Abstract: Technical and societal changes including web-enabled databases, ubiquitous Internet access, and accountability demands have resulted in dramatic changes in portfolio authoring tools. This study used Engeström’s (1987) Cultural-Historical Activity Theory to explore how digital portfolio tools and the institutional contexts in which they are used mediate the experiences of preservice teachers. The work represents an early look at how the new genre of portfolio tools impacts the experiences of preservice teachers as they create program-required electronic portfolios. The findings can help accreditors, administrators, and portfolio leaders understand the impact of these programs on preservice teachers to inform policy and implementation.
Abstract: Several tools are marketed to the educational community for plagiarism detection and prevention. This article briefly contrasts performance of two leading tools, TurnItIn and MyDropBox, in detecting submissions that were obviously plagiarized from articles published in IEEE journals. Both tools performed poorly because they do not compare submitted writings to publications in the IEEE database. Moreover, these tools do not cover the ACM database or several others important for scholarly work in software engineering. Reports from these tools suggesting a submission has “passed” can encourage false confidence in the integrity of a submitted writing. Additionally, students can submit drafts to determine the extent to which these tools detect plagiarism in their work. Because the tool samples the engineering professional literature narrowly, the student who chooses to plagiarize can use this tool to determine what plagiarism will be invisible to the faculty member. An appearance of successful plagiarism prevention may in fact reflect better training of students to avoid plagiarism detection.
Abstract: Online professional development is multidimensional. It encompasses: a) an online, web-based format; b) professional development; and most likely c) specific objectives tailored to and created for the respective online professional development course. Evaluating online professional development is therefore also multidimensional and as such both important and difficult. The purpose of this paper is to reflect on the structure of an evaluation model developed and used to evaluate a custom-built online professional development course, emphasizing how the evaluation model fits within and contributes to better understanding of online professional development evaluation. A hybrid model is conceptualized as one solution to this problem. The conceptualization of the hybrid model is presented in theoretical terms. This is followed by a concise summary of its application to an online professional development course.
Abstract: Cultural Historical Activity Theory (CHAT) (Engeström, 1987) is a model that can organize systems-level thinking and analysis. In particular, CHAT focuses on the context in which an activity takes place. Therefore, it is particularly useful for context-driven software analysis. This paper introduces and explains CHAT, illustrates how it can be used in the field, and suggests ways to apply it to a variety of testing problems.
Abstract: We are adapting a rich collection of Creative Commons academic course materials (video lectures, slides, assessment materials) in a course on Black Box Software Testing (BBST) for a professional audience (Association for Software Testing [AST]). AST’s model breaks BBST into learning units, each presented as a 4 week, online course. Students spend 8-12 hours per week on lectures, readings, quizzes, individual and group assignments, an essay exam, and extensive peer review. AST offers these courses to its members for free. The typical class has 16 students from 3 or 4 continents. This presentation overviews the BBST materials and the AST adaptation, then describes the model under which we recruit, train, and keep AST instructors involved as volunteers teaching and maintaining the course.
Abstract: This report illustrates the use of qualitative methods and an interpretive framework
(Cultural Historical Activity Theory) to examine educational interventions. The techniques
are applicable to engineering education where researchers seek to investigate questions with
rich contexts and compelling examples. The specific study illustrating the use of these
techniques explored the impact of adopting portfolio management systems for accreditation
on the learning experiences of the students required to use them. The data and interpretive
framework highlight how use of portfolio assessment to satisfy accreditors' demands creates a
variety of tensions - some of which can be resolved by improved design or implementation.
Abstract: This paper outlines the radical restructuring of a Computer Science course on Software Testing. Authors describe the course’s evolution from a predominantly lecture-based format to one based on projects and in-class activities. This was accomplished by adding videotaped lectures students watch outside of class. All course materials are available under a Creative Commons license to academics, commercial trainers, and self-studiers around the world.
Abstract: The authors of this paper proposed the creation of an electronic portfolio to be considered as an alternative to the traditional, paper-based exam and oral defense for Ph.D. students in the Instructional Technology program at their large metropolitan university. To explore the feasibility of this alternative, they proposed to use one student as a case study. This paper describes their rationale, plan, grading rubric, and experiences, as they examined this change.
Abstract: CyberTools for Today’s Schools: Using the Internet for Professional Development and Productivity was developed as a free online course for teachers. The overall goal is to equip participants new to online learning with the skills they need to succeed in future online classes and to offer ideas for integrating technology into the classroom. The course is facilitated by a real person who offers a supportive environment for participants. This paper discusses the need for such a course and the process for developing the course. It offers a brief description of the course and suggestions for adapting it to other contexts.
Abstract: Concept mapping is a powerful research-based strategy suitable for students across grade levels and content areas. It also has useful applications for adults in a cross-section of industries and for training. This paper addresses the theory supporting the use of concept maps and examines some of the research on using concept mapping. The authors offer practical applications of the research findings and suggest examples and additional reading for those interested in learning more.
Abstract: This report introduces readers to qualitative research approaches that can help software engineers, especially requirements analysts and testers, place the user at the center of their efforts. Part 2 (to be co-authored with Cem Kaner) will focus on qualitative methods and tools that can help organize and analyze a large, heterogeneous mass of data of the kind you might collect from project documents, product reviews, and user observations (usability tests, beta tests, tech support logs, etc.). Today’s article (Part 1) introduces a theoretical framework for interpreting this type of data and designing studies to gather it. The report extends an observation of Cem Kaner’s (2004; 2006) that much of what is interesting in software testing looks more like social science than like engineering.
The paper begins with a case study of real people using actual software to complete a high-stakes task. The case study serves as the focal point for the rest of the article as readers become acquainted with the model and think about ways to apply this model to testing and engineering efforts.
Notes: This presentation at the Graduate Research Forum reported on dissertation research for critical feedback. This work was subwsequently presented at AECT 2006.
Abstract: On-going concerns persist about the quality of professional preparation and scholarship in graduate teacher education programs. Information literacy proponents offer that academia must challenge students to go beyond acquiring technical facility and apply critical thinking skills to an information-rich environment in order to create new knowledge and improve education. This session will demonstrate and discuss the use of software applications to enhance scholarly productivity and communication. Knowledge and use of these technical applications serve as a foundational skill for information literate scholars. Attendees will review and comment on the potential for meaningful application of various software tools, Web resources, and proprietary applications to organize projects and resources, manage bibliographies, and facilitate asynchronous collaboration. The session will be structured around tasks associated with the publication of a research project.
Notes: Attendees reviewed a wiki site listing some of the authors' favorite research tools
Abstract: Tools within teacher preparation institutions have undergone dramatic changes as portfolios have moved from paper to electronic and now to the web. The purpose of this multi-site study was to explicate the differential impact of different portfolio systems on preservice teachers. Engeström’s (1987) Cultural-Historical Activity Theory (CHAT) served as a lens to examine how digital portfolio tools and environments mediate the experiences of preservice teachers. Data was collected using interviews, thinkaloud work sessions, and classroom and lab observations. Data analysis revealed the networked nature of the portfolio activity; tensions arising from the activity network; the portfolio as a boundary activity; and changes to the portfolio activity system. The authors focus on the external influences on the portfolio activities and the interpretation, both theoretical and practical, of those tensions.
Abstract: In this presentation, I use CHAT to trace how a MySpace-using preservice teacher working on an accreditation portfolio developed a renegade workaround solution that ultimately achieved respectability and acceptance by her teacher education professors and the vendors that make a popular commercial portfolio tool used throughout the country.
Abstract: The purpose of this paper and the associated discussion at WTST is to introduce the Cultural Historical Activity Theory (CHAT) framework. I believe this framework is potentially useful to you as professors, instructors, consultants, and testers. The paper begins with a case study that will serve as a focal point of the paper and the workshop discussion. After the case study, the paper describes and defines the framework and key ideas. These ideas are illustrated with specific examples from the CHAT literature and applied to the case study presented at the beginning of the paper. I hope WTST participants will help flesh out ideas on how this framework can be applied to software testing. Throughout the discussion, I hope we will develop a second case study
Abstract: This slide set corresponds with an identically titled paper outlining the radical restructuring of a Computer Science course on Software Testing. Authors describe the course’s evolution from a predominantly lecture-based format to one based on projects and in-class activities. This was accomplished by adding videotaped lectures students watch outside of class. All course materials are available under a Creative Commons license to academics, commercial trainers, and self-studiers around the world.
Notes: See related paper listed under conference proceedings
Abstract: Jointly developed under a Creative Commons license by an academic and a practitioner, this course provides university professors, corporate trainers, and students studying at home with materials to teach and learn software testing. Presenters will report student perceptions of critical components.
Abstract: You’ve read about AST’s free software testing courses. Now find out how
you can get involved in teaching these for AST, for your company, or independently.
This workshop will use presentations, lectures, and hands-on exercises to address the
challenges of teaching online. (Bring your laptop and wireless card if you can.) The
presenters will merge instructional theory and assessment theory to show you how they
formed the foundation for the AST-BBST online instructional model. Over lunch, Scott
Barber will lead a panel discussion of AST members who have achieved AST Instructor
Certification or are working on it. This workshop satisfies the Instructors’ Orientation
Course requirement for prospective AST-certified instructors.
Abstract: This hands-on workshop used the structure of a research project and a wiki listing a variety of tools to enhance scholarship and productivity.
Abstract: The project team is adapting a rich collection of Creative Commons academic materials (video lectures, slides, and assessment materials) in a course on Black Box Software Testing (BBST) for a professional audience. The discussion will on the ongoing challenges of training others to use open education resources and fostering adaptations and implementation across the academy and industry. The presentation will showcase the online professional development model we are using.
Abstract: This poster summarizes a survey of 954 deans on perceptions of plagiarism-detection services as well as performance data for detection in the professional literature in engineering and education.
