Using an Iterative Process to Transform a Theoretical Unit
Faced with a theoretical computing unit with a poor reputation, the author used a process of iterative improvement to address the main concerns. Armed with the informal concept of Caesar theory – bread and circuses – changes were applied across two years and have turned student attitude to the unit...
| Main Author: | |
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| Format: | Conference Paper |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://openjournals.library.sydney.edu.au/index.php/IISME/issue/view/729 http://hdl.handle.net/20.500.11937/75343 |
| _version_ | 1848763470934179840 |
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| author | Herrmann, Johannes |
| author_facet | Herrmann, Johannes |
| author_sort | Herrmann, Johannes |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Faced with a theoretical computing unit with a poor reputation, the author used a process of iterative improvement to address the main concerns. Armed with the informal concept of Caesar theory – bread and circuses – changes were applied across two years and have turned student attitude to the unit around. This paper discusses the iterative process used and the challenges that were faced and (at least partially) overcome. While the process is ongoing, both anecdotal and formal feedback points to a noticeable improvement in student satisfaction without a reduction in the teaching standards. |
| first_indexed | 2025-11-14T11:03:59Z |
| format | Conference Paper |
| id | curtin-20.500.11937-75343 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:03:59Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-753432019-05-01T01:26:40Z Using an Iterative Process to Transform a Theoretical Unit Herrmann, Johannes computing, theory, flipped classroom, focused assessment, motivation Faced with a theoretical computing unit with a poor reputation, the author used a process of iterative improvement to address the main concerns. Armed with the informal concept of Caesar theory – bread and circuses – changes were applied across two years and have turned student attitude to the unit around. This paper discusses the iterative process used and the challenges that were faced and (at least partially) overcome. While the process is ongoing, both anecdotal and formal feedback points to a noticeable improvement in student satisfaction without a reduction in the teaching standards. 2015 Conference Paper http://hdl.handle.net/20.500.11937/75343 https://openjournals.library.sydney.edu.au/index.php/IISME/issue/view/729 unknown |
| spellingShingle | computing, theory, flipped classroom, focused assessment, motivation Herrmann, Johannes Using an Iterative Process to Transform a Theoretical Unit |
| title | Using an Iterative Process to Transform a Theoretical Unit |
| title_full | Using an Iterative Process to Transform a Theoretical Unit |
| title_fullStr | Using an Iterative Process to Transform a Theoretical Unit |
| title_full_unstemmed | Using an Iterative Process to Transform a Theoretical Unit |
| title_short | Using an Iterative Process to Transform a Theoretical Unit |
| title_sort | using an iterative process to transform a theoretical unit |
| topic | computing, theory, flipped classroom, focused assessment, motivation |
| url | https://openjournals.library.sydney.edu.au/index.php/IISME/issue/view/729 http://hdl.handle.net/20.500.11937/75343 |