They had also learnt the basics of some Computer Science topics, mainly program correctness and efficiency, and a simplified assembly language. After six contact hours per week for two semesters, the students had mastered Pascal to the extent of being able to write small programs. Introduction First year Computer Science at the University of Sydney used to be a fairly standard mixture of lectures and closed laboratories. It presents the rationale for the new course, a description of a successful trial undertaken in 1996, an analysis of the outcomes which compares the trial group to another group taught using a conventional lecture-based approach, and a few remarks on the first full implementation in 1997. This paper describes the trial of a radically new first year Computer Science course using problem-based learning. We also discuss some of our approaches to the commonly acknowledged challenges of PBL teaching. We conclude with a summary of our experience over three years of PBL teaching and discuss some of the pragmatic issues of introducing the radical change in teaching, maintaining staff support and continuing refinement of our PBL teaching. This has two parts:assessment of a trial, with a three-year longitudinal follow up of the students reports of student learning improvements after we had become experienced with full implementation of PBL. The paper reports our evaluations of the approach. ![]() We then outline our course design, showing how we have created Problem-Based Learning courses. We discuss the particular problems we were keen to overcome: the pure technical focus of many courses the problems of individual learning and the need to establish foundations in a range of the areas which are important for computer science gradu-ates. This paper describes some of these challenges and how we have designed Problem-Based Learning (PBL) courses to address them. The foundation courses in Computer Science pose particular challenges for teacher and learner alike. We present here a perspective on software/hardware relationship, aviation system certification, role of software engineering education, and future directions in computing. ![]() ![]() This survey paper focuses on exploring the commonalities between building software and building hardware in an attempt to establish a new framework for rejuvenating computing education, specifically software engineering for dependable systems. The gap between science and engineering approaches is clearly visible in engineering education. Modern embedded systems include both viewpoints: microprocessors running software and programmable electronic hardware created with an extensive use of software. a major problem that the computing profession faces is the lack of a universal approach to unite the dissimilar viewpoints presented by computer science, with its discrete and mathematical underpinnings, and by computer engineering, which focuses on building real systems and considering spatial and material constraints of space, energy, and time. Combinations of even minor hardware or software defects in a complex system may lead to violation of safety with or even without evident system failure. Embedded software and dedicated hardware are vital elements of the modern world, from personal electronics to transportation, from communication to aerospace, from military to gaming, from medical systems to banking.
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