Computer science as a field requires curricular guidance, as new innovations are filtered into teaching its knowledge areas at a rapid pace. Furthermore, another trend is the growing number of students with different cultural backgrounds. These developments require taking into account both the differences in learning styles and teaching methods in practice in the development of curricular knowledge areas. In this paper, an intensive collaborative teaching concept, Code Camp, is utilized to illustrate the effect of learning styles on the success of a course. Code Camp teaching concept promotes collaborative learning and multiple skills and knowledge in a single course context. The results indicate that Code Camp as a concept is well liked, increases motivation to learn and is suitable for both intuitive and reflective learners. Furthermore, it appears to provide interesting creative challenges and pushes students to collaborate and work as a team. In particular, the concept also promotes intuition.
Since the release of the Information Literacy Competency Standards for Higher Education,1 academic libraries have implemented a wide range of initiatives and programs. Formats range from traditional library instruction that integrates information literacy concepts in “one shot” sessions to credit-bearing courses that are librarian led and offer course or discipline specific instruction. Delivery modes also range from face-to-face to online instruction. Increasingly, student assessment and indicators related to program impact have become the focus of ongoing discussions. Guidelines such as the Association of College and Research Libraries (ACRL) Standards for Libraries in Higher Education,2 Guidelines for Instruction Programs in Academic Libraries3 and The Value of Academic Libraries: A Comprehensive Research Review and Report4 offer direction related to student assessment and defining program impacts. These documents also reflect a recognition that information literacy and library instruction programs are varied in response to institutional needs
OVERVIEW: Driving innovation—particularly disruptive innovation—demands that companies possess a deep understanding
of the nonobvious problems that will need to be solved in the future. Gaining this understanding requires that companies scan
their external environment, identify trends, and then envision future problem states from the perspective of end users or customers.
Such an outside-in view is difficult for successful incumbent firms that already possess a dominant logic about their
markets and competitive drivers. Strategic roadmapping provides the means to help companies develop this outside-in view
and challenge their current competitive perspectives. Here we present a 10-step methodology for strategic roadmapping and
show how one group at Intel was able to use this process to envision the future of its business in new ways.