Keynotes and Speakers for ITx Rutherford
Capable NZ, Otago Polytechnic
Education design through constructive alignment places importance on the links between a professional framework of practice, graduate profiles, learning outcomes, and assessments.
But in post-graduate professional practice computing education involving practicing IT professionals, the professional framework of practice is often complex, dynamic, and unique to each learner. The literature describes understandings of professional identity but there is little research into the professional identities of computing professionals and less on the development of these through computing education journeys.
In this paper, we take an auto-ethnographic action research approach to examine the evolution of an experienced IT practitioner (first author) as he undertakes a Masters of Professional Practice. We describe the professional identity of the author at seven stages through the learning journey and show an evolution of how this identity provides more than just support for the learning journey, to a great extent it is the journey. We expect this work to be of interest to those teaching in computing education, particularly those developing graduate programmes, and to those interested in furthering understanding of what it means to be a computing professional.
In order for education to support the future of work, we need an innovation system that provides for flexibility and responsiveness in the development of new approaches to education. But there is no agreed formula for innovation processes applied to education. The literature describes models of innovation developed for business - new product development, organisational change and new business models - but it is not known how these models apply to an education environment that mixes educational imperatives into innovation processes.
In this paper we examine a model of innovation in the light of existing innovations within computer science education. We describe a series of innovations ranging from small scale changes to teaching and assessment, through different ways of interfacing with the industry and community, to wholly different approaches to pedagogy. These innovations we treat as post-hoc design provocations to explore the applicability of the innovation model and use these to posit a new model of educational innovation.
We expect this new model to inform decision makers concerned with ensuring that the design of education landscapes continue to deliver education for the future of work.
Panel talk and Q&A about the changing face of work in the next 10-15 years as a result of advances in adoption of technology.