Hao Shi

School of Engineering and Science, Victoria University, Melbourne, Australia

hao.shi@vu.edu.au

ABSTRACT
Software Development is a core second-year course currently offered to undergraduate students at
Victoria University at its five local and international campuses. The project aims to redesign the existing
course curriculum to support student-centred teaching and learning. It is intended to provide a learning
context in which learners can reflect on new material, discuss their tentative understandings with others,
actively search for new information, develop skills in communication and collaboration, and build
conceptual connections to their existing knowledge base. The key feature of the cross-campus curriculum
innovation is the use of Blackboard, short for Blackboard Learning System, to assist in course content
organization and online delivery. A well-defined and integrated case study is used throughout the course
to provide realistic practical experience of software development. It allows students to take control of
their own learning while at the same time providing support to those students who have particular
learning difficulties. In this paper, the developed curriculum and the learning outcome are described. The
e-Learning material and various Blackboard tools used for teaching and learning activities are
presented. Finally, conclusion is drawn from classroom experience.

KEYWORDS
e-Learning, curriculum, student-centred, Learning Management System (LMS), Blackboard, software
development, and course design

1. INTRODUCTION
In the past, the format of that course followed the information transmission mode, where the
lecturer developed a set of lecture notes some of which were available for downloading from a
web-page in essentially a one-way transmission from the lecturer to the student. The course was
premised on the notion that information equates to knowledge and that providing information
equates to teaching. No real consideration was given to different learning modalities of students
or to the provision of materials to support students who experienced difficulties with their
studies.

Student-centred teaching methods shift the focus of activity from the teacher to the learners [1].
It has changed “one size fits all” approach that offers “equal” services to all students regardless
their learning abilities and skills [2]. This paradigm shift has been taking place in higher
education over the last two decades [3] associated with adoption of student-centred teaching
model based on the constructivist theory of learning [4].

The student-centred has made a wide implication in all the disciplines since it is increasingly
being encouraged in higher education. For example, in Mathematics education, a student-
assisted teaching, or peer teaching becomes common in first year mathematics courses where
advanced students are recruited to be peer teachers or peer tutors for less advanced students [5].
Outcomes of student-assisted teaching are that the students learn, retain more and are more
satisfied with their education [6]. The study on student-centred learning in an Advanced Social
Work Practice Course through mixed methods [7] suggests that development of advanced

10.5121/ijmit.2010.2202
practice skills enhances student learning and students appreciates the cooperative learning
approach, finds assessment meaningful, and learning authentic. A student-centred approach is
used in the MBA (Master of Business Administration) leadership classroom [8], which has
successfully demonstrated that students are easy to develop new leadership behaviour [9]. In
Information Systems education, a twelve-step template-based approach to developing student-
centred teaching and assessment strategies [3] has been approved to be practically useful.
Authentic assessment allows students to demonstrate skills and competencies that realistically
represent problems and situations likely in their daily work life. All the above approaches to the
construction of educational activities provide greater student learning and a more authentic
assessment.

It is no doubt that student-centred teaching and learning leads to increased learning [9] although
approaches in different disciplines towards the student-centred teaching and learning are
various. The student-centred methods have repeatedly been shown to be superior to the
traditional teacher-centred approach [10]. In this paper, it aims to design the eLearning materials
in order to make it student-centred learning, and to place responsibility for the control of
learning in the hands of the student. A well-defined and integrated case study is used throughout
the course to provide realistic practical experience of software development in the real world.

2. BACKGROUND
Software Development is a core 2nd year course currently offered to both undergraduate and, in
a modified form, postgraduate students at local, offshore, and international campuses within
Victoria University. The proposed project aims to redesign the curriculum in order to make it
student-centred learning, and to place responsibility for the control of learning in the hands of
the student. The redesign represents a transition from a passive model of learning to a
constructivist model; one that involves the active participation of the student in the learning
process. Apart from the students’ ability to control both the pace and the pathways of learning,
the proposed model involves the student in active learning and collaboration. The
encouragement of active and collaborative learning, and the development of a learning
environment that is sensitive to learner needs, and that links all these elements in a coherent,
meaningful, and helpful way for the students.

At the basis of this approach is a deep-seated respect for the integrity and ability of the student,
and the development of skills and values that are relevant to the work place. In addition, because
the approach encourages students to take responsibility for their own learning, students are
better prepared for a future in which lifelong-learning is the norm.

The key feature of the cross-campus curriculum innovation is the use of Blackboard in mixed
mode to assist in course content organization and online delivery. Discussion lists and email
supplement group work and knowledge discovery. It is intended to carry out an effective and
significant development to transformation of the learning environment within a short period.

3. CURRICULUM DEVELOPMENT
The curriculum of Software Development is developed according to the key elements of a
curriculum: aims, teaching methods, assessment processes, and learning outcomes [11 and 12]
as shown in Figure 1. The objectives of the course are to encourage students to use the Internet,
understand the user requirements for software development, and appreciate the changing
concepts of software design. The adopted approach can be described as a top-down approach
because the intent of the planned change is to re-conceptualize the whole design of the
curriculum.

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The learning outcomes of the course can be summarized as empowering students with the
ability:

to apply an Object Oriented development methodology

to design software applications that involve relational database and a high level
processing language;
to understand and implement rapid application development concepts and technologies;
to develop efficiency and effectiveness in problem-solving;
to work collaboratively and cooperatively in a team environment;
to articulate a vision for learning and manage their own learning process;
to develop appropriate professional and ethical judgments in the conduct of their work;
to appreciate social and cultural diversity.

The teaching methods and assessment are designed to support the achievement of these learning
outcomes. In particular, the redesign of the curriculum has incorporated an approach to teaching
and learning that explores theoretical concepts in the context of the solution of a real world
problem.

Figure 1. The curriculum of Software Development

4. DEVELOPING E-LEARNING MATERIALS

The key features of the cross-campus curriculum innovation is the use of Blackboard to
facilitate course content organization and delivery in order to assist students in understanding
the rapid development technologies/concepts for software design using a state of the art
programming language. Blackboard is used in mixed mode to complement face-to-face teaching
and to encourage students to use the Internet and understand the user requirements for software
development. It enables the provision of links and facilities that aid the learning of national and
international students with diverse backgrounds.

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Blackboard is also used to integrate the learning activities of the course. Blackboard tools, such
as Syllabus, Course Content, Calendar, Self Test, Quiz and Assignments, are used to support
different e-Learning activities as listed in Table 1.

Table 1 Blackboard tools and student activities

Tool How this tool is used Student Learning activities

Syllabus It contains:
• lecturer information Students access the course information
• course aims and objectives and have a clear view of the course aim
• course requirements and objectives, milestones, weekly
• week-by-week program program, assessment and deadlines.
• textbooks Lecturer can schedule events
• assessment & deadlines interactively with the students.
• course policies
Content module Students are able to access the course
Lectures and tutorials are delivered face-
material online anytime and anywhere.
to-face but the teaching materials are
It facilitates diverse talents and ways of
available online.
learning.
Calendar This tool supports a global study plan for It helps students to plan their study,
the course, course resources and external meet the assessment deadlines and
URLs. finds the external online resources.
Self Test Self-test questions are available for each
It allows students to do self-evaluation,
learning module, which test the
self-review, and receive instant
knowledge and learning objectives for
feedback. It also provides timely
that module and provide immediate
feedback to the lecturer on student
feedback. The practice questions help
learning.
students to prepare for the quiz.
Quiz Quiz is scheduled during the laboratory
hour. Quiz uses multiple choice format
Quiz tool is used for formal assessment
so that the questions are automatically
at the end of each learning module.
marked and the feedback available to
the student immediately.
Drop Box It allows the lecturer to distribute
The assignments and final project are
course assignments/project to students
submitted via Blackboard at regular
and for students to submit their
intervals over the semester.
responses electronically.

The outcome can be summarized as follow:

(1) the development of a curriculum for SCM2313 Software Development that

utilizes the properties of Blackboard to deliver, monitor, foster, and enhance the
learning experiences of students;
contains a syllabus and set of online materials that is consistent and uniform across all
delivered campuses;
incorporates a collection of learning materials that form the basis for a flexible learning
alternative for both on-shore and off-shore students;
supports self-directed learning and
to encourages students to take an active approach to their learning;
fosters the development of team skills through cooperative and collaborative learning;
provides exposure to real world problems and engagement with real world solutions.

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 (2) a template for the curriculum development of a computing subject in flexible
learning mode, that can be utilized by staff of the School

Blackboard is used to integrate the learning activities of the course as illustrated in Figure 2 and
3. The materials support the learning of all students and encourage students to take
responsibility for their own learning. This transformation of the learning environment is made
feasible through the advent of technology like Blackboard, but it provides the impetus for a
complete restructure of the learning environment, and in the process address issues of resources
and educational responsibility that are crucial to the ongoing development of Victoria
University.

Figure 2. The homepage of Software Development Course

Figure 3. The Assignment Page of Software Development Course

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5. CONCLUSIONS
The project is an effective and significant development because it proposes the redesign of the
curriculum in order to make it student-centred learning, and to place responsibility for the
control of learning in the hands of the student. The redesign represents a transition from a
passive model of learning to a constructivist model. The proposed model encourages active and
collaborative learning and the development of a learning environment that is sensitive to learner
needs. Discussion lists and email supplement group work and knowledge discovery. The
project provides consistent and uniform learning materials across all the delivered
campuses. The e-Learning materials produced during the completion of the project form
the basis of a flexible learning alternative for both on-shore and off-shore students. Its
outcomes are applicable to other courses in the School. The project provides a template
for the curriculum development of a computing course in flexible learning mode that
can be utilized by staff of the School and the University.

ACKNOWLEDGEMENTS
The author would like to thank Dr. John Horwood for his support throughout implementation of
the project. This project is supported by the Curriculum Innovation Grant of Victoria
University.

REFERENCES
[1] Felder, R.M.(2010) “Student-Centered Teaching and Learning”,
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html, Viewed on 10
February, 2010.
[2] Paramythis, A. and Mühlbacher, J. R. (2008) “Towards New Approaches in Adaptive Support
for Collaborative E-Learning”. Proceedings of the Eleventh IASTED International Conference
on Computers and Advanced Technology in Education (CATE 2008), Crete, Greece.
[3] Saulnier, B. M., Landry J. P., Longenecker Jr H. E., and Wagner, T. A. (2008) “From Teaching
to Learning: Learner-Centered Teaching and Assessment in Information Systems Education”,
Journal of Information Systems Education, , Vol. 19 Issue 2, p169-174, Summer 2008.
[4] Dlab, M. H. and Hoi -Boži , N. (2009) “An Approach to Adaptivity and Collaboration Support
in a Web-Based Learning Environment”, iJET Vol 4: Special Issue: 3 “ICL2009”, pp. 28-30,
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[5] Alsardary S. and Blumberg, P. (2009) “Interactive, Learner-Centered Methods of Teaching
Mathematics.” Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies,
Vol. 19 Issue 4, pp. 401-416, Jul/Aug2009
[6] Johnson, A., Kimball,R., Melendez, B., Myers, L., Rhea, K. and Travis, B. (2009) “Breaking
with Tradition: Preparing Faculty to Teach in a Student-Centered or Problem-Solving
Environment”, Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies,
Vol. 19 Issue 2, p146-160, Mar/Apr2009.
[7] Abel, E. C. and Campbell, M. (2009) “Student-Centered Learning in an Advanced Social Work
Practice Course: Outcomes of a Mixed Methods Investigation”, Social Work Education, Vol. 28
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[8] Foster P. and Carboni. I. (2009) “Using Student-Centered Cases in the Classroom”, Journal of
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[9] Felder, R.M. and Brent, R. (2001) “Effective Strategies for Cooperative Learning,” Journal of
Cooperation & Collaboration in College Teaching, 10(2), 69
[10] Felder, R.M. and Brent, R. (2003) “Learning by Doing,” Chemistry Engineering Education,
37(4), 282, http://www.ncsu.edu/felder-public/Columns/Active.pdf, 2003.

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 [11] Hannafin, M., Hannafin, K. and Gabbitas, B. (2009) “Re-examining Cognition during Student-
Centered, Web-based Learning”, Educational Technology Research & Development, Dec2009,
Vol. 57 Issue 6, pp. 767-785.
[12] Biggs, J. B. (1999) Teaching for Quality Learning at University. Buckingham: Society for
Research into Higher Education & Open University Press.
[13] Weimer, M. (2002) Learner-Centered Teaching, Jossey-Bass, San Francisco.

Authors
Dr. Hao Shi is an Associate Professor in the
School of Engineering and Science at
Victoria University, Australia. She completed
her PhD in the area of Computer Engineering
at the University of Wollongong and obtained
her Bachelor of Engineering degree from
Shanghai Jiao Tong University, China. She
has been actively engaged in R&D and
external consultancy activities. Her research
interests include p2p Networks, Location-
Based Services, Web Services,
Computer/Robotics Vision, Visual
Communications, Internet and Multimedia
Technologies.

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