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Teaching Innovation for the 21st Century | Showcasing UJ Teaching and Learning 2021
such devices. As an example, an empty CD spindle was used to represent the first-generation Amazon Echo smart speaker. While online, I was unhindered by such restrictions and thus able to ‘work’ with a wider range of devices that I could show photographs of instead. Another possible solution that could be explored is the use of 3D printed models to serve as props in a physical search and seizure setting.
Looking ahead and lessons learnt
With a physical return to campus, it is anticipated that Computer Forensics students will once again be able to wander through the APK campus in search of clues that bring them closer to the eventual conclusion at the end of the semester. This signals the return of a geocaching component although class-size numbers may mean we will continue to be limited to a virtual search and seizure if venue capacity rules remain in place. Regardless of what restrictions are in force, the idea is that future offerings should take a look at how the best of both worlds can be incorporated.
But will this continued story approach work for other
modules?
As a lifelong fan of detective novels, I have found the Computer Forensics module the natural choice as a starting point for me to work in my changes. As I have grown more comfortable with introducing changes and have been rewarded with positive feedback from students, I have also introduced the semester-long story in my third-year software engineering module.
In this module, the students are new hires at a software development company, tasked with working on multiple projects for different clients each assessment. While I am hesitant to announce that this is also seeing advantages, the ongoing story is allowing students to benefit from working with prior ‘institutional’ knowledge when providing motivations to support their answers. Given that the module is about learning to make informed decisions based on previous experiences, this approach where each assessment has links to the previous assessments would allow students to exercise the practice.
Admittedly, marking the final assessments in the module proved a bit more challenging, as students may justify their answers based on events that took place in an earlier semester test. However, this reflects a more real-world approach and is consistent with my students ‘learning to be’ software engineers.
Final words
As we (cautiously) jog along towards our new normal of teaching and learning in 2022, I will be on the lookout for new ideas on how to leverage technology meaningfully into my classrooms so that my students can continue to stay curious and keep their place on the centre stage.