Northampton courses Top 20 for Computing

In the recently released Guardian League tables (http://www.theguardian.com/education/ng-interactive/2016/may/23/university-league-tables-2017#S220) the Computing Course at the University of Northampton are in the Top 20 in the UK.

In the top 10 (out of 102) for Satisfied With Teaching

In the top 5 (out of 102) for Satisfied with the Course 

If you'd like to find out more about Computing at the University of Northampton go to: www.computing.northampton.ac.uk. All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Student perceptions of different assessment modes in computer programming courses

Student perceptions of different assessment modes in computer programming courses

Suraj Ajit

Assessment in HE Conference, Birmingham, UK, 23-24 June 2015

Abstract

Assessment is a process of measuring the extent to which students have fulfilled the expected learning outcomes for a course/module. There are many assessment strategies adopted by universities across the world for computer programming. They include written examination (closed book, open book), lab examination, multiple-choice/short-answer exams (paper or computer based), course work (or assignments) and oral examination. Again, the format, level and types of questions asked vary across universities. Assessment can take many forms, and it can be argued that the greater the diversity in the methods of assessment, the fairer, assessment is to students (Race 2007). The most effective form of assessment is one that appropriately examines the learning outcomes of the module. Assessment methods are also known to play an important role in how students learn (Brown 2004). The traditional assessment approach, in which one single written examination counts towards a student's total score, no longer meets new demands of programming language education (Wang, Li et al. 2012). Because computer programming is problem-solving oriented and very practical, the assessment of programming learning performance is challenging. The conventional assessment is not easy to be adapted to various new developments in computer programming education. This paper reports on the experience of adopting several assessment methods across programming modules for computing courses at the University of Northampton. In order to evaluate the assessment strategies from the students' perspective, a survey questionnaire was developed and distributed among a selected sample of final year computing course students. The paper discusses the results obtained from this survey. In particular, the paper compares the obtained results with that of other research performed in the same discipline as well as other disciplines. The key research questions the paper attempts to address are as follows:

1. What is the most effective assessment method for programming modules from a students' point of view?

2. How do student perceptions of computing (programming) assessments compare with that of other disciplines? Is programming any different?

3. How do the student performances relate to their perceptions of the assessment methods?

Citation:

Ajit, S. (2015) Student perceptions of different assessment modes in computer programming courses. Other presented to:Assessment in HE Conference, Birmingham, UK, 24-25 June 2015.


All views and opinions are the author's and do not necessarily reflected those of any organisation they are associated with

Investigation and Development of a Networking and Cyber Security Lab

Investigation and Development of a Networking and Cyber Security Lab

Fungai P. Mundoma

Abstract

The world we live in today is centered around computer networks and the internet and until recently, the security vulnerabilities online have not been fully addressed. This project is based on raising the awareness of networking and cyber-security by designing a course structure for this subject as there is a predicted shortage of professionals in this area. Firstly, an investigation was carried out on the existing networks and current trends of cyber- security to get an in depth understanding of how these networks are exploited. The second step was to design a 24 week course structure that would address issues identified in the investigation and ensure students can understand and prevent network exploitation from online attackers. A website has been developed to contain all the study material for students which includes videos and practice questions for better understanding.

An isolated Local Area Network was created in room NW202 as a testing lab for students to practice the material listed in the course. The network was created using a Cisco 2960 series switch and a Cisco ASA 5510 series working as a router and firewall. The firewall implementation was carried out on two different platforms, with the first one being a software firewall used on a virtual network environment and the second one being a hardware firewall implemented in the University lab. A network intrusion detection system has been implemented to demonstrate the importance of enhanced security measures on the network by enabling the detection and monitoring of suspicious network traffic. Another network security measure implemented was the use of a virtual private network (VPN) for users to access internal network services from outside that network but through and approved secure tunnel.

The final part of the project involves performing penetration tests to the LAN. This would uncover any vulnerabilities of the network that could be open and available for exploitation. A step by step procedure has been laid out for students to understand the use and benefits of carrying out penetration test to protect their networks. 

The University of Northampton's, Department of Computing and Immersive Technologies offers five courses within the MSc Computing postgraduate provision (shown below) all available either part-time or full-time. 

• MSc Computing
• MSc Computing (Internet Technology and Security)
• MSc Computing (Computer Networks Engineering)
• MSc Computing (Software Engineering)
• MSc Computing (Immersive Technologies)

Computer Games University of Northampton

taken from Develop Magazine: http://www.develop-online.net/business-spotlights/training-spotlight-university-of-northampton/0117744

The University of Northampton is relatively new to games education, but already it has attracted support from the likes of Crytek and Jagex.

The institution’s course in games programming (BSc/HND Computer Games Development) opened September 2012, and a new course in games art (BA Games Art) is due to begin this September.

“What makes these courses unique from other institutions is that they each have a joint element of group projects, where artists and programmers work together to make games, from the concept idea through to release,” subject leader Martyn Simmons explains.

“Team work is so important in this industry and this gives our students the opportunity to work with others with different skills sets.”

To read more go to: http://www.develop-online.net/business-spotlights/training-spotlight-university-of-northampton/0117744

CEISE2011 paper: Green Computer Science Courses! We’re going mobile!

An abstract from the 7th China – Europe International Symposium on Software Industry Orientated Education to be held 23-24th May 2011 at School of Science and Technology, University of Northampton, UK. For more details can be found at this link.



Green Computer Science Courses! We’re going mobile!

Gary Hill, Espen Svennevik, Scott Turner
Division of Computing and Immersive Technologies, University of Northampton, UK


Abstract




Traditionally computer sciences courses have been taught using laboratories full of expensive desktop computers. This approach may have been valid in the 80, 90’s and even the early part of this decade. This paper suggests that buying; maintaining and replacing laboratories full of computers are no longer a requirement. This paper raises the issues associated with such a ‘bold’ step, but offers potential solutions that, in some cases, may make Computer Science courses at such ‘brave’ institutions more appealing.


Proceedings can be found at: http://www.web-sustainablity.net/conference/GreenConferenceBook.pdf

Games Courses in Northampton

The School of Science and Technology and the School of the Arts have collaborated to produce three new games courses.

• ·         BSc (Hons) Creative Games Development 
• ·         BSc (Hons)  Computer Games Development
• ·         HND Computer Games Development

The programmes are due to commence in September 2012. 

BSc (Hons)/HND  Computer Games Development



The programme is designed to meet the need for the computing professional and thus has a high degree of vocational relevance.   


It aims: 

•  To provide an up to date programme in the field of computer games development; relevant and responsive to the needs of industry and commerce; 
•  To develop the student’s interpersonal and problem solving skills, together with the ability to undertake sustained academic activity both independently and in groups;  
•  To inform students of current best practice within the institution's developing computer games development field and give an appreciation of likely future developments 
•  Understand the requirements of appropriate computer games development professional institutions and the importance of continuing professional development. 
• To provide an in-depth knowledge of software and hardware aspects involved in contemporary computer systems engineering;  
• To equip students with skills and knowledge to enable them to embark on a range of careers, in the field of computer games development, or allied professions. Also to provide appropriate lifelong skills and the ability to cope with change.