Inquiry‐based learning case studies for Computing and Computing Forensic students

Jackie Campbell (Faculty of Arts, Environment and Technology, Leeds Metropolitan University, Leeds, UK)

Interactive Technology and Smart Education

ISSN: 1741-5659

Publication date: 13 April 2012

Abstract

Purpose

The purpose of this paper is to describe and discuss the use of specifically‐developed, inquiry‐based learning materials for Computing and Forensic Computing students. Small applications have been developed which require investigation in order to de‐bug code, analyse data issues and discover “illegal” behaviour. The applications are based around industry case studies and are functioning systems. They have been designed with a view to supporting the teaching, learning and assessment within the database curriculum at Leeds Metropolitan University. The students are required to use investigative methods to discover and address the issues. Additionally, the exercises are intended to give experience of industrial work such as evaluation, testing and de‐bugging of software.

Design/methodology/approach

The applications were designed and developed by final year Computing students as part of their final year project. They were required to identify appropriate methodologies and techniques. The team “adopted”, developed and further evaluated the applications with a view to using them in teaching.

Findings

The initial feedback is that students like the exercises; they initially may not realize there is anything “wrong” with the applications and enjoy discovery of issues. The exercises have raised their awareness of data quality, data integrity and improved their confidence to question results from reports and queries.

Originality/value

The intention is to build a “bank” of learning objects which mimic real computing and computing‐forensic tasks.

Keywords

Citation

Campbell, J. (2012), "Inquiry‐based learning case studies for Computing and Computing Forensic students", Interactive Technology and Smart Education, Vol. 9 No. 1, pp. 4-15. https://doi.org/10.1108/17415651211228068

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Publisher

:

Emerald Group Publishing Limited

Copyright © 2012, Emerald Group Publishing Limited

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