Procedia Computer Science Volume 51, 2015, Pages 1996–2005 ICCS 2015 International Conference On Computational Science
Education in Computational Sciences Petra Poulova and Blanka Klimova University of Hradec Kralove, Hradec Kralove, Czech Republic.
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Abstract The last two decades have witnessed an enormously rapid development of computational technologies which have undoubtedly affected all the fields of human activities, including education. In fact, computational science is one of the most evolving profile study programmes at technical universities nowadays. This article thus focuses on the description of the key content courses, curricula and degrees offered within the study programmes at the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic. Moreover, this study characterizes teaching and learning of university undergraduate computational professionals with a special focus on core competences such as an ability to identify and solve problems, knowledge of analytical methods, or operating systems, but also on active and passive knowledge of English since English as lingua franca can help these professionals together with other core competences succeed in the job market after their graduation. Keywords: Computational education, key competences, study programmes
1 Introduction The last two decades have witnessed an enormously rapid development of computational technologies which have undoubtedly affected all the fields of human activities, including education. In fact, computational science is one of the most evolving profile study programmes at technical universities nowadays. One of such competitive schools is also the Faculty of Informatics and Management (FIM) in Hradec Kralove. Since during the past two decades university education has dramatically changed thanks to the arrival of new information and communication technologies and their implementation into an educational process, FIM pedagogues have had to redefine some of the strategies and concepts of teaching and learning. This has been done in terms of enriching classroom activities, reorganizing course structures, and providing learners with more autonomous as well as more learner-centered opportunities for learning. Most of teaching and learning is now done online or blended, particularly at a university level. The main reasons why online learning environment is widely used are as follows:
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Selection and peer-review under responsibility of the Scientific Programme Committee of ICCS 2015 c The Authors. Published by Elsevier B.V.
doi:10.1016/j.procs.2015.05.464
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it contributes to pedagogy because it supports more interactive strategies, not only faceto-face teaching (Graham, 2003); (Popelkova & Kovarova, 2013); it thus encourages collaborative learning; students or educators can work together on some projects from anywhere and at any time (Bruffee, 1993), (Cerna & Svobodova, 2013); it deepens intercultural awareness since it puts together researchers, educators, and students from anywhere in the world; it reduces costs of teaching and learning since students do not have to undertake so many frequent travels to complete their education (Graham, 2003); and it might match students’ learning style although there is no clear consensus on this issue (Coffield, 2004), (Gregorc, 1979), (Hubackova & Semradova, 2013), (Poulova & Simonova, Reflection of Learning Preferences in IT and Managerial Fields of Study, 2013).
As Sarples, Taylor and Vavoula summarize, in this sense new learning is more personal, learner centered, situated, collaborative, ubiquitous and lifelong (Sharples, Taylor , & Vavoula, 2005). In the Czech Republic teachers have always tried to follow ever relevant classical principles of the Czech teacher of nations - Jan Amos Komensky (respectively John Amos Comenius) to maintain and increase the quality of their teaching. His principles advocate learning by doing. They can be used for any form of instruction and they are particularly useful in designing courses. These principles can be outlined as follows: to proceed from easier issues to more complicated/difficult ones; to be aware of the meaning of subject matter not only memorize it thoughtlessly; to teach and learn things thoroughly and systematically; to transfer subject matter into practice; to facilitate learning; to make learning pleasure/fun; to engage students actively into the learning process; and to make instruction universal. (Comenius, 1967) The above principles are in fact thoroughly reflected in the electronic education run at FIM. Although there is no particular pedagogical approach recommended for online courses, Komensky’s principles are worth following. The whole course is divided into separate lessons, with the structure of each lesson following these basic learning steps (Cerna, 2010): informing of objectives; presenting content; assessing performance; and providing feedback. Thus, the particular structure of each lesson possesses the following structure (Fig. 1): x x x x x x
Title; Goal – a short statement motivating the participants to study the particular lesson; Prerequisites – previous knowledge required to master the lesson; Skills to be learnt – a description of the knowledge to be gained in the particular lesson; Body – the content in the form of texts, exercises and questions; Tasks, quizzes or assignments – ways in which understanding can be assessed in order to provide feedback (cf. (Frydrychova Klimova & Cech, 2008)).
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Figure 1: A structure of e-subject lesson
Nowadays, at FIM more than 240 e-courses are run. They are exploited in different ways. They are run purely as online courses or they are led as blended courses (see (Frydrychova Klimova, 2009) for their definition) or they serve as an additional support for students after their regular, face-to-face classes so that students can read once again the information already obtained during the lecture. Several surveys and research performed at the faculty confirmed that students welcomed the possibility to exploit online courses but mainly as blended learning courses (cf. (Frydrychova Klimova, Hubackova, & Semradova, Blended learning in a foreign language learning, 2011) or (Frydrychova Klimova & Poulova, 2013a). The authors of this article also conducted research on e-learning study materials and students’ preferences (Frydrychova Klimova & Poulova, 2013b), (Frydrychova Klimova & Poulova, 2013c) in which a majority of respondents stated that they welcomed a possibility of having their study materials online. The most frequents reasons for their satisfaction with the online study materials were as follows: x x x x
an opportunity to have an access the online study materials anywhere and at any time; the accessible online study materials enable to check once more all the information already given during face-to-face classes; time saving - students do not have to waste their time on looking for the desired information elsewhere; or less stress during the lecture - if students do not understand everything or they do not manage to take all notes because they can find them in the online course afterwards.
Much research was also done in the area of students’ learning styles in order to discover which form of instruction matches best the corresponding student’s style (see, for example (Frydrychova Klimova, 2014); (Frydrychova Klimova & Poulova, 2014); (Hubackova & Semradova, 2013); or (Poulova & Simonova, 2012)). This research was performed for the purpose of an increase of effectiveness and efficiency of students’ learning and is extensively described in Simonova and Poulova study ( (Poulova, Simonova, Sokolova, & Bilek, 2014); (Poulova & Simonova, 2014a); (Poulova & Simonova, 2014b); (Poulova & Simonova, Reflection of Learning Preferences in IT and Managerial Fields of Study, 2013)).
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2 Key Competences of Computational Professionals At FIM undergraduate students can be enrolled into three degree programmes: bachelor, master and doctoral. The instruction covers three basic fields of study: Economics and Management, System Engineering and Computer Science and Applied Computer Science. Within these fields of study there exist five study programmes: Financial Management, Management of Tourism, Applied Computer Science, Information Management and Information and Knowledge Management. The last three are part of Computer Science. Companies usually require the faculty graduates to possess the following abilities and skills: x x x x
Problem analysis: ability to approach the problem broadly and consider connections, ability to structure the problem, its generalization or on the contrary, its specification. System approach: ability of seeing all the important aspects of the project problem, ability to identify and respect their connections within the course of the project. Focus on the result: preference for a goal than for a way of achieving it, problem solution, persistence and active approach. Accuracy and consistency. Transformation of discovered expectations and specification of client’s requirements into a practical proposal of the solution. The proposed solution in form of models, diagrams and text specifications with the help of modelling languages. Verification of the concord between the implemented task and the proposal.
Basics of these study programmes are the subjects which can be divided into five groups: x x x x x
Data Engineering, Computer Engineering, Software Engineering, Company Computer Sciences, Knowledge Technologies.
Da Data D EEngineering ngin neeeering
Company ompany y Software ComputerC Computer C omp puter t Engineering Engineering Sciences Sci Scie iencces es
K Knowledge Technolog.
Figure 2: Model of study program
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2.1 Data Engineering Data Engineering includes four subjects: Database Systems I; II; Distributed and Object Relational Databases; and Modern Information Systems. Specifically in the subjects of Data Engineering graduates should possess the following abilities and skills: 1. 2. 3. 4. 5. 6. 7. 8.
Analytic modelling and creation of documents where the main output should be an analytical model of application (AM) in notation UML, BPML, possibly text specifications. Knowledge of UML notation, both for reading and modelling (with the tools such as Enterprise Architect). Knowledge of SQL databases - MySQL, PostgreSQL, Oracle, possibly others, database administration. Proposal and creation of the database structure. Experience in some company’s IS. Experience in proposed models at system level and solutions of specific situations. Overview of trends and development. Proposition of the methodology of testing applications – a proposal and preparation of testing scenarios and testing environment.
2.2 Computer Networks Computer Networks involves the following subjects: x x x x x
Computer Architecture, Data and Information Protection and Security, Operating systems I, II, Computer Principles, Computer Networks I – IV.
Within these subjects students acquire an overview and knowledge in the area of computer principles, hardware, operating systems, computer networks, security, and related technologies. The subjects of Computer Networks prepare future graduates for the following job positions and skills: x
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IT administrator o He administers internal computer network (access rights or network discs); he administers company’s HW and SW (license records or orders), he keeps records of customers (configurations), he administers databases. o He communicates with a customer (at technical level), makes installations into customer’s environment, and actively seeks possible risks. o He has excellent knowledge of operating systems (Windows or Linux), database administration, web and e-mail servers. o In addition, he has the following abilities: accuracy, consistency, stress resistance, flexibility, fast reactions and excellent knowledge of English. IT manager (visionary, analytic, strategist) o He has an excellent overview of IT trends and development, knowledge of analytical methods, both structured and object, excellent knowledge of office SW, presentation tools, tools for mind maps, processes and metainformation (e.g., MS Visio or CASE tools for analyses).
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He is able to analyze customer’s problems, generalize their requirements, his English is very good. IT consultant o He is experienced in economic, production, business or logistics processes. o He has general knowledge of IT environment, good knowledge of office SW, SQL databases, experience in some company’s IS. o He masters legal and economic minimum, he possesses communication skills, he is assertive, flexible and he is able to cope with stress situations. IT businessman o He has a general overview of IT, good knowledge of office SW. o He is communicative, assertive, he has presentation skills and he is willing to study and master the English language. o
x
x
2.3 Software Engineering Software Engineering includes the following subjects: x x x x x x x x x x
Algorithms and Data Structures, Introduction into Object Modelling, Programming I – III, System Programming, Advanced Programming, Logic Programming, Optimization of Web Applications, Computer Graphics I – III, Mobile Technologies, Theoretical Computer Science.
The required abilities for the area of SW development: 1. 2.
analytical and system thinking, knowledge of UML notation, both for reading and modelling (in tools such as Enterprise Architect), 3. knowledge of object programming and Java language (knowledge of other languages is an advantage - Scala, Groovy, Ruby, Python, JavaFX) 4. knowledge C++, knowledge of Linux platform, 5. mastering Java/J2EE-based technologies – Servlets, JSP, JDBC, Log4j, ORM (Hibernate / iBatis), 6. knowledge of architecture and issues of web applications, 7. work with web frameworks (Spring MVC / Stripes / JSF / other), 8. knowledge of SQL, relational databases – MySQL, PostgreSQL, Oracle, possible other, 9. knowledge of web front ends technologies – HTML, CSS, JavaScript, 10. independence, responsibility, technical knowledge of the English language 11. creative thinking and graphic awareness, ability to create the required functionality for the corresponding design.
2.4 Company Computer Company Computer Science includes the following subjects: x x
Introduction into Company Computer Science, Company Computer Science I, II
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Systems for Management Support I, II Applied Information Technologies, E-technologies in Business and Entrepreneurship, Project Management, Art of Presentations, Production of Scientific Texts.
After passing these subjects the graduates are able to: x x x x
understand multidisciplinary character of company computer science and apply it across a wide range of business entities, see company activities from the process point of view with respect to a possible IT support, realize strategic potential of information technologies, sense ethical dimensions of company computer science.
2.5 Knowledge Technologies Knowledge Technologies comprises the following subjects: x x x x x x x
System Theory I, II Principles of Programming I Introduction into Artificial Intelligence Knowledge Technologies I - IV Cognitive Science Seminar of Knowledge Management Computational Intelligence I - II
According to company experts, this group of subjects is very difficult to assess because it is in its nature the most academic out of all the groups of subjects mentioned above. Nevertheless, this is positive since universities must also have its scientific basis and the subjects which with their content exceed the common IT practice. Otherwise, these types of schools would become mere training schools. The theoretical bases of computer science are appropriately combined with some practical subjects in which students can test less common procedures and tools (fuzzy logics, neuron networks, expert systems, thematic maps, Matlab system), which will be probably more and more frequent in practice. The structure of the subjects and their focus are quite balanced but their syllabuses seem to be more specifically described.
2.6 Professional English As it has been several times mentioned above, knowledge of English is a necessary competence of these specialists. Therefore also FIM pays a close attention to the development of English learning. The tuition is provided by ESP (English for Specific Purposes) teachers from the Department of Applied Linguistics at the faculty. Compulsory English courses, which are run in winter and summer semester for 90 minutes each week over the period of two years (in their second and third year of study), especially focus on the development of key strategic skills that are necessary to master when doing business in the English language. In order to help them succeed in job market, ESP teachers try to meet their language needs. In fact, identifying their specific language needs is a basic characteristic which distinguishes ESP from general English teaching (Hutchinson & Waters, 1987). As Robinson adds, ESP first arose, and has continued to develop, in response to a need; the need of non-native speakers of the language to use it for some clearly defined practical purpose (Robinson, 1989). As
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research shows (Frydrychova Klimova, 2013), ESP teachers of these non-native speaking students of computational science should pay attention to the following students’ needs: x x x x
development of formal writing skills (e.g. professional essays, formal business correspondence, C.V. or A Letter of Motivation); development of listening skills focused on listening to different native speakers accents; enhancement of students’ discipline-specific vocabulary; and development of students’ general English to prepare them for everyday life, which includes socializing skills, in particular.
Apart from the above mentioned compulsory course, students have an opportunity to attend optional course which can help them increase further their language proficiency. Among these courses are: x x x
x
English conversation with a native speaker concentrating on the development of social English and debating skills (a course which can be attended for six semesters); Academic Writing, a one-semester course, focuses on the development of formal writing in English. In addition, it concentrates on those features which are different in English and Czech such as citations, compiling a bibliography or using appropriate English; Business English, a two-semester course, develops business language skills such as telephoning, socializing, meeting and negotiating skills, but also business terminology, for instance, banking, company structure. Furthermore, it also teaches business correspondence and relevant grammar structures. Seminar in the English Language, a four-semester course, develops students’ general English with a focus on the development of all four language skills, i.e. listening, reading, speaking and writing. Moreover, it also prepares students for taking Cambridge exams.
3 Conclusion Thus, as it has been discussed in the previous sections, the FIM specialists in compliance with their future career should possess the following key competences: problem analysis, system approach, focus on the result, accuracy and consistency, independence and responsibility, creative thinking, understanding of multidisciplinary character of computer science, realization of strategic potential of information technologies, good knowledge of the English language, analytic modelling, knowledge of UML notation , knowledge of SQL databases, knowledge of object programming and Java language, knowledge of architecture of web applications and web front ends technologies, and proposition of the methodology of testing applications.
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Realization of strategic potential of IT Web applications architecture and technologies, testing applications, Understand multidisciplinary of CS Analytic modelling , UML, SQL databases, object programming, Java and other languages Problem analysis, system approach, creative thinking, English Focus on the result, accuracy and consistency, independence, responsibility
Figure 3: Key competences of the FIM specialists
All the competences introduced above should be mutually interrelated. In addition, all the computer science subjects should be constantly modified according to companies’ demands in order to prepare FIM graduates for their future job careers in the best possible way.
Acknowledgement The article is supported by SPEV project no. 2108.
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