Remodelling computer science education to develop metacognitive adult learners

MacKinnon, Lachlan and Bacon, Liz (2011) Remodelling computer science education to develop metacognitive adult learners. In: ALT-C 2011 18th International Conference (Association for Learning Technology), 6-8 September, 2011, University of Leeds, UK.

Abstract

We expect our academic models to produce graduates who are adult in their approach to learning, with a constructed mental model of their own knowledge, and who are metacognitive in considering their learning and future development. However, evidence from our national statistics and employer feedback indicates this is not the case for all but the best students. Employers, in particular, are indicating that graduates are not continuing to develop their skills, take on new learning, or re-skill to move into new technologies, resulting in a growing skills gap in computing and IT [1], [2]. We would argue that our existing 19th century pedagogical model is at fault and that the primary goal of a higher education system should be to produce graduates who are metacognitive and able to carry forward their skills into lifelong learning, necessary to meet the demands of a rapidly changing and evolving knowledge economy. In order to do this effectively, we argue a need to change the educational model and to move to an andragogic or heutagogic approach, engaging with students as adults in charge of their own learning and at the centre of the learning experience, and acting as clients to a professional service offered by academic tutors. We would wish to free up resources for the learning and assessment process, by using appropriately designed learning objects in a monitored digital environment to provide evidence of student activity and progress, and giving the student control of the process through the production of an active portfolio and CV [3]. Evidence of student learning can be provided by a combination of monitoring information and verified on-line assessment, with appropriate controls in place to deal with plagiarism, personation and other forms of cheating. If we can free resources from traditional lecture and tutorial models, to support more interactive, student-led activities, and use current learning and communications technologies to support this, we can permit greater personalisation of the learning experience and wider choice for students. Building systems to support this approach will permit academic focus on intellectual and metacognitive development of students, and better prepare students for lifelong learning.

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