Using Problems to learn Service-oriented Computing

Using Problems to learn Service-oriented Computing

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  Using Problems toLearn Service-oriented Computing Sandeep Purao , Ph.D. Associate Professor of IST Enterprise Informatics and Integration Center Standards Interest Group, Socio-technical Systems Lab The work has been funded by National Science Foundation under award numbers 722112 and 722141.
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  The IT ProfessionalService-orientation requires shifting the role From a Toolsmith (Brooks 1996) To a Participant in a multi-disciplinary team (Edens 2000) A successful IT professional must be self-directed, participate effectively in a team, be aware of IT standards nessary for loose coupling and inter-operability (Watts 2006, CRA 2006)
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  Multiple Epistemologies The‘traditional’ model Stimulus-Response (Skinner 1968), Lecture mode (Leidner and Jarvenpaa 1995) Constructivist Theories Learning as an active process Students construct their own abstract framework (Piaget 1929, Bruner 1966, Yarusso 1992) Socio-Cultural Theories Knowledge is not abstract, it cannot be separated from the students’ background Learning is a function of activity and context in which it occurs (Lave 1988, Brown et al. 1989, Argyris 1976)
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  Problem-based Learning Thesimple idea that ‘problems come before answers’ (Adams et al. 1988) Has been applied in disciplines such as medicine, management and architecture with variants including case-based learning (Bernstein et al. 1995, Schmidt et al. 1987, Garvin 2007) Experiential Problem-based Learning Abstraction
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  Problems as thebasis of Learning Traditional Problem-based
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  An Example
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  Another Example
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  Problem Structure ContextQuestions Objective Sources Outcomes Rubric Descriptors Constructivist Socio-Cultural Learning by Engaging in Solving Problems
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  Current Challenges Balancingthe need to learn fundamentals versus the need to learn about context (Nilsen and Purao 2005) Devising problems that represent frames that are likely to engage the students (Albenes and Mitchell 1993) Ensuring that the scope of the problem is sufficiently narrow to provide directed learning and feedback within the assigned time Providing opportunities for reflecting on the feedback provided to encourage learning
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  Status Experience: Instructors,Courses, Terms Being Adapted at Another Institution Evaluation baselines being created Repository being constructed
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  Partners http://aesop.ist.psu.edu PennState Team Sandeep Purao John Bagby Brian Cameron Steve Sawyer Hoi Suen, Lisa Lenze Georgia State Team Vijay Vaishnavi Richard Welke Faye Borthick The work reported has been funded by the National Science Foundation under award numbers 722112 and 722141. AESOP [email_address]