Teaching Portfolio CS-1P Programming - Glasgow University - Quintin Cutts

Home
--- Introduction
--- Content Summary
--- Acknowledgements

Context
--- Teaching Philosophy
--- Institutional Context

Course Structure
--- Aims, Objectives, Content
--- Delivery Methods
--- Assessment

Reflection
--- Commenting on Content
--- Use of Voting Handsets
--- Laboratory Examination
--- Written Examination
--- Continuous Assessment
--- Overcoming Blocks

Outcomes
--- New course rationale
--- Personal learning

 Contents

Context

Where am I coming from? An outline of my teaching philosophy that I expect pervades the rest of the materials.
The institutional context. Inevitably my philosophy is constrained to a lesser or greater extent by my department.

Overview of the course structure

The following materials contained in this section are principally taken directly from course guides, or are factual records of the course design. Commentary on the course, on the structure outlined here, is found in the following section.

  • Aims, objectives, content
  • Delivery methods
  • Assessment

Particular aspects of interest

These pages contain reflections on aspects of the course that I view as unusual or controversial. Where possible I have included artefacts to illustrate each aspect.

  • Commenting on the documented content of the course
  • The use of voting handsets to increase engagement in lectures.
  • The laboratory examination. A unique, yet worthwhile, format for a laboratory examination.
  • The written examinations. An explanation (justification?) for using this oft-pilloried form of assessment.
  • Continuous assessment. We don't have any. Right or wrong?
  • Overcoming blocks. Student learners can become blocked so easily during the learning process. How effectively can a course assist a student to keep moving forwards

Outcomes

This section gives an idea of the ongoing effect of the Disciplinary Commons project and the construction of this portfolio on my thinking.The first page outlines the rationale and structure for the proposed new version of the course documented here. It addresses the learning design of the course, not the content. The document has very much been derived out of the Disciplinary Commons experience - taking the best of all worlds and incorporating elements of them into this new design. The second page contains my own thoughts on the process.