September 6, 2021

Join us to discuss why computing students should contribute to open source software projects on Mon 6th September at 2pm BST

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Why should students bother with open source software? Join us to discuss why via a viewpoint piece published by Diomidis Spinellis of Athens University and Delft University of Technology published in the July issue of Communications of the Association for Computing Machinery. [1] Here’s the introduction 

Learning to program is—for many practical, historical, as well as some vacuous reasons—a rite of passage in probably all computer science, informatics, software engineering, and computer engineering courses. For many decades, this skill would reliably set computing graduates apart from their peers in other disciplines. In this Viewpoint, I argue that in the 21st century programming proficiency on its own is neither representative of the skills that the marketplace requires from computing graduates, nor does it offer the strong vocational qualifications it once did. Accordingly, I propose that computing students should be encouraged to contribute code to open source software projects through their curricular activities. I have been practicing and honing this approach for more than 15 years in a software engineering course where open source contributions are an assessed compulsory requirement. Based on this experience, I explain why the ability to make such contributions is the modern generalization of coding skills acquisition, outline what students can learn from such activities, describe how an open source contribution exercise is embedded in the course, and conclude with practices that have underpinned the assignment’s success

All welcome, as usual, we’ll be meeting on Zoom see sigcse.cs.manchester.ac.uk/join-us for details.


  1. Spinellis, Diomidis (2021). “Why computing students should contribute to open source software projects”. Communications of the ACM64 (7): 36–38. DOI:10.1145/3437254

July 5, 2021

Join us to discuss the tyranny of content on Monday 5th July at 2pm BST

Filed under: Teaching,Uncategorized — Duncan Hull @ 11:56 am
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CC-BY-SA image of Bill Gates by Kuhlmann MSC via Wikimedia Commons w.wiki/3W7k

If content is king, then his rule is tyrannical. Bill Gates once remarked that “Content is King” but In the kingdom of education, how much do educators oppressively inflict content on their learners? What can be done to reduce the tyranny of content? We’ll be discussing this via a paper by Christina I. Petersen et al, here’s the abstract:

Instructors have inherited a model for conscientious instruction that suggests they must cover all the material outlined in their syllabus, and yet this model frequently diverts time away from allowing students to engage meaningfully with the content during class. We outline the historical forces that may have conditioned this teacher-centered model as well as the disciplinary pressures that inadvertently reward it. As a way to guide course revision and move to a learner-centered teaching approach, we propose three evidence-based strategies that instructors can adopt: 1) identify the core concepts and competencies for your course; 2) create an organizing framework for the core concepts and competencies; and 3) teach students how to learn in your discipline. We further outline examples of actions that instructors can incorporate to implement each of these strategies. We propose that moving from a content-coverage approach to these learner-centered strategies will help students better learn and retain information and apply it to new situations.

All welcome. As usual, we’ll be meeting on zoom, see sigcse.cs.manchester.ac.uk/join-us for details.


  1. Petersen, Christina I.; Baepler, Paul; Beitz, Al; Ching, Paul; Gorman, Kristen S.; Neudauer, Cheryl L.; Rozaitis, William; Walker, J. D.; Wingert, Deb; Reiness, C. Gary (2020). The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It. CBE—Life Sciences Education19 (2): ar17. doi:10.1187/cbe.19-04-0079

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