This module builds on Introduction to computing and information technology 1 (TM111) and prepares you for further study of computing and IT modules.
This is the first of two OU level one modules that introduce you to key concepts in computing and information technology (IT), such as digital technologies, programming and networking. This module will equip you with a comprehensive toolbox of relevant knowledge, understanding and skills and introduce you to issues encountered in computing and IT, including the profound social and ethical challenges posed by these technologies. You will also develop your key skills including communication, numeracy and digital and information literacy (DIL).
This hands-on course will teach you how to write your own computer programs, one line of code at a time. You’ll learn how to access open data, clean it and analyse it, and produce visualisations. You will also learn how to write up and share your analyses, privately or publicly.
Free learning resources are core to our social mission, but we are also aware that the return on investment in this area is a very important by-product in terms of reputation building, brand recognition, new market opportunities, technology innovation, partnership formation and, most significantly triggering new student registrations. We have aligned the systems that we use for core student provision with those for our public OER provision. Therefore, as we invest and develop our student systems, the public systems also benefit (and vice versa). We aim to ensure this mutual benefit approach is also applied in our work in developing and delivering systems to support others in free learning. We are also keen to ensure that any software or hardware systems have support communities that will remain at available, affordable, at scale and resilient.
Professor John Domingue, Director of the OU’s Knowledge Media Institute, discusses developments in technology which he sees impacting on education in the long and short term as part of our ‘future of education’ campaign.
The education system should not be expected to 'anticipate the range of specialist skills' needed in 20 years time. Developing children’s interest in Stem subjects and increasing apprenticeships is vital for addressing the UK’s “alarming” cybersecurity skills gap, a major new report has said. Source: Tes. For teaching
Last January Prime Minister Theresa May pledged £20 million to the creation of an Institute of Coding that would train the next generation of digital specialists. Her government’s pledge of £20 million was matched with another £20 million from companies such as IBM, Microsoft and Cisco. At the time of the announcement, Universities Minister Sam Gyimah said: “A world-class pipeline of digital skills are essential to the UK’s ability to shape our future,” and that the “Institute of Coding will play a central role in this.” Source: CBR - Computer Business Review
According to a report by Tech Nation, over 50 percent of the UK's digital tech businesses say they are facing a shortage of skilled workers. What can we do about it? A new organisation, the Institute of Coding (IoC), plans to do something about it. ZDNet talked to the director of the Institute, Rachid Hourizi, to see where his organisation plans to begin. Source: ZDNet
Dr. Rachid Hourizi, director, Institute of Coding also commented saying: “These findings illustrate that data scientists and their associated digital skills are very much in demand, both in government and industry. Unfortunately, the fact remains that as a nation we are not producing the numbers of qualified candidates that we should be, a trend which must be reversed immediately.” Source: GR - The Global Recruiter
With computing only added to the curriculum four years ago, how has this happened? Source: CBR - Computer Business Review
Two Welsh universities are to receive £1.2m towards expanding coding in schools, colleges and communities. Source: BBC News
If Da Vinci were alive today, he would be learning to code says Decoded's Kathryn Parsons Source: Evening Standard
Web 3.0 could revolutionise the way higher education is delivered, but will it be used as a force for good, asks Martin Hall