Eric Briemer, Siena College
J. Packy Laverty, Robert Morris University
Ordered by presentation time
Using IONIC for Mobile Application Development
West Texas A&M University
West Texas A&M University
Monday - 11/7/2016 in Sierra 9 at 9:00 am
The workshop will be given in a modular and hands-on manner, whereby participants will learn a wide array of tools offered within the IONIC infrastructure to facilitate mobile application development almost entirely in the cloud/web browser. Attendees will work with a simple example project to realize how the IONIC platform enables design, development, building, testing, and deployment almost entirely via web tools.
An automated, real-time learning environment for teaching SQL and Database Management
Brigham Young University
Brigham Young University
Brigham Young University
Monday - 11/7/2016 in Sierra 9 at 10:40 am
One or more of the foundational courses in virtually every collegiate computer information systems program are relational database management courses. Database courses usually include an important skills based component so that students develop the SQL programming expertise necessary to create well-formed database tables and to query those database tables.
There are several factors that are important for a teaching environment that is conducive to learning a new skill, particularly a programming skill such as SQL:
1. The environment must provide a comprehensive and easily used set of tools for the students.
2. The environment should allow the student to practice with multiple attempts at writing code.
3. The environment should provide timely feedback for each attempt. Ideally, this feedback is immediate.
4. The environment should support each student in a separate database or address space to permit creating, updating, and modifying the database.
5. All of the above should be provided to all course-registered students concurrently without overwhelming the instructor or teaching assistants.
Typically, one of four approaches is taken to allow students to have hands-on experience with the database technology.
1. Students work with Microsoft Access either on their own computers or in a lab
2. Students install local versions of an enterprise-class RDMBS (Oracle, SQL Server, MySQL) on their own computers
3. Students use instructional sites such as sqlzoo.net or sqlcourse.com
4. Departments install and maintain a central RDBMS and give students access
Each of these approaches has limitations that make it less than ideal either pedagogically or administratively. Pedagogically, none of these approaches satisfy all the requirements listed above.
An approach to teaching relational database management that solves the identified problems and promises the best of all these approaches has recently been made available through the online textbook publisher, MyEducator. This approach integrates a complete, collegiate-level textbook covering important database topics, along with tools integrated directly in the text that allow for the real-time execution of SQL using MyEducator servers hosting Oracle and MS SQL Server. Code boxes are provided throughout the web-based, online text allowing students to practice as they read.
Perhaps most importantly, the book contains many SQL exercises covering creating tables, inserting and modifying data, as well as deep coverage of query writing—all with automatic grading features that allow students to submit solutions real-time, get immediate feedback, learn from their mistakes and submit again. In this environment, the instructor is in complete control about how many attempts students get on an assignment as well as how those submissions will be scored.
In this workshop, attendees will have a first-hand opportunity to use the technology that addresses the five issues described above.
First the participants will get to work through two typical sets of student exercises. The initial set will be SQL query exercises against a common database. The second set will be SQL create and update statements, which require that each participant (student) have their own unique database address space.
The second portion of the workshop will allow the participants to learn and use the teacher tools to administer the technology including maintaining the exercises, the databases, and the grading rules.
The workshop will include demonstrations as well as hands-on practice.
Attendees will receive a certificate that will allow them to use the system and textbook to teach their students for one semester free of charge.
How Can Academia and EMC Partner to Help Prepare Students for IT Careers?
Monday - 11/7/2016 in Sierra 5 at 2:00 pm
Learn about the free technology-based courses (storage, cloud, and data science) that are available to enable students to develop highly marketable knowledge and skills to address the IT industry’s top concerns. In this session, we will present the NETLAB+ storage and cloud lab libraries that support the EMC ISM and CIS courses. In addition, EMC will briefly explain how you can adopt these courses as a participant of the EMC Academic Alliance program.
A Hands-On Approach to Teaching Mobile Forensics
Robert Morris University
Monday - 11/7/2016 in Sierra 9 at 2:00 pm
Currently there is a serious gap in cybersecurity education in the United States. The surge in the use and reliance on mobile technology, combined withe the scarcity of programs that prepare specialists in this area, creates a critical gap. This workshop will demonstrate how to exploit a mobile device by using Paraben's Device Seizure software. The presentation will show how to analyze both an Android and iOs device for evidence and how to recover deleted data from a mobile device. Additionally, there will be a discussion on the limitations associated with mobile forensics as compared to computer forensics and how to address those issues and concerns. Participants will be invited to attend a 5-Day hands-on workshop where they will have the opportunity to learn first hand how to utilize the software in the hopes of teaching it at their institutions. Adding mobile forensics to an existing cybersecurity or computer forensics degree is an asset to the degree and industry.
Getting started with Google Maps
Monday - 11/7/2016 in Sierra 9 at 2:50 pm
Google Maps is an application program interface that allows web developers to display points of interest on a map and show information about those locations. In this activity, attendees will be given a “starter” web page, and we will add functionality to it.
Attendees will learn how to convert a street address to geographic coordinates (geocoding), and display that location on a map. Other Google Maps features, including displaying a 1-mile radius around a point, will be shown.
Participants should bring a laptop running a browser, or be able to share such with at most one other attendee.
Cloud Data Management – Curriculum Resources for Teaching About Hybrid Cloud
Monday - 11/7/2016 in Sierra 10 at 3:15 pm
Data is the currency of today’s digital economy and Hybrid Cloud architectures and services are now the de-facto infrastructures through which that data flows. Students working in IS/IT roles in almost any industry will operate within a hybrid cloud services environment, and having some basic understanding of the tools, technologies and challenges in storing, managing and protecting data “in the cloud” will be essential. This quick session will review cloud adoption trends, and introduce attendees to resources from the NetApp Academic Alliances Program. It will primarily highlight the recently released NetApp Certified Storage Associate – Hybrid Cloud certification curriculum and labs – all of which can be easily added or integrated into your IS programs and courses.
Teaching Intro IS with a Learner-Centered, Experiential Approach
Beth Lang Golub
Prospect Press VT
Craig Van Slyke
Northern Arizona University
Tuesday - 11/8/2016 in Sierra 10 at 9:50 am
Information Systems touch nearly every aspect of students' lives, yet business students are often detached and uninterested in the introductory IS course. Craig Van Slyke, (Dean & Professor of Information Systems, The W. A. Franke College of Business, Northern Arizona University) will discuss a learner-centered, experiential approach that promotes critical thinking and helps deepen students' conceptual understanding of introductory IS material. This approach works in both large and small classes and has resulted in positive learning outcomes and a more satisfying teaching and learning experience. For large classes of even hundreds of students, this approach personalizes the experience and promotes active learning.
Overview of NCWIT (National Center for Women & Information Technology)
National Center for Women & Information Technology
Tuesday - 11/8/2016 in Sierra 8 at 10:40 am
This session introduces participants to National Center for Women & Information Technology (NCWIT)--a member-based non-profit organization of almost 600 academic institutions, companies, and non-profits working to increase women’s meaningful participation in computing. We will provide an overview of how NCWIT equips change leaders with research-based resources to build capacity, raise awareness, reach critical populations, and implement systemic change in their organizations. We will then focus on what college faculty can do as instructors to retain women in their programs. Free NCWIT resources and information on how to get involved will be provided.
Automatic scoring of student work in Microsoft Excel and Access:
the Prometheus Approach
Brigham Young University
Utah Valley University
Tuesday - 11/8/2016 in Sierra 9 at 10:40 am
Perhaps the two most commonly-taught tools in Information Systems Courses are the electronic spreadsheet package, Microsoft Excel, and the database management package, Microsoft Access. Helping students learn to the concepts and skills to take full advantage of these powerful tools is an important task often assigned to IS educators. Performing well in this assignment gives students skills that can set them apart from other job applicants. Moreover, because these skills are often taught as a service course upon which other business-school courses build, the level of proficiency students attain in these skills is one of the key factors influencing the manner in which other departments view the Information Systems department within the school.
Some topics that are taught broadly in the business school curriculum lend themselves to the “textbook, lecture, quiz, and exam” model that makes teaching large sections possible. However, Excel and Access, because of their hands-on nature, do not. Schools have typically taken two approaches to delivering this content. The traditional avenue to teach this material involves small sections with assignments requiring students to become familiar with the software through direct use. Teaching small sections with tenure-track faculty is expensive and using adjunct and teaching assistants leads to variations in quality that are undesirable in what may be the student’s first exposure to a particular department. Perhaps more importantly, the hand-grading of student work leads to long feedback cycles and imprecise application of rubrics. In recent years, another option has become popular. The advent of simulation software from text publishers such as Pearson, McGraw-Hill, and Cengage allows students to get rapid feedback on performance but they require that students work not in the real application they are learning, but in a facsimile that reproduces only a portion of the main product’s functionality. Our experience indicates that students find both of these approaches dissatisfying.
We wanted an approach that:
1.Provides rich, meaningful assignments for students to solve by working directly in Excel and Access
2.Gives detailed feedback instantly
3.Allows students learn from the feedback to improve their skills and submit again
4.Alerts us when students are working together on assignments
5.Presents detailed analytics on student engagement and performance
6.Delivers content in both textual and video presentations
7.Allows students multi-year access to the instructional content
8.Let’s us explore how students solve problems, not just see their final solution
9.Did not cost students an arm and a leg
10.Supports Mac users as well as PC users (at least for Excel)
We realized that the only way we could get this system is if we built it ourselves—so we did. We call it Prometheus.
The Prometheus Approach leverages our understanding of feedback cycles to increase the effectiveness of student learning. It accomplishes this by providing step-by-step demonstration (in both video and text); hands-on, meaningful practice; rapid, detailed feedback on performance; and a two-stage assessment strategy where students make an initial attempt at the assessment task, receive immediate, precise feedback and are allowed to make a second attempt while the experience of the first is still fresh in their minds. The overall assessment score is calculated from scores on both attempts, which ensures that students are cognitively engaged throughout the process.
The Prometheus Approach is powered by the ATLAS Feedback Engine, a patent-pending technology that delivers very detailed feedback to students in a matter of a few seconds. ATLAS (Automated Technology Learning Assessment System) requires no installation and works on both Microsoft and Apple operating systems. Because of its distributed architecture, we are able to handle vast numbers of simultaneous submissions (some classes have more than 2,500 students) without experiencing server-load bottlenecks.
Working with an electronic publisher, we are able to provide multi-year access to students at a fraction of the cost of the product simulations.
This presentation will show instructional content and demonstrate the grading engine for some of the many assignments configured and ready for use Excel. Additionally, it will show the detailed activity logging and collaboration detection features built into the system. Participants who bring a connected computer with either Excel or Access will have hands-on experience working with the system
Why Little Johnny Can’t Compute (And Why It Matters)
Computer Science Teachers Association
Tuesday - 11/8/2016 in Sierra 8 at 11:05 am
Access to computer science education in K-12 has implications for equity, the national economy, and national security. Global education systems are in reform as mandates to introduce coding or computer science are introduced into pre-university curricula at many levels. In this session we will provide context for recent developments, highlighting select challenges and opportunities, plus implications for faculty research.
* State of CS education today (mostly US, some global) – stage setting
* Legislative highlights (STEM Act; ESSA) – some faculty implications
* CS For All Consortium – Clear faculty/research opportunities
* Standards and Framework for K-12 CS Education – clear faculty/research opportunities
* CSTA Key initiatives: CPD Pipeline (professional development), CS is (equity/awareness), CSTAR (Research) – multiple faculty/research opportunities
* Ways in which attendees could engage in any or all of the above
* I have a short interactive exercise I might throw in there as well. I need to give a little more thought to its adaptation.
Mark R. Nelson, Ph.D., MBA, CAE
Mark is the Executive Director of the Computer Science Teachers Association (CSTA), a dynamic professional organization with more than 24,000 members committed to empowering and advocating for K-12 CS teachers worldwide. Mark has been a consultant, a CIO, an entrepreneur, a university faculty member, and a research fellow, in addition to other roles. He has received awards for accomplishments in teaching, research, service, and practice.
Pega's University Academic Program
Tuesday - 11/8/2016 in Sierra 10 at 11:30 am
Pegasystems - the leader in BPM technology - has developed university-level iBPM curriculum for those seeking business degrees (IT/CIS) and engineering degrees (Computer Science). The focus is on iBPM using Pega as the chosen technology. After finishing the program, these students will be Pega-certified and can look for sought-after internships and employment. My presentation explains the value and benefit of the program and how universities can adopt it into their existing curriculum.
Using the Master the Mainframe (MTM) Contest to Provide Hands-on Experiences for any level of CS/IS or IT Core Operating System Course
Robert Morris University
Tuesday - 11/8/2016 in Sierra 9 at 2:00 pm
Wouldn't it be great if someone gave you a hands-on lab you could use in your classroom... but they managed the SW and HW support for you... and they GRADED it for you too? Yes, it's true! Such a unicorn does exist and in this hands-on work workshop you'll get a chance to try it out for yourself. But you'll get so much more!
The Master the Mainframe (MTM) Contest is organized into three parts. Part 1: Breaking the Ice (Easy – approx. one hour), Part 2: Practical Experiences (using a variety of programming languages, middleware and security tools), and Part 3: Real-life Case-based Experience.
Workshop participants will be encouraged to complete Part 1 to see what the MTM Contest is all about. Participants will logon to a z/13 mainframe server, the most power commercial computer, to complete introductory challenges accessing the z/OS operating system, as well as, Linux and other selected operating systems. No computer experience is required! Your Part 1 workshop will be supplemented by online tutorials, demonstration screen shots, and the support of your workshop presenters.
After your successful workshop experience, hopefully, you will be encouraged to continue with MTM Part 2, Part 3 or supplement your core classes with MTM contest challenges that best fits your course requirements. The MTM Contest challenges will provide your students with valuable skills that are in high demand by Fortune 1000 employers and a higher starting salary opportunities. The z System IBM Academic Initiative staff are always there to support your academic needs.
Please bring your laptop to the workshop.
To learn more about Master the Mainframe, go to: ibm.biz/masterthemainframe
MyEducator-A Fresh Look at Online Textbooks
Tuesday - 11/8/2016 in Sierra 10 at 2:50 pm
MyEducator provides simple-to-use online textbooks that allows instructors to save time and quickly identify at-risk students. Stay on top of student progress by tracking reading, video, and quiz activity using MyEducator’s Analytics functionality. All textbooks include features such as interactive glossary and flashcards, auto-graded quizzes, embedded videos, highlighting and note taking, and more. Come see why many top schools are using MyEducator resources, including Brigham Young University, Arizona State University, Texas A&M University, West Virginia University, and more.
Using Microsoft's Azure Machine Learning Cloud-based Analytics
University of North Carolina Wilmington
Tuesday - 11/8/2016 in Sierra 8 at 3:40 pm
A demonstration of the use of Microsoft’s Azure Machine Learning for a classification problem. The demonstration will be end-to-end, covering connecting to data, building competing models, evaluating the models, creating visualizations of the results, and deployment of the “best” model as a web service. The use of R inside of Azure Machine Learning will also be demonstrated.
Active Learning Tools For Teaching Undergraduate Software Engineering
Robert Morris University
Robert Morris University
Robert Morris University
Tuesday - 11/8/2016 in Sierra 9 at 3:40 pm
Sponsored by a National Science Foundation grant and an academia-industry partnership we have developed 42 hours of active learning tools (of exercises, case studies and case study videos) on teaching Software Engineering. With a view to impact software quality, the goal of the project is to build a sustained user community skilled in software verification and validation (SV&V). These active learning tools focus on the areas of Requirements Management, Testing, Configuration Management and Software Reviews. We will introduce the use of these tools through the workshop, and sample one of each (case study, class exercise and case study video) to demonstrate its effective delivery in class. These tools may be used entirely in one course of SV&V, or be adopted in modules to enhance an existing course in software engineering. The tools also come with Survey Instruments to Assess student learning effectiveness.
Teaching Introductory Computer Programming using Excel VBA
Brigham Young University
Wednesday - 11/9/2016 in Sierra 8 at 9:45 am
Business school students (other than Information Systems students) often show little interest in learning to program computers, seeing little relevance for their chosen career path. This is unfortunate because analytical thinking skills and problem-solving by decomposition skills that are developed in the process of learning to program can benefit many areas that seem only tangentially related. At the same time, students often realize that perhaps no application will play so large a role in their early careers as Microsoft Excel. Accordingly, they often seek opportunities to excel at Excel as a means of differentiation in the job market. What most of them don’t know is that Excel includes a robust computer programming language that allows the user automate the powerful features of Excel to quickly produce very impressive applications. When presented with the opportunity to learn to program Excel, many business-school students view the prospect through different eyes.
Since 2007, we have been offering a course in Spreadsheet Automation that teaches accounting students, marketing students, MBA students and others to become proficient programmers using Excel Visual Basic for Applications (VBA). The course is extremely popular and has lifted the esteem of the information systems department (which offers the course) in the collective opinions of other department within the college. Former students routinely correspond with the course’s teachers to indicate that because of their VBA skills on their internships, they were ultimately offered the full-time position.
Excel is a great language for non-systems majors to learn for three reasons. First, the syntax of VBA is less demanding than that of languages that use C-style syntax. Second, the availability of the macro recorder helps the student generate relatively sophisticated code from very early in their experience. Third, because all of the objects that Excel uses in its core functionality are available for automation, the student can develop very powerful applications with little experience.
This teaching demonstration will detail the course the way it is taught at BYU. It will also include a hands-on demonstration that students complete on their second day of class: An application to take an arbitrary list of stock tickers and automatically retrieve information such as the price/earnings ratio and the earnings per share. This is demonstration requires no prior experience with VBA and is made possible because of Excel’s built in objects for interacting with web servers.
How to Spruce Up Your Computer Lab Without Breaking Your Budget
Wednesday - 11/9/2016 in Sierra 9 at 9:45 am
How can you fix up your campus learning spaces without spending a lot of money? This workshop will share examples of free or low-cost display options, projection solutions, and digital signage techniques to improve classrooms and informal learning spaces. Learn to make a video wall running off of a $100 graphics card, design an augmented reality campus tour that runs on smartphones, and check out new, inexpensive devices to connect to displays you already own.
Through videos of actual installations at Bentley University in Waltham, MA, and live product demonstrations, this workshop will showcase these technology enhancements and provide product/equipment lists and cost estimates. Mark will offer lessons learned and discuss considerations to keep in mind when designing or upgrading technology-enabled learning spaces. With these suggestions and ideas from those in attendance, participants will be able to recommend upgrades for their learning spaces at their own institutions.