Contemporary database topics: learning by teaching

Leslie D. Ball, Petra Leimich

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

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    Abstract

    Passive learning is generally believed to be ineffectual in that it leads to a generally impoverished student experience manifested by poor attendance, engagement and motivation alike. A shift towards a more pro-active learning experience was therefore the main motivator for the proposed method outlined in this paper. The method adopted was applied to a single module for a cohort of postgraduate, mainly international students. In our method, each student is charged with delivering a specialist database topic as part of an allocated group. They self-organise their group into two sub-groups for lecture and tutorial delivery respectively. Staff support the process by delivering the teaching in the first half of the module. The second, student-led phase is staff-supported using preparatory meetings to discuss content and presentation issues prior to delivery. Feedback overall indicates that the method is effective, particularly in confidence building. We believe that the latter more than compensates for the one or two concerns raised about the quality of information being received. We conclude by discussing a number of changes based on two years’ experience and student feedback.
    Original languageEnglish
    Title of host publicationProceedings of Teaching, Learning and Assessment of Databases (TLAD 08)
    Place of PublicationNewtownabbey
    PublisherHigher Education Academy
    Number of pages7
    Publication statusPublished - 2008
    Event6th International Workshop on Teaching, Learning and Assessment of Databases - Cardiff University, Cardiff, United Kingdom
    Duration: 10 Jul 200810 Jul 2008
    Conference number: 6

    Workshop

    Workshop6th International Workshop on Teaching, Learning and Assessment of Databases
    Abbreviated titleTLAD 2008
    Country/TerritoryUnited Kingdom
    CityCardiff
    Period10/07/0810/07/08

    Keywords

    • Teaching paradigms
    • Active learning
    • Assessment
    • International students

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