ICT Education: 50th Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2021, Johannesburg, South Africa, July 16, 2021, ... in Computer and Information Science)

This book constitutes the refereed proceedings of the 50th Annual Conference of the Southern African Computer Lecturers' Association on ICT Education, SACLA 2021, held in Johannesburg, South Africa in July 2021. The 9 revised full papers presented were carefully reviewed and selected fromthe 23 submissions. One invited paper was also included in this volume. The papers are organized in following topical sections: ​past, present and future; teaching innovation; teaching methods and strategies. Preface Organization Contents Past, Present and Future The 50 Year History of SACLA and Computer Science Departments in South Africa 1 South African Computer Science Departments 2 SACLA First Meetings 3 CSLA News Publications 1982 and 1983 4 TECLA and HEICTA 5 SACLA Hosting Universities 1980 to Present 6 SACLA Paper Review Process, Publications and Conference Themes 7 SAICSIT and SACLA 8 The Social Side of SACLA 9 Future of SACLA References Teaching Innovation Minimising Tertiary Inter-group Connectedness Over Successive Rounds 1 Introduction 2 Rocking the Boat (RTB) 2.1 Theory 2.2 Participation Levels 2.3 Group Allocations 2.4 Application 2.5 2021 Group Allocation Requirements 3 Allocating Groups 3.1 Automation 3.2 Inter-group Connectedness 4 Genetic Algorithms 4.1 Representation 4.2 Crossover and Mutation Operators 4.3 Selection 4.4 Termination 4.5 Fitness Function 5 Application of a GA for Inter-group Connectedness 5.1 Data Overview 5.2 Methodology 5.3 Mock Data Example 6 Future Work 7 Conclusion References Teaching in a Time of Uncertainty – A Practical Guide 1 Introduction 2 Setting Up the LMS 3 Getting the Class Moving 3.1 Discussions 3.2 Group Work 3.3 Ethics 3.4 Testing and Assessment 4 In Conclusion References Utilizing Computational Thinking in Programming to Reduce Academic Dishonesty and Promote Decolonisation 1 Introduction 2 Conceptual Framework 2.1 Computational Thinking and Programming 2.2 A Problem-Solving Learning Environment (PSLE) 2.3 Decolonisation of the Programming Curriculum 2.4 Academic Dishonesty in Programming 3 Research Design 4 Action Research 4.1 Diagnosis 4.2 Action Planning and Action Taking 4.3 Evaluating and Specifying Learning 5 Results and Discussion 5.1 Quantitative Results 5.2 Qualitative Results – “Likes” 5.3 Qualitative Results – “Dislikes” 5.4 Reflection 6 Conclusion References Project-Based Learning Guidelines for IT Higher Education 1 Introduction 2 PBL Overview 3 Applications of PBL in IT Higher Education 4 Reflective Practice in PBL 5 Guidelines for PBL in IT Higher Education 5.1 Reasoning and Reflection 5.2 Requirements 5.3 Design and Scheduling 5.4 Guidance and Scaffolding 5.5 Monitoring and Management 5.6 Assessment 6 Conclusion References Teaching Methods and Strategies Mapping Computational Thinking Skills to the South African Secondary School Mathematics Curriculum 1 Introduction 2 Computational Thinking in the Context of STEM 3 Definition of CT Skills Applied in This Research 4 Mapping of CT Skills to the South African Mathematics Curriculum 4.1 Functions 4.2 Algebra 4.3 Differential Calculus 4.4 Euclidean Geometry 5 Conclusion and Future Work References Common Code Writing Errors Made by Novice Programmers: Implications for the Teaching of Introductory Programming 1 Introduction 2 Background 2.1 Common Programming Error Categories 2.2 Strategies Utilized in the Identification of Common Programming Errors 3 Method 4 Results and Discussion 4.1 Common Programming Errors Made by Novices 4.2 Changes in Common Errors During an Academic Term 5 Conclusion and Recommendation References Ten Years in the Trenches of a Doubtful Science: An Autoethnographic Investigation of Five Challenges of Teaching in Information Systems 1 Introduction 2 Method 2.1 Autoethnography as Method 2.2 Autoethnography Studies of Teaching in Higher Education 2.3 Research Process 3 Theoretical Points of Departure 4 Challenges 4.1 Challenge 1: Navigating Conceptual Ambiguity 4.2 Challenge 2: Teaching for a Wide Range of Roles 4.3 Challenge 3: Demystifying the Social Issues in IS 4.4 Challenge 4: Teaching Soft Skills 4.5 Challenge 5: Bridging the Research-Teaching Gap 5 Discussion References Mapping the Problem-Solving Strategies of Novice Programmers to Polya’s Framework: SWOT Analysis as a Bottleneck Identification Tool 1 Introduction 2 Theoretical Framework 2.1 Understand the Problem 2.2 Devise a Plan 2.3 Carry Out the Plan 2.4 Evaluate the Effectiveness of the Plan 3 Research Methods 3.1 Design 3.2 Data Collection 3.3 Data Analysis 4 Results and Interpretation 4.1 Understand the Problem 4.2 Devise a Plan 4.3 Carry Out the Plan 4.4 Evaluate a Solution 5 SWOT Analysis 6 Bottleneck Identification 7 Conclusions and Future Work Appendix References Understanding the Significance of Enterprise Resource Planning Education in Zambia: A Case of an ERP Short Course at University of Zambia 1 Introduction 2 Literature Review 3 Case Description 4 Method 5 Findings and Discussion 5.1 Benefits of ERP Education to Students 5.2 Industry Constraints 5.3 Course Constraints 5.4 Student Constraints 6 Thematic Networks 7 Conclusion References Author Index