The Evolution of Pedagogic Practices in a Post-Pandemic Higher Education Landscape (P4HE)
EDUCON2022 Special Session – Call for Papers

Overview

During the last decade there has been a paradigm shift within the higher education landscape, as the emphasis has been on educational programmes offering a higher value when it comes to a student’s learning experience. This was made possible by educators adopting a wide range of pedagogic approaches (e.g., problem-based learning) to facilitate a learning environment that not only fulfilled the learning outcomes of a course but also the employability prospects of the student. In 2020, this was disrupted by the greatest challenge that education systems had ever faced, COVID-19. However, this also provided institutions with an opportunity to adapt their pedagogic approaches to facilitate an online learning environment. This has led to many good practices and pedagogic enhancements which not only improved the student’s online learning experience but could also be adapted further when institutions decide to revert to a face-to-face learning environment. The aim of this special session is to investigate pedagogic approaches that were introduced/adapted during the COVID-19 pandemic that have the potential to be applied not only in an online but also in a face-to-face learning environment. The focus of this session is aimed at Engineering and Computer Science education, where the motivation is to form a discussion about best practices that will improve learners experience and performance in a post-pandemic world.

We invite anonymous submissions ranging from motivated viewpoints and opinions about pedagogic and best practices in post-pandemic world, which can be in the form of experience reports, work-in-progress to full research papers. This will be shared with the community to encourage good pedagogic practices relevant to Engineering and Computer Science courses/modules.

Topics of Interest

Relevant topics include but are not limited to:

• Teaching large classes
• Facilitating lab sessions (remote/face-to-face)
• Problem based learning
• Project based learning
• Teaching programming
• Online exams
• Plagiarism and collusion
• Teaching small classes
• Group work
• Technology based learning
• Learner Engagement Analytics

Program Committee

Chairs

• Dr Usman Naeem, School of Electronic Engineering and Computer Science, Queen Mary University of London, UK, u.naeem@qmul.ac.uk
• Dr Lisa Bosman, Purdue University, Purdue Polytechnic Institute, West Lafayette, IN, USA, lbosman@purdue.edu

Members

• Dr Banu Köse, School of Biomedical Engineering, Faculty of Engineering and Natural Sciences, Medipol University, Turkey
• Dr Eranjan Udayanga Padumadasa, School of Electronic Engineering and Computer Science, Queen Mary University of London, UK
• Dr María Isabel Pozzo, National University of Rosario, National Technological University & National Scientific and Technological Research Council, Argentina
• Dr Muhammad Awais Azam, School of IT, Whitecliffe, New Zealand
• Dr Muhammad Ehatisham-ul-Haq, Department of Creative Technologies, Air University, Pakistan
• Dr Olga Viberg, School of Electrical Engineering and Computer Science, Media Technology & Interaction Design, KTH Royal Institute of Technology, Sweden
• Prof. Mahesha Kapurubandara, Faculty of Computing| Information Technology, Sri Lanka Institute of Information Technology, Sri Lanka
• Dr Rehan Syed, Faculty of Science, School of Information Systems, Queensland University of Technology, Australia
• Dr Zilu Liang, Kyoto University of Advanced Science, Japan

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