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A new classification system for computing education papers is presented and applied to every computing education paper published between January 2004 and January 2007 at the two premier computing education conferences in Australia and New Zealand. We find that while simple reports outnumber other types of paper, a healthy proportion of papers address and answer a research question. We find that more papers deal with programming courses than with other courses, and that more than half of all publications are situated in single subjects. To the extent that differing circumstances permit, we compare our results with those of an earlier study of the SIGCSE conference, and find that the Australasian publications include fewer simple reports and more papers describing analysis and experiment. We note a reasonable number of publications on multi-institutional work, which we interpret as evidence of a sense of computing education community within Australia and New Zealand. [ABSTRACT FROM AUTHOR]

In this paper, we are interested in the notion of multiple ways of thinking, knowing and transforming life, namely an increasing capacity to intervene in "life" as a "molecular biopolitics," and the changing ways in which "life" can be understood computationally. We identify and speculate on the ways different ideas of life, drawing from humanities, social, life and computing sciences, may impact the ways we think about and know education policy. We focus on key aspects of education policy around self-responsibilisation and choice, new forms of network governance and the move to education data science. The paper examines what is required to understand how advancements in the life and computing sciences may be implemented within educational institutions and organisations, and what political and ethical issues might pertain to the challenges these new advancements bring to educational institutions.

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including "powerful knowledge" as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its "powerful knowledge". Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.

Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At EDUsummIT 2015 it was argued that the major rationales for including computer science as a subject in the K-12 curriculum are economic, social and cultural. The paper explores these three rationales and also a beneficence matrix to assist curriculum designers. It also argues computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools. The paper concludes by looking at some of the key questions to be considered when implementing computer science in the school curriculum, and at ways its role might change in the future.

The demand for graduates with exposure in Cloud Computing is on the rise. For many educational institutions, the challenge is to decide on how to incorporate appropriate cloud-based technologies into their curricula. In this paper, we describe our design and experiences of integrating Cloud Computing components into seven third/fourth-year undergraduate-level information system, computer science, and general science courses that are related to large-scale data processing and analysis at the University of Queensland, Australia. For each course, we aimed at finding the best-available and cost-effective cloud technologies that fit well in the existing curriculum. The cloud related technologies discussed in this paper include open-source distributed computing tools such as Hadoop, Mahout, and Hive, as well as cloud services such as Windows Azure and Amazon Elastic Computing Cloud (EC2). We anticipate that our experiences will prove useful and of interest to fellow academics wanting to introduce Cloud Computing modules to existing courses. (Contains 3 tables and 11 figures.)

This study aims to analyse the work done in the field of Night Vision Robots using IR and Object Detection from 2011 to 2021, using the bibliometric methods. This paper presents a Scopus database review on "Night Vision Bot using Dynamic IR and Object Detection". The necessity for doing this bibliometric survey is that to know how the technology in the field of mobile robotics and night vision, as well as to object detection, has evolved over the years. This paper shows the importance of Night Vision Robot from the year 2011 and continued up to 2021 April. The database analysis for the robot is done through Scopus and VOSviewer Version 1.6.16. Through this database survey, it is revealed that the maximum number of publications are Conference Paper and most of them are from the field of Engineering and Computer Science, India has the greatest number of publications followed by China. Methods: The Scopus database was used to obtain the articles for the above topic. The research papers were considered from the year 2011 to 2021. The Scopus analyzer can be used for the analysis of the database with different categories like Source, Subject Area, Country, etc. The analysis such as co-authorship, co-occurrences, citation analysis etc. is done by using VOSviewer Version 1.6.16. Results: In the study, a total of 69 articles on Night Vision Robot were obtained between the years 2011 and 2021. The statistical analysis and network analysis shows that the maximum number of papers were published in the year 2020. India is the highest contributor followed by China and Australia. Conclusion: The outcome of the Scopus database is 69 articles with the English Language having the largest number of articles. The Statistic Analysis helps to understand the potential of topic. It is done for Authors, Documents, Country, affiliations, funding sponsors. The Network Analysis indicates the interconnections between different parameters such as Coauthor, sources. It indicates that this is a new concept, and the research has been done mostly in the last year, so there is lot of future potential and scope for development. [ABSTRACT FROM AUTHOR]

Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by employers. While previous researches have outlined the salient skills that need to be embedded in graduate education, to date no studies have attempted to methodically identify and synthesize the literature on graduate attributes. In this paper a total of 39 relevant studies on graduate skills and attributes in the subject areas of business and management, accounting, and computer science were extracted from Scopus® (database). This revealed a total of 53 graduate attributes, with some being highly used, such as communication, teamwork, problem solving, technological skills, creativity, interpersonal skills, leadership skills, self-management and flexibility/adaptability. The majority of studies used a quantitative survey method to collect and rank graduate attributes, and Australia emerged as the most active country in researching the domain.