology throughout courses offered in graduate PT programs.
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Bentley, Hilary. "Improving the achievements of non-traditional students on computing courses at one wide access university." Thesis, University of Wolverhampton, 2007. http://hdl.handle.net/2436/14640.

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This longitudinal study set out to improve the retention and achievements of diverse students on computing courses in one wide access university, firstly by early identification of students at risk of poor performance and secondly by developing and implementing an intervention programme. Qualitative data were obtained using the ASSIST questionnaire, by focus group discussions and an open-ended questionnaire on students’ experiences of the transition to higher education (HE). Quantitative data on student characteristics and module results were obtained from Registry. Statistical analyses were performed using SPSS version 10. The study comprised two phases where phase one sought to enable the early detection of students at risk of poor performance by investigating the data set for patterns that may emerge between student achievement at Level 1 and entrance qualification, feeder institution, approaches to learning, conceptions of learning, course and teaching preferences and motivation. Phase one findings showed a trend of poorer performance by students who entered computing courses in HE with an AVCE entrance qualification. It was also shown that mature students scored more highly on the deep approach scale compared to their younger counterparts. Phase two investigated the data set for patterns that may emerge between student achievement at Level 2 and entrance qualification, approaches to learning, conceptions of learning and course and teaching preferences. Phase two, using action research, also sought to develop an intervention programme from the findings. This intervention programme was designed to improve aspects of information delivery to students; the personal tutor system, assessment régimes, Welcome Week, and teaching and learning. Piloting, evaluation and refinement of the intervention programme brought changes that were seen as positive by both staff and students. These changes included the Welcome Week Challenge which involved students in activities that sought to enhance students’ interactions with peers, personal tutors and the school and university facilities. These findings have shown that, for staff in wide access HE institutions, some knowledge of the previous educational experiences of their students, and the requirements of those students, are vital in providing a smooth transition to HE. A model of the characteristics of a successful student on computing courses in HE and a model for enhanced retention of diverse students on computing courses in HE were developed from the research findings. These models provide a significant contribution to current knowledge of those factors that enhance a smooth transition to HE and the characteristics of a successful student in a wide access university.
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Waterman-Roberts, Elizabeth Christine Perry. "Higher education culture : a gendered approach; a study of mature women students on computing and related courses." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266945.

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Charik, Kanokporn. "Computer classroom learning environments and students' attitudes toward computer courses in tertiary institutions in Thailand." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17342.

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This thesis is significant in that it is one of the first evaluations of a computer classroom psychosocial learning environment and investigation of associations between learning environment factors and students' attitudes at the tertiary level in Thailand. Both quantitative and qualitative methods were used in this study. Three questionnaires were employed to provide quantitative data: the College and University Classroom Environment Inventory (CUCEI), the Computer Laboratory Environment Inventory (CLEI), and the Attitude towards Computer and Computer Courses (ACCC). The three questionnaires were administered to 905 computer science students in order to investigate their perceptions of their learning environment and associations between this and their attitudinal outcomes. Overall, the results generated from scale internal reliability analysis, mean correlations and ANOVAs suggested that the modified Thai versions of the CUCEI, CLEl, and ACCC are valid and reliable instruments for measuring students' perceptions of computing laboratory learning environments in a Thailand university. The results of an application of the CUCEI and CLEI demonstrated that students had positiveperceptions about their computer classroom learning environment. The qualitative data obtained from student interviews supported the information from questionnaires and provided more detail about the computer classrooms. Measurements of students' attitudes indicated that students enjoyed their classes and thought they were useful. Regarding associations between students' attitudes and perceptions of the computer classroom, most scales of the Thai CUCEI and CLEI, were statistically significantly positively associated with the four scales of the Thai version of the ACCC. Importantly, there were significant negative correlations between scales of the CUCEI, and CLEI with the Anxiety scale.
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Soerjaningsih, Widia. "Student outcomes, learning environment, logical thinking and motivation among computing students in an Indonesian University /." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13086.

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This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments ++
provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.
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Dunbar, Jerod F. A. "The Effects of Automated Grading on Computer Science Courses at the University of New Orleans." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2689.

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This is a study of the impacts of the incorporation, into certain points of the Computer Science degree program at the University of New Orleans, of Course Management software with an Autograding component. The software in question, developed at Carnegie Mellon University, is called “Autolab.” We begin by dissecting Autolab in order to gain an understanding of its inner workings. We can then take out understanding of its functionality and apply that to an examination of fundamental changes to courses in the time since they incorporated the software. With that, we then compare Drop, Failure, Withdrawal rate data from before and after the introduction of Autolab. With this collection of data, we can conclude, to a certain extent, that Autolab has had a negligible impact on course outcomes, but a measurable impact on course structure and pedagogy as well as improved quality of life for students and professors, alike.
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Ortiz, David. "Integrating Customer Relationship Management into Cloud and Database Courses." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1607093461884969.

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Dickerson, Jeremy. "Analysis of Computing Skills and Differences Between Demographic Groups: A Basis for Curriculum Development in Computer Technology Courses at UNC-Wilmington." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-06292005-102215/.

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This study examined the entry-level computing skills of undergraduate education majors at the University of North Carolina at Wilmington during the Spring 2005 semester. This study also compared groups based on demographic categories to investigate if certain demographics were predictors of specific skills competency. This study utilized a representative convenience sample of 186 participants. The participants were pre-tested for their ability to complete 60 computer skills in the Microsoft Office Suite using an online performance test called Skills Assessment Manager by Thomson Course Technology. The data was analyzed as a whole group performance using descriptive statistics and analyzed for analysis between demographic groups using a non-parametric statistic test (the Mann Whitney U Test). The results yielded data that informed the researcher of the skills of the participants prior to taking a mandatory computer skills course. As a result, it was found that a large portion of students were able to do many of the skills before taking the mandatory skills course. It was also found that demographics were not a reliable predictor of computer skills. This study provided data that helped to inform the faculty at UNC-W that the curriculum for the computer skills course needed to be changed based on entry skills of students to reflect the abilities of students in 2005.
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Books on the topic "Computing courses"

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Carter, Jenny, and Clive Rosen, eds. Transnational Higher Education in Computing Courses. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28251-6.

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Department of Education & Science. Nottingham Polytechnic: Aspects of three computing courses : a report by HMI. Stanmore: Department of Education and Science, 1991.

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Engineering, Council for National Academic Awards Committee for. First degree courses in computing in polytechnics and colleges: A review. London: The Council, 1990.

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Department of Education & Science. Wi dening of access to higher education courses in computing and mathematics in three polytechnics. Stanmore: Department of Education and Science, 1990.

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Department of Education & Science. Norwich City College: Higher education courses in computing and information technology : a report by HMI. Stanmore: Department of Education and Science, 1990.

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Burgess, R. S. Good practice in assessment: Criteria and procedures for CNAA undergraduate courses : an investigation of criteria used in the moderation of assessments in undergraduate courses in computing. London: Council for National Academic Awards, 1989.

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Bishop, Peter. Comprehensive computing: The GCSE course. London: Edward Arnold, 1988.

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Kemeny, John G. Computing for a course in finite mathematics. Reading, Mass: Addison-Wesley Pub. Co., 1985.

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Development, North Atlantic Treaty Organization Advisory Group for Aerospace Research and. Special course on parallel computing in CFD. Neuilly sur Seine, France: AGARD, 1995.

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university, Open. M150 course guide: Data, computing and information. Milton Keynes: Open University, 2004.

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Book chapters on the topic "Computing courses"

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Impagliazzo, John, and Mohammed Samaka. "Bringing Relevance to Computing Courses through History." In Making the History of Computing Relevant, 135–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41650-7_13.

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Llibre, Jaume. "The Averaging Theory for Computing Periodic Orbits." In Advanced Courses in Mathematics - CRM Barcelona, 1–104. Basel: Springer Basel, 2015. http://dx.doi.org/10.1007/978-3-0348-0933-7_1.

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Suresh Kumar, S., and P. M. Mallikarjuna Shastry. "Analysis of Student Engagement and Course Completion in Massive Open Online Courses." In Integrated Intelligent Computing, Communication and Security, 447–58. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8797-4_46.

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Sears, E. C. P. "Encouraging Women Returners into Computing Courses in Higher Education." In Workshops in Computing, 233–39. London: Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-3875-4_34.

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Lancaster, Thomas. "Addressing Academic Misconduct in Transnational Education Computing Courses." In Transnational Higher Education in Computing Courses, 105–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28251-6_8.

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Varela-Candamio, Laura, Fernando Rubiera Morollón, and María Teresa García-Álvarez. "Designing Documentary Videos in Online Courses." In Advances in Intelligent Systems and Computing, 1287–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77712-2_123.

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Yang, Dongping, Juanjuan Li, Zhengyan Li, and Guoqiang Sun. "Thinking of High-Quality Courses Construction." In Advances in Intelligent and Soft Computing, 355–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24772-9_52.

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Estrela, David, Sérgio Batista, Diogo Martinho, and Goreti Marreiros. "A Recommendation System for Online Courses." In Advances in Intelligent Systems and Computing, 195–204. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56535-4_20.

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Quendler, Elisabeth, and Sophie Schaffernicht. "Scientific Courses on Ergonomics in Austria." In Advances in Intelligent Systems and Computing, 1524–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96071-5_156.

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Nogareda, Ana-Maria, and David Camacho. "Optimizing Satisfaction in a Multi-courses Allocation Problem." In Intelligent Distributed Computing IX, 247–56. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25017-5_23.

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Conference papers on the topic "Computing courses"

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Glassner'S, Andrew. "Quantum computing." In ACM SIGGRAPH 2005 Courses. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1198555.1198724.

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Zarzycki, Andrzej, and Martina Decker. "Computing with matter." In SIGGRAPH Asia 2013 Courses. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2542266.2542282.

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Xu, Kai, Leonidas Guibas, Alexei Efros, Shimin Hu, Ariel Shamir, and Jun-Yan Zhu. "Data-driven visual computing." In SIGGRAPH Asia 2014 Courses. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2659467.2675054.

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Buck, Ian. "GPU computing with NVIDIA CUDA." In ACM SIGGRAPH 2007 courses. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1281500.1281647.

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Woolley, Cliff. "Efficient data parallel computing on GPUs." In ACM SIGGRAPH 2005 Courses. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1198555.1198774.

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Lancaster, Tal, and Brent Burley. "Computing dP/ds accurately in PRMan." In ACM SIGGRAPH 2006 Courses. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1185657.1185822.

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Foley, Tim, Justin Hensley, and Jason Yang. "Parallel computing for graphics." In ACM SIGGRAPH ASIA 2008 courses. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1508044.1508095.

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Bailey, Mike. "Combining GPU data-parallel computing with OpenGL." In ACM SIGGRAPH 2013 Courses. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2504435.2504449.

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Lanzagorta, Marco, and Jeffrey K. Uhlmann. "Hybrid quantum-classical computing with applications to computer graphics." In ACM SIGGRAPH 2005 Courses. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1198555.1198723.

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Impagliazzo, John, and John A. N. Lee. "Using history to enhance computing courses." In the 9th annual SIGCSE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008068.

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Reports on the topic "Computing courses"

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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