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October 7 - 8 2020 VIRTUAL CONFERENCE Proceedings of the 11th Annual CITRENZ Conference

Editor: Dr. Emre Erturk

Sponsored by IT Professionals New Zealand (ITP.nz)

Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand

Incorporating the 33rd Annual Conference of the National Advisory Committee on Computing Qualifications

Wellington, New Zealand 7th - 8th October 2020

Dr Emre Erturk

ISSN 2230-2921, ISSN: 2230-293X (Digital) 2

Computing and Information Technology Research Paper Abstracts (Quality Assured) and Education New Zealand (CITRENZ) was formed Prior to acceptance and presentation in 2020, paper as an organisation in 2010. This followed a review of abstracts (proposals) were refereed by two reviewers. the role of the National Advisory Committee on They could be rejected, or returned for modification. Computing Qualifications (NACCQ). The formation In previous years, full papers were published. of NACCQ itself dates back to 1988. Once the negative impact of the 2020 global CITRENZ provides help and support to member pandemic is bygone, CITRENZ will return to its institutions in the development, teaching and quality regular full paper submission format in 2021. assurance of courses and programmes, from certificate through degree to postgraduate levels, in Posters the field of Computing and Information Technology. Posters are reviewed by the conference organising committee. Digital versions of posters are displayed CITRENZ also supports academic staff in several posted online during the conference and it is possible different ways, such as workshops, panels, research to (optionally) include an abstract in the proceedings. seminars, assessment of prior learning, moderation, the publishing of a separate academic journal (i.e. Online http://www.citrenz.ac.nz/jacit/about.html), and by The conference and these proceedings are an output organising this annual conference. The philosophy of of CITRENZ. CITRENZ asserts copyright for these the conference is the encouragement and support of proceedings as a collection, individual works remain new, emerging and established researchers in a safe copyright of the authors and their institutions. These environment while encouraging excellence and conference proceedings, and others since 2000, are academic discourse. The fellows of CITRENZ online: http://www.citrenz.ac.nz/proceedings-index/ include Dr Stephen Corich, Professor Sam Mann, 2020 Cover Art: Jenna Landsberg, EIT Hawke’s Bay Garry Roberton, Dr Donald Joyce, Keith Cowan, 2020 Web Support: Oliver Huang, EIT Hawke’s Bay Chris Goodyer, Assoc. Professor Alison Clear, and the late Noel Bridgeman. 2020 Editorial Board & Session Chairs 2020 has experienced a novelty as the conference has been held online for the first time under the auspices Dr Samuel Ekundayo Eastern Institute of Technology of ITP New Zealand, IT Professionals New Zealand. Dr Dobrila Lopez Eastern Institute of Technology More information about ITP: https://itp.nz/About Dr Ed Correia Ara Institute of Canterbury Dr David Weir Ara Institute of Canterbury Conference Committee Sunitha Prabhu Wintec CITRENZ Representatives in the Steering Committee: Dr Trevor Nesbit Ara Institute of Canterbury Hamish Smith, CITRENZ Chair, Otago Polytechnic Kim Hagen-Hall Eastern Institute of Technology Dr Emre Erturk, Programme Chair and Editor, Eastern Institute of Technology [email protected] Workshops, Panels, and Special ITP New Zealand Executive Team Interest Groups (Oct. 7th – 8th): Paul Matthews, CEO Joy Keene, Deputy CE Operations 1. Workforce Development Councils Acknowledgement: Christan Pianta, Admin ITP NZ 2. International Students 3. Designing a peer mentoring model for Theme international students The conference invited presentation proposals in the 4. What is Lean Six Sigma and how it may improve following areas this year (along with the regular sub your business performance disciplines and trending topics in Computing and IT): 5. Process Mining: a special type of Data Mining to  Computing & IT Education discover, check and improve your business processes  IT Applied Research 6. Redevelopment of Programmes  Agile Development 7. I.T. Apprenticeships  Educational Technology 8. Five Special Interest Group meetings:  Innovative practices during the 2020 Postgraduate, Infrastructure, Learning COVID lockdown Environments, Pre-degree Programmes, Software 3

2020 CITRENZ Awards Awards for Paper Proposals: The paper awards were judged by the Editor, also by consulting with others and based on the peer reviews. Educational Practice The criteria for judging the papers include relevance to (improving educational outcomes) CITRENZ, originality, structure, format, scholarship, “Cross-disciplinary Interactions in Work-integrated and methodology (and relevance to the category in Learning” Sunitha Prabhu, Wintec question, if applicable). In 2020, the evaluation was based on the abstracts (proposals) and presentations. Collaborative Research (research conducted by authors at different institutions) The posters were judged by popular online vote and the “IT Educators beyond COVID” Editor based on research, creativity, and the categories. Samuel Mann, Hamish Smith, Rachel Trounson, Tom CITRENZ provides certificates and gifts for awarded Flannagan, Bob Gilmore, Neil Benson, Matthias Otto, papers and posters. Sandra Dyke, Eddie Correia, Oras Baker, Anita Murphy, John Mumford, Ken Sutton Best Posters: Emerging Researcher Joint Winner (Popular Vote): Thomas Pilz and “A Medical Emergency Response System for Elderly Bernard Otinpong, Ara Institute: “Ara Artworks App – People” Garry Singh, Manukau Institute of Technology Exploring art playfully” Popular Presentation and Theme Joint Winner (2020 Theme): Anu Sharma, EIT “Teaching Beginners Android Application Auckland Campus: “The Security Issues of Digital Development” Minjie Hu, Tony Assadi, Chalinor Contact Tracing Applications” Baliuag, Weltec and Whitireia

Joint Winner (Māori in IT): Teriwa Graham, EIT PG Student: “Microsoft Power Automate for Te Taiwhenua o Heretaunga” 4

Contents Paper Abstracts (Quality Assured)

Applying Constructive Alignment to the Delivery of Information Systems Courses Phillip Roxborogh 8 Applying the International Project Management Association Baseline Phillip Hamm & Kim Hagen-Hall 9 Automation in a Lab Network Brett Davidson, Ed Correia, & Marcus Jhuo 10 Case Study of Using SCRUM Framework to Teach OOP Concepts Daniel Dang 11 Contextualising an eBusiness Course During COVID-19 Lockdown Trevor Nesbit 12 Cross-disciplinary Interactions in Work-integrated Learning Sunitha Prabhu & Aidan Bigham 13 Equitable Access to Higher Education Action Research Study Scott Morton & Marta Vos 15 Evaluating Scrum for Managing Vote-counting System Implementation Joshua Masangkay & Kim Hagen-Hall 16 Getting to Know Your Neighbourhood During Lockdown David Weir 18 How to Teach Test Automation in Software Testing Minjie Hu & Tony Assadi 20 Implementation of a Mini MVC-based Framework to Teach Web App Development Daniel Dang 22 Improved Feature Selection and Ensemble Learning for Cervical Cancer Assessment Noor Alani & Rajib Hassan 23 IT Educators Beyond COVID Samuel Mann, Hamish Smith, Rachel Trounson, Tom Flannagan, Bob Gilmore, Neil Benson, Matthias Otto, Sandra Dyke, Eddie Correia, Oras Baker, Anita Murphy, John Mumford, Ken Sutton 24 5

Medical Emergency Response System for Elderly People Alex-John Clark, Mohit Rajesh Modi, Md Akbar Hossain, Sayan Kumar Ray & Garry Singh 26 Mobile App Development Course During Lockdown Bernard Otinpong 28 Sentiments Analysis of the Feedback from a Business Simulation Game Ram Roy 30 Teaching Beginners Android Application Development Minjie Hu, Tony Assadi, & Chalinor Baliuag 31 Ten Years on – an Analysis of the Conference Proceedings of CITRENZ 2010-2019 Adon Christian Michael Moskal, Krissi Wood, Joy Gasson, & Grayson Orr 34 Traffic Management Prototype based on Computer Vision for Vehicle Detection Gabrielle Bakker-Reynolds, Emre Erturk, & Istvan Lengyel 37 Using Blockchain and Tokens for Education: Fad or Here to Stay? Emre Erturk (with additional guest George Tan from SIT) 38 Workshop and Presentation: Designing the Peer Mentoring Model for International Students Dobrila Lopez 40 Workshop only: What is Lean Six Sigma and how it may improve your business performance Arthur Do Valle Workshop only: Process Mining: a special type of Data Mining to discover, check and improve your business processes Arthur Do Valle

Posters (Editorial Review)

Analysing the technological factors that determine a successful mobile food and grocery ordering application Cong Tang & Dobrila Lopez 42 Challenges in Agile Distributed Software development Anjali Thangaraj & Dobrila Lopez 43 Identifying the factors that influence adoption of Augmented Reality in Retail Industry Deepak Arora & Dobrila Lopez 44 Factors influencing students' choice of online education and teaching strategies Xin Shen & Dobrila Lopez 45 Smart City Adoption Joneth Pangilinan Dizon & Dobrila Lopez 46 The Security Issues of Digital Contact Tracing Applications Anu Sharma & Dobrila Lopez) 47 6

Fake News Detection Methods Kunika Arora & Dobrila Lopez 48 Methods to approach Cybersecurity threats in Cloud Computing Ragulan Lingaraja & Dobrila Lopez 49 Artworks in Ara Cindy Wang & Bernard Otinpong 50 Ara Artworks App – Exploring art playfully Thomas Pilz & Bernard Otinpong 51 Autonomous Vehicles Mission Planner Ivan Zhigalov, Andrew Kersley, Tom Hartley, & Istvan Lengyel 52 Ara Artworks – a Mobile App for Ara Students Yvonne Hierl & Bernard Otinpong 53 Building an IoT Data Hub on Azure Paritosh Gaur & Emre Erturk 54 Case Study on Microsoft Azure BaaS Basil Matthew & Emre Erturk 55 Blockchain & Fintech Incubator Hawke’s Bay Group Nadeem Khodabacchus & Emre Erturk 56 Blockchain Incubator, Hawke’s Bay, NZ Bare Shashi Kumar Bhat & Emre Erturk 57 Microsoft Power Automate for Te Taiwhenua o Heretaunga Teriwa Graham & Emre Erturk 58 7

Paper Abstracts

(Quality assured) 8

Applying Constructive Alignment to the Delivery of Information Systems Courses

Phillip Roxborogh Ara Institute of Canterbury, New Zealand [email protected]

Keywords Constructive Alignment, Constructivism, Authentic Learning Activities

Abstract This paper examines and analyses of the application of constructive alignment to the delivery and assessment of information systems courses. This is examined from the perspective of constructivism, the concept of what the student does is what the student learns, and the concept of authentic learning activities. Some attention is also paid to how constructive alignment can be used to develop soft skills that are seen as being an important requirement for IT graduates.

The purpose of this paper is to present how constructive alignment has been applied in the delivery and assessment of information systems courses at Ara Institute of Canterbury.

A brief literature review is presented that covers the concepts of constructive alignment, constructivism and authentic learning activities. A description of how three (3) information systems courses are delivered and assessed is included with analysis of this relates to the constructive alignment constructivism and authentic learning activities.

These include examples of relating to the interviewing of stakeholders to determine system requirements and how constructive alignment can be used to enhance the learning of these and other soft skills which are seen as being of vital importance for IT graduates. Conclusions include the usefulness of constructive alignment in the delivery and assessment of information systems courses, and how this could be transferred to the delivery and assessment of other subject areas.

Applying the International Project Management Association Individual Competence Baseline

Phillip Hamm, Kim Hagen-Hall Eastern Institute of Technology [email protected]

Keywords IT Project Management, IPMA Individual Competence Baseline, IT Education

Abstract This paper analysed the case study of the U.K. National Health Service system upgrade. During the literature review, various reasons for the failure of the project were identified including cultural aspects, the lack of stakeholder engagement, and time aspects. The International Project Management Association’s Individual Competence Baseline (ICB) was assessed as a tool for addressing these issues.

The ICB offers information that helps to prevent cultural issues by suggesting that the project manager needs to gain an understanding of the culture and values of the society in which the project takes place, before aligning all formal and informal culture differences within the project by writing down several documents. The ICB includes several chapters to help increase stakeholder engagement and productivity by making stakeholders fully aware of the objectives, processes, and the project, and by making them responsible for co-determining requirements and results and for describing the respective outcome. The ICB also addresses the time aspect by providing activities that include a definition of all required activities within a project which are necessary to deliver a project successfully. The schedule and the underlying phases, including deliverables, should then be drawn up. Once the planning of activities has been completed, the actual status should be regularly compared with the target status in order to be able to react to changes and problems.

The NPfIT project can offer valuable lessons for large-scale government and healthcare IT projects in New Zealand which have, in the past, suffered similar issues. The parts of the ICB outlined here would also help these projects and it offers a core set of competencies which can be applied on very large or very small projects and using a range of different methodologies, including Agile and traditional approaches.

In a New Zealand education context, an international case study such as this is a valuable tool for bringing global discussions into the New Zealand classroom. New Zealand has fewer large-scale IT projects but they offer important lessons for New Zealand students who may go on to lead both large and small projects, in New Zealand and around the world?

Automation in a Lab Network

Brett Davidson, Ed Correia and Marcus Jhuo Ara Institute of Canterbury. New Zealand

Abstract TechLabs, the lab network environment at Ara Institute of Canterbury is used for technical courses in information technology. As it has made use of virtualisation since 2001, it is likely the first lab environment in New Zealand that was based on virtualisation, specifically VMware software. The network has 84 student and staff workstations, and a number of physical and virtual servers, switches and so on. Deployments make use of various technologies, including the Microsoft Deployment Toolkit (MDT) and Windows Deployment Server (WDS). The initial build utilises PXE boot and then configuration is automated through the use of PowerShell scripts, applications and Group Policy. It works well and enables one to push out new applications and configuration quickly. However, this solution has two disadvantages. First, as it is scripted, it requires academic staff to be fluent in programming PowerShell. Second, the approach has limited compatibility with Linux-based equipment, such as servers, routers and switches. An automated solution would improve the efficiency of system management. The current PowerShell-based configuration will be replaced by an open-source configuration system, Ansible. However, this open-source software, contains modules that are not regularly maintained or do not work as intended. Therefore, the existing scripts need to be reviewed, converted or redesigned to fit into the new system during the process. The long-term goal is to migrate from VMware Workstation to Oracle VirtualBox, as it provides greater potential for automation, in terms of provisioning virtual machines and grading student products.

A Case Study of Using SCRUM Framework to Teach OOP Concepts

Dr. Daniel Dang Eastern Institute of Technology. New Zealand [email protected]

Keywords OOP Principles, SCRUM Principles, Software Development Process, Class Diagram, Activity Diagram.

Abstract Teaching OOP principles is considered challenging mostly because it requires new way of analyzing problem, designing the solution, and coding style which are all involved around classes, objects and the application of four pillar OOP concepts: encapsulation, abstract, inheritance and polymorphism. It can be easy for novice learners to learn theoretical object-oriented concepts but most of them find it difficult when it comes to model the real-world into objects and classes. Whereas, SCRUM is a popular AGILE framework used in industry to design and develop a complex and real-world software. This paper presents first the close connection between OOP principles and the SCRUM principles, then show a case study of using SCRUM framework to teach OOP concepts. Upon the completion of software implementation and by mixture of OOP and SCRUM principles, learners not only grasp the importance of all OOP principles but also the real- world software development process to meet the customer changing requirements.

Contextualising an eBusiness Course During COVID- 19 Lockdown

Trevor Nesbit Ara Institute of Canterbury, New Zealand [email protected]

Keywords eBusiness, Authentic Learning, COVID-19, Educational Innovation, Educational Technologies

Abstract This paper reviews the experiences of delivering a level six eBusiness course during semester one of 2020 at Ara Institute of Canterbury. Four weeks into the teaching of the course the topic being covered was the importance of global supply chains. Discussion during the class centred around the possibility of global supply chains being disrupted due to the COVID-19 pandemic.

By the time the week five class should have been held, New Zealand had entered level four lockdown. Classes were suspended for a few weeks after which classes resumed using a flipped mode of delivery using a combination of pre-recorded lecture components and Zoom based tutorial sessions.

The purpose of this paper is to present how the second and third assessments of the course were contextualised to the COVID-19 lockdown scenario and still cover the necessary learning outcomes and topics for the course, and to reflect on how the course was delivered from the context of the lecturer.

A brief literature review is presented that covers the importance of innovative uses of educational technologies, authentic learning activities, and the use of technologies to enhance student engagement.

A description of the assessments and how they related to the COVID-19 context is included and how they related to the concept of authentic learning activities, different forms of student engagement, and the innovative uses of education technologies.

The way in which the paper is presented in consistent with the concept of reflective practice and could form the first stage of an action research project if circumstances arose that required the course to be delivered in a similar manner at some point in the future. Conclusions include the importance of being adaptable to changing circumstances, the use of combinations of technology to enhance student engagement, and the usefulness of contextualised assessments to increase the engagement of students.

Cross-disciplinary Interactions in Work-integrated Learning Sunitha Prabhu, Aidan Bigham Waikato Institute of Technology (Wintec), New Zealand [email protected]; [email protected]

Keywords Work-integrated Learning, Cross-disciplinary Approach, Practice-based Learning, Work- ready Social Skills.

Abstract Work-integrated learning (WIL) is the intentional integration of theory and practice knowledge to prepare graduates towards securing a placement in the workplace or a work community arena (Orrell, 2011). The purpose of incorporating WIL into courses is to assist students with the complicated process of transferring skills gained in a formal educational setting to the workplace (Crebert et al., 2004). The term WIL is most commonly used to describe programmes where students engage with workplaces and communities as part of their studies (Smigiel & Harris, 2008).

Students graduate into a transdisciplinary world, not a monodisciplinary one (Scott, 2015). It is essential for education providers to ensure that their students are equipped with relevant discipline skills as well as generic, transferable skills (Orrell, 2004). Professionals in the field of information technology (IT), such as System analysts, Business analysts, Developers, IT services, and IT trainers must understand the workplace business requirements which may not necessarily be limited to IT. Hence it is crucial that our graduates develop skills that enable them to interact productively. In addition to shaping and supporting the learner for the workplace through practice- based experience, we look at ways to provide learners with the social skills necessary to interact and work with other disciplines as they transition from structured education to the workplace. In this study, we focus on cross-disciplinary approaches to develop the skills necessary for a graduate as they transition to the workplace. The objective is for the student to gain knowledge and understanding and to master the skills that emulate key aspects of the workplace (Beard & Wilson, 2006).

The paper aims to investigate how learners engage with the methods that are intended to provide them with practice-based learning. Cross-disciplinary teams worked together on industry problems and co-created the full cycle of problem-solving. Qualitative data was collected from 150 students across a range of disciplines, and 10 organisations through anonymous surveys and semi- structured interviews to gain students' perspective of cross-disciplinary WIL learning approaches. Preliminary results showed high satisfaction with the learning process, the interdisciplinary teamwork and the future- focused toolkit that can be applied to the IT industry and beyond. Students welcome the opportunity to work with industry as peers, while also enjoy creating events that involve industry. The feedback received from the IT students shows that they thrive with the

Based on the preliminary results, the authors conclude that working on cross-disciplinary projects helped students think beyond their expertise and understand the 'big picture' about working on projects in teams within an organisation. This also creates a way to give students responsibility which allows students to be motivated while also allowing autonomy to think about their own development during this situation. Interactions (directly with industry partners) gave students the guidance, confidence, motivation, and a sense of belonging.

References Beard, C. M., & Wilson, J. P. (2006). Experiential learning: A best practice handbook for educators and trainers. Kogan Page Publishers.

Crebert*, G., Bates, M., Bell, B., Patrick, C. J., & Cragnolini, V. (2004). Developing generic skills at university, during work placement and in employment: graduates' perceptions. Higher Education Research & Development, 23(2), 147-165.

Orrell, J. (2011). Good practice report: Work-integrated learning. ALTC: Strawberry Hills.

Scott, G. (2015).Transforming Graduate Capabilities and Achievement Standards for a Sustainable Future: Key insights from a 2014-2015 National Senior Teaching Fellowship.

Smigiel, H., & Harris, J. (2008). Audit of work-integrated learning programs at flinders university. Adelaide: Flinders University.

Social Sustainability through Equitable Access to Higher Education: An Action Research Study

Scott Morton, Marta Vos Whitireia New Zealand [email protected], [email protected]

Keywords Action Research, Covid-19, Social Equity, Māori and Pasifika

Abstract The skills and knowledge for future generations to handle social and environmental changes. The New Zealand education system is ranked highly globally in providing quality education to its citizens, however, “Māori, Pasifika and students from the low socioeconomic background fall among the lowest-performing in Organisation for Economic Co-operation and Development (OECD) countries” (Bolton, 2017). Research indicates that access to tertiary education is a serious global issue for indigenous groups and those from the low socioeconomic background. The disruption to tertiary education caused by the COVID-19 pandemic will have a long-term impact on marginalised groups in society. Without appropriate intervention, access to education for these groups will be further limited.

The main challenge that this study aims to address is to improve social sustainability through equitable access to education for the disadvantaged groups in society who lack access to technology. Equitable access to education plays a significant role in social sustainability by providing. This study uses action research as an intervention to address barriers for equitable access to tertiary education during a pandemic. The need for additional resources to allow marginalised students to continue study was determined through the use of semi structured interviews, leading to the establishment of a cloud- based application server that enabled students to access a set of programs that they needed for their study remotely during COVID-19 lockdown through a web browser. A survey was used to evaluate the impact of the intervention.

The results from this study showed that while the intervention in this research provided a positive outcome for a small group of students who took part in this study, a more long- term plan is required to address this issue at community and national levels. With the infrastructure already in place, future work includes an increase in the sample size for the next iteration of this research for a more comprehensive assessment of the intervention with a larger population. To do this, the plan is to make the intervention available to a larger population by including students from institutions ‘A’ and ‘B’. With over 600 students at the School of IT between the two institutions, over different locations, a larger and broader group of students can be invited to participate in the next phase of this study.

Evaluating Scrum for Managing Indra’s Automated Vote-counting System Implementation

Joshua Masangkay, Kim Hagen-Hall Eastern Institute of Technology [email protected]

Keywords Scrum, PMBOK, IT Project Management, Agile Project Management, IT Education

Abstract In a changing world, project management becomes more and more important for developing critical IT tools and applications. IT Practitioners and students need ways to effectively learn and evaluate different approaches to managing projects, in order to select the most effective approach in a particular situation.

This paper provides a critical application of the Scrum project management framework to an IT project that used a traditional project management approach, providing an applied comparison of the two approaches for IT practitioners interested in Scrum. It analyses Norway’s election modernization project in 2011, which aimed to improve speed, accuracy, efficiency, and customer satisfaction. Indra’s used a revised PMBOK methodology known as the Indra Project Management Methodology (IPMM) to manage this project. IPMM improved their approach on the project as it gave them a birds-eye view of the entire setting, something which their previous methodology was not able to do. However, a number of issues were still exposed. Indra had problems satisfying stakeholders, the sudden surge of new resources had a potential impact to the timeline, team meetings were scattered and detached with one another, training and testing sessions were inefficient, and the mode of facilitating transparency was unreliable.

A number of these issues could be resolved by using practices from Scrum. The Sprint Review provides more freedom and transparency for stakeholders to share their thoughts and see actual progress; the Daily Scrum makes team meetings more open and involved; and Scrum in general could be a viable replacement for the project management approach due to its flexibility and adaptability, reduced costs, speeding up deliverables, and ultimately increasing the confidence level of the entire team. However, this does not mean that Scrum can readily take IPMM’s place as it requires adequate expertise by team members, does not involve clear scope definition, and does not include cost management.

Other project management approaches could also improve this project: Prince2’s strength in documentation, Kanban’s way of expanding visibility through the Kanban Board, Extreme Programming’s testing regulations, and Six Sigma’s DFSS methodology for early impact visualization are all plausible – potentially making the management of the project more robust, versatile, and ultimately improving the outcome for everyone.

This type of analysis is a useful learning approach in theory, as here, or in practice. Students with no IT project experience report a deeper understanding of real-world issues and how the methodologies might work – or not – in practice, and students who analyse projects that they have been involved in report valuable insights which can improve future project outcomes. Educator observations are that this sort of comparative analysis encourages closer consideration of the theoretical advantages and disadvantages of a specific methodology, which would also be valuable for practitioners considering a new approach, before organisational resources are committed?

Getting to Know Your Neighbourhood During Lockdown: A Level 7 Multimedia Project Course

David Weir Ara Institute of Canterbury, New Zealand [email protected]

Keywords Prototyping, Authentic Learning Activities, Student Engagement

Abstract The level seven multimedia project course at Ara Institute of Canterbury usually requires students to interview a client, define a problem and develop a series of prototypes with the aim of eventually meeting the needs of the client.

With much of the course taking place during level 4 lockdown, the meeting with clients would have proved problematic and would have also proved problematic in level 3 and to a lesser extent in level 2. A solution to this issue was to modify the assessment so that students would develop a “Virtual Neighbourhood Tour”.

The purpose of this paper is to present how the course was organised and the processes that were used to engage the students throughout the course. A brief literature review is presented that covers prototyping concepts, authentic learning activities, and the use of technologies to enhance student engagement.

A description of how the project course was structured and delivered is included along with how it relates to the concepts of prototyping to discover user needs (Martin, Brown, De Hayes, Hoffer & Perkins, 2002; Strode & Clark, 2007; de Vries, McCarthy, Nesbit, Mack & Reilly, 2012), authentic learning activities (Reeves, Herrington & Oliver, 2002), and student engagement (Fredricks, Blumenfeld & Paris (2004).

The way in which the paper is presented in consistent with the concept of reflective practice (Ganly, 2018). Conclusions highlight the success of the delivery and running of the course in this context including the engagement of the students and the products that were produced.

References Ganly, T. (2018). Taking time to pause: Engaging with a gift of reflective practice. Innovations in Education and Teaching International, 55(6), 713-723. de Vries, H., McCarthy, C., Nesbit, T., Mack, H. and Reilly, M. (2012). Entrepreneurial process meets Capstone Project in a collaborative environment. Proceedings of the 25th

Annual Conference of Computing and Information Technology Research and Education New Zealand (CITRENZ), Christchurch, October 2012.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1). 59-109.

Gill, D., Parker, C., & Richardson, J. (2005). Twelve tips for teaching using videoconferencing. Medical Teacher, 27(7). 573–577.

Martin, W.E., Brown, C.V., DeHayes, D.W., Hoffer, J.A. & Perkins, W.C. (2002) Managing information technology (4th edition). New York: Prentice-Hall

Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Annual Conference Proceedings of Higher Education Research and Development Society of Australasia. Perth, Australia. Retrieved from http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Reeves.pdf

Strode, D. E. & Clark, J., (2007) Methodology in software development capstone projects. retrieved 15 April, 2012 from the Computing and Information Technology Research and Education in New Zealand website: www.citrenz.ac.nz/conferences/2007/243.pdf

How to Teach Test Automation in Software Testing

Minjie Hu WelTec, New Zealand

Tony Assadi Whitireia, New Zealand

Keywords Software Testing, Agile Development, Problem Based Learning

Abstract In recent years, software testing has been reflected from a software engineering practice into specific courses in Information Technology (IT) degrees, due to the demands for qualified professionals. In 2019, we introduced a set of software testing into the software development major of the degree. However, it also brought in many challenges with teaching test automation within available resources and infrastructure. This research aims to investigate how different teaching practices were used in a newly developed software testing course to match industry expectations and practice. We proposed two research questions. RQ1: Does the inclusion of software implementation enhance student learning in a software testing course? RQ2: How does the use of group work and project-based assessments impact students learning in a software testing course?

This study involved 15 participants who enrolled in the 2nd year of the Testing and Secure Coding paper in the degree. The majority of participants learned C# and HTML before joining this course. Some of the participants had experience with Java and Junit, however, a small number of the participants did not know C# and had very limited programming background. The course used in this study had two 2-hour sessions per week, which were a mixture of lectures and labs. To answer the research questions, a survey was used to collect data in the last week of the course.

The course design included two projects based software testing. One is Window based testing. Students were required to develop a Windows project in C# and then test it using conventional methods such as Black-box Test, White-box Test, Unit Test, and Coded UI Test. Since software development is the fundamental skills for our students, we believe that students gained experience of Test-driven Development through their project implementation.

Another is Web based testing. Students were required to develop a Web project using ASP.NET MVC Core and SQL Server. Besides the above mentioned test methods, test automation was emphasised using Performance Test, Load Test, and Live Unit Test. To reinforce teams work, we introduced the agile method with four sprints in the second Web project. Considering the diverse programming skills that the participants had in this study, we provided relevant course materials including step-by-step instructions for implementing sample projects so that students were starting from the same point.

For test automation, we used the open-source plug-in to MS Visual Studio instead of commercial testing tools. In the Window project, we introduced Coded UI Test and Live Unit Test. In the Web project, we provided detailed information except for PBL in login function and further web layout development using Razor. Students were evenly divided into three groups in the agile method. Results indicated that participant attendance in the course was much better than that in the first project.

In the last week, eight students completed the online survey. Students were happy in developing the project and testing it based on examples. Some students commented that it was too hard to learn new functions based on online resources (i.e. PBL) for the web project as they had many other assignments. Others complained that extra workload was split to the rest of the members when someone dropped out. We concluded that guided project development not only supported students to understand test-driven development, but also assisted beginners to start software testing at the same level as others. Although PBL is commonly used in a team project, we found it is unsuitable to our second-year students in the development of Test Automation. For the future evaluation, we would remove any development without detailed guidance and change the Agile team to pair programming or individual task.

The Implementation of a Mini MVC-based Framework to Teach Web App Development

Dr. Daniel Dang Eastern Institute of Technology, New Zealand [email protected]

Keywords Web App Development, MVC, Frameworks, PHP.

Abstract As for web app development, we can either develop from scratch or use exisitng frameworks such as ASP.NET (C#), Rails (Ruby), Laravel (PHP), CakePHP, CodeIgniter (PHP), Spring (Java), Express (Node.js). All those framework are so different regarding programming languages and syntax but most of them are built upon the Model-View-Controller (MVC) pattern. In the educational environment, it’s a challenge to pick up the best framework to teach in class because each framework has its own advantages and drawbacks. To the best of our knowledge, there doesn’t exist a suitable framework that helps learners to understand deeply MVC concepts (business logic, view UI and controller operation) since learners only learn how to use the framework to develop quick prototype. Moreover, learning a specific framework doesn’t facilitate learners to explore and self-learn other framework easily. With the time constraint, we can not introduce all frameworks in class. Therefore, in this paper we suggest to teach about the MVC pattern and then implement a core MVC-based mini- framework (in PHP language). After having got this baseline framework, learners move on to extend it to build different web applications such as e-commerce apps. With strong knowledge of MVC pattern implementation, they are able to explore comfortably different frameworks by themselves.

Improved Feature Selection and Ensemble Learning for Cervical Cancer Assessment

Noor Alani, Md. Rajib M Hasan Auckland University of Technology, New Zealand [email protected]

Keywords Feature Selection, Ensemble Learning, Data Mining, Machine Learning, Models, HPV, WEKA, MATLAB

Abstract Choosing the right influencing feature is a challenging field in data science due to the presence and complexity of multi-dimensional data. Cervical cancer is an excellent example for such study, as well as impacting individuals and families, presents almost no-symptoms at the early stages of development of this condition. Because multi- factors may be involved, this demands a lot of research and analysis to identify causative or linked features. The researchers have applied and optimised an ensemble learning algorithm as it is the best model for multi-modal medical data when relatively high dimensionality is present. The main objective of this study was to minimize the dependency on data pre-processing techniques, whilst analysing the data (filling/ignoring missing values with the statistical method). Main factors were studied and validated using Root Mean Square Error (RSME) and Mean Absolute Error (MAE). The classification accuracy for features were obtained by 10-fold cross- validation and test (where 66% is training data and 34% test data). The data was obtained from the UCI machine learning repository. WEKA and MATLAB were used to identify features. SPSS and SAS were used for RMSE and MAE. This approach is generic, and may also be applied to any relevant dataset for other purposes, and for teaching data analytics.

IT Educators Beyond COVID

Samuel Mann, Hamish Smith, Rachel Trounson Otago Polytechnic, New Zealand [email protected], [email protected], [email protected]

Tom Flannagan, Bob Gilmore Training for Life, New Zealand [email protected], [email protected]

Neil Benson, Matthias Otto, Sandra Dyke Nelson Marlborough Institute of Technology, New Zealand [email protected], [email protected], [email protected]

Eddie Correia Ara Institute of Canterbury, New Zealand [email protected]

Oras Baker, Anita Murphy, John Mumford, Ken Sutton Southern Institute of Technology, New Zealand [email protected], [email protected], [email protected], [email protected]

Keywords Covid-19, Remote Teaching, Emergency Remote, Pastoral Care, Relationships

Abstract In response to the Global Covid-19 pandemic in March 2020 New Zealand was placed into a lockdown which meant that all but essential workers were restricted to their homes for a period of four weeks. During this period all teaching moved online. After the initial four weeks a gradual relaxation of lockdown allowed for a gradual return to classroom teaching. This paper explores the experiences and approaches of Tertiary IT educators during this period. It is hoped that this reflection will provide a useful basis for discussion as we consider the nature of teaching and how we can prepare for the next disruption. This work aimed to capture the experiences of IT Educators during the Covid-19 lockdown.

The authors each prepared a narrative of their teaching experiences and responded to a set of prompts designed to elicit reflection on themes including drivers, opportunities and challenges. We met remotely and presented our individual reflections and agreed a set of focus areas which subgroups then explored further. It is worth noting that we met in late May two weeks after contact teaching was permitted again albeit with social distancing limiting numbers in classrooms.

The participants represented computing and IT schools from all of the ITP (Institutes of Technology and Polytechnic) regional providers in the South Island of New Zealand. All of the participants described moving online in various forms.

Three themes emerged from the narratives presented. These are tailoring engagement, pastoral care, learning for the next disruption. A student centric approach to educating beyond COVID involves much investment by the educational institutions. Authors reported an increased investment in time and skills needed - and this wasn’t about the technology but in developing a different way of teaching and learning. The content was far less important than the interactions, and these relationships altered during the period of emergency online teaching. Moving the teaching into people’s homes highlighted that an effective learning environment is not just on campus but involves learners’ (and lecturers’) whole environment.

Our recommendation is that everyone involved in learning and teaching have discussions about learning in the face of disruption - from the next global pandemic, to classroom technology not cooperating, to someone arriving late for class or even not understanding a concept. We managed during a massive disruption to maintain a positive approach to learning, even improved outcomes in some instances. The question now is how can we translate this positive approach into everyday practice so that relatively minor upsets that might otherwise derail someone’s learning and career can be seen as learning opportunities?

A Medical Emergency Response System for Elderly People

Alex-John Clark, Mohit Rajesh Modi, Md Akbar Hossain, Sayan Kumar Ray, Garry Singh Manukau Institute of Technology, New Zealand [email protected], [email protected], {akbar.hossain,sayan.ray,garry.singh}@manukau.ac.nz

Keywords Caregivers, Elderly, Emergency, Mobile Application.

Abstract The elderly people living alone may either have existing medical issues or can be in vulnerable situations because of their age and loneliness and may need immediate attention and care in case of any medical emergency. These emergencies may require assistance from another person or guided system to get proper level of care. In medical emergencies, the most critical parameter is the response time. The current work proposes a medical emergency response system (MERS) for elderly people living alone in the community. It introduces the concept of informal caregivers (IC), who can be friends, family or neighbours living nearby, and integrates them with formal caregivers, like ambulance, nurses and doctors, using a mobile application. The mobile app can automatically forward the help request from an elderly patient in case of emergency to the formal caregivers or ambulance service providers such as St. John in New Zealand and the selected ICs. The reply from one of the selected ICs, who approaches to help the patient, is then communicated to the patient as well as to other selected ICs and formal caregivers. This can minimize the time to respond to a medical emergency and also reduce the operational cost of dispatching an ambulance in case of non-emergency situations (Hossain, A. et. al., 2019).

The proposed research aims to provide support for elderly people during medical emergency by connecting and aligning informal caregivers with formal caregivers. The primary focus is to develop the miniature functioning system through which elderly patients can raise an emergency alert, selected ICs can be contacted and one of them can rush to help the patient within a very short time. The proposed system and its components serve not only as a proof of concept for the fundamental research, but also for providing an artefact that becomes the focus of expanded and continuing research that goes through a life cycle in the form of concept, system development and refinement, evaluation and impact assessment.

The proposed emergency system has been implemented in form of an android based mobile application. The abstract view of the application is presented first. It facilitates two kinds of users: patients and caregivers, as shown in Fig. 2. Input from a user is handled by the interface engine for registration, authentication, authorization. The IC selection and messaging services will be managed by the caregiver selection module.

We use Android studio for the app development and Firebase Firestone real time cloud store database for the authentication and messaging service. Firestone is a NOSQL Structured database, which means that it has no entity relationships that a typical SQL Database generally constitutes of. The main reason for choosing NOSQL/Firestone was to improve the performance/efficiency of the system and to reduce the processing power needed to retrieve and store data.

This research proposes a Medical Emergency Response System to support elderly people living alone in the community during medical emergency situations. MERS involve elderly people living alone, formal caregivers and informal caregivers. The proposed system consists of different module to facilitate communications among the service requesters and the service providers. In future a survey/ Interview or checklist needs to be done among the neighbor using qualitative methodology to identify which notifications they will prefer. This can be done by sampling of (5-25) neighbor and testing the system. Mixed method (both qualitative and quantitative) will be applied here in testing phase. Evaluation and analysis will be done after this testing phase. Notification could be done either registered neighbor mobile or it could be done using agent-based system.

References Hossain, A., Ray, S. K., & Shahmari, S.R. 2019. “A Context-Aware and Technology- Assisted Informal Caregiver Selection Method to support Medical Emergency,” in 2019 29th International Telecommunication Networks and Applications Conference (ITNAC) (pp. 1-6). IEEE.

Mobile App Development Course During Lockdown: A Reflection

Bernard Otinpong Ara Institute of Canterbury, New Zealand [email protected]

Keywords Mobile App Development, COVID-19, Prototyping

Abstract This paper reviews the experiences of delivering a level seven mobile app development course during COVID-19 lockdown in the first semester of 2020 at Ara Institute of Canterbury. During the main assessment in the course the students were required to develop a series of prototypes for an app for a client. The experiences of this course are analysed from a range of perspectives including student engagement, the use of educational technologies, and the development of soft skills. The purpose of this paper is to present an analysis of how aspects of the course were altered to enable to the course to continue during lockdown. A brief literature review is presented that covers the importance of different forms of student engagement, authentic learning activities and the importance of soft skills for IT graduates A description of how the main assessment was structured to provide an authentic learning activity (Reeves, Herrington & Oliver, 2002) and how different aspects of the delivery of the course promoted different aspects of student engagement (Fredricks, Blumenfeld & Paris, 2004). A reflection on how the process enhanced the soft skills of the students and the importance of this for IT graduates is included (Stevens & Norman, 2016; Beard, Schweiger & Surendran, 2019). The way in which the paper is presented in consistent with the concept of reflective practice (Ganly, 2018). Several aspects in which the delivery of the course changed will be continued with in the future, with these being discussed. Conclusions highlight the success of how the course was delivered during trying circumstances with the aspects that will be used in the future being highlighted.

References Beard, D., Schweiger, D., & Surendran, K. (2019). Integrating soft skills assessment through university, college, and programmatic efforts at an AACSB accredited institution. Journal of Information Systems Education, 19(2), 11.

Ganly, T. (2018). Taking time to pause: Engaging with a gift of reflective practice. Innovations in Education and Teaching International, 55(6), 713-723.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1). 59-109.

Stevens, M., & Norman, R. (2016, February). Industry expectations of soft skills in IT graduates: a regional survey. In Proceedings of the Australasian Computer Science Week Multiconference (pp. 1-9).

Sentiments Analysis of the Feedback from a Business Simulation Game: Quantifying the Unquantifiable

Ram Roy Eastern Institute of Technology, New Zealand [email protected]

Keywords Learning-experiences, Business-simulation-game, Mikes-Bikes, Sentiments-analysis, Force-field-analysis

Abstract This paper relates to an online business simulation game in a graduate level course of Strategic Management, which has mainly two types of assessments: one is individual- based while the other is group-based assessment. Every group has a mix of domestic as well as international students, and the group also consists of male and female students. The purpose of this paper is to analyse and make sense of their reflective feedback from the games and to compare their experiences and opinions on a set of four questions. It was hard to make a composite sense of the experiential feedback as most of them were qualitative in nature. However, using a numerical score technique to each feedback, the paper has created a set of data for the sentiments analysis. This has further been illustrated by ‘force field analysis’ to make the overall comparison interesting and more comprehensible.

Teaching Beginners Android Application Development

Minjie Hu, Tony Assadi, Chalinor Baliuag WelTec, New Zealand

Keywords Android Application Development, Flipped Classroom, Teaching Innovation

Abstract In recent years, Mobile Application Development (MAD) has been widely taught at most tertiary education providers, polytechnics and universities at different year levels and used in the final year degree capstone projects (Tigrek & Obadat, 2012; Mahmoud, 2011; Khmelevsky & Voytenko,2016). Our institute offers MAD courses in the second year of the degree, as well as in the postgraduate IT programme in Level 8. In the degree programme, some students learned second-year advanced programming in Java language in the first trimester while others only have the first-year introductory programming in C++ or C# language in the previous year before enrolling in the 2nd year MAD paper. This creates a problem for the class with a group of students with different learning experiences and skills at the start of the 2nd year MAD paper.

It is challenging to teach MAD using Android Studio and Javato a group of students with a different prior learning experience and without adequate knowledge of Java and object-oriented (OO) development. Based on our experience early on in the trimester, it became clear that only using the traditional lecture PowerPoint slides and text-based lab instructions with minimum figures was not enough to meet the learning requirements by students with different computer programming background.

This research aims to investigate the use of action research and multiple teaching approaches with a flipped classroom in the degree programme for students from a diverse programming background. In particular, the research question is:

• Does the use of multiple teaching approaches and flipped classroom enhance student learning in the MAD course for students from a diverse programming background?

Facing the challenges experienced in teaching MAD to a group of students from a diverse programming background, we were inspired by Mahmoud’s (2011) advocating by using traditional programming strategies. First of all, we focus on developing a smooth transition for all students from window platform development to mobile development environment. After a brief introduction of Java and OO programming, we made a comparative study of Window GUI and Android UI (User Interface) components. We then introduce variables, data types, and basic statements (input, process, and output) in the first Android project. Secondly, considering students who have difficulty in following the text-based lab document, we provided video clips for them to track the practice step-by-step. Thirdly, for advanced students who had learned Java language

Early results indicated that with the knowledge that students had from the Windows application development platform, students found it easy to implement their first mobile app using AndroidStudio. Further, students were very interested to find out how to work on OO method in Android. Taking advantage of such a motivation, we introduced how to use Android studio automatically generating class method code such as constructors, properties, and toString() method. We then used class constructor to link to Android UI for creating objects. Through this way, the beginners learned OO process while the more advanced students reviewed their knowledge and applied it into a new development.

Although the online resources for the MAD course included video clips for students to use, some students still could not fully understand and were struggling to complete their tasks. To address this, additional workshops were put in place for students as an additional learning opportunity. In the workshops, we discussed both overview and details of layout and program code. We focused on explaining the linkage between layout and Java code. We also provided intermedia level worked examples and final sample solutions for students to help in the completion of the tasks that they were expected to produce.

Due to Covid-19, in the fourth week of our trimester, our course had to change to online delivery mode, using Zoom and Moodle. The flipped classroom model met our online teaching well for both beginners and advanced students. From students’ Zoom attendance and their activity of answering questions, it indicated that our strategies engaged students’ learning. The first assignment is UI development, with two extra new features by student self-learning. There were 24 out of 30 enrolled students who completed this assignment in a workable project with diverse features.

From this study, we learned that traditional programming strategies can be applied to teaching Android by comparison to two different software development environments. To meet student requirements from a diverse background, we need to provide various types of course materials for online learning. Flipped classroom approach fits our current situation due to Covid-19.In further research, we would investigate how our strategies work on both beginners and advanced students in the advanced topics in this course by evaluating their results in future assignments.

References Gren, L. (2020). A Flipped Classroom Approach to Teaching Empirical Software Engineering (pp.155-163). IEEE Transactions on Education.

Tigrek, S., & Obadat, M. (2012, June). Teaching smartphones programming using (Android Java): Pedagogy and innovation. In 2012 International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-7). IEEE.

Khmelevsky, Y., & Voytenko, V. (2016, May). A new paradigm for teaching mobile application development. In Proceedings of the 21st Western Canadian Conference on Computing Education (pp. 1-6).

Mahmoud, Q. H. (2011, June). Best practices in teaching mobile application development. In Proceedings of the 16th annual joint conference on Innovation and technology in computer science education (pp. 333-333).

Ten years on: an analysis of the conference proceedings of CITRENZ 2010-2019

Adon Christian Michael Moskal, Krissi Wood, Joy Gasson and Grayson Orr Otago Polytechnic, New Zealand [email protected], [email protected], [email protected], [email protected]

Keywords Content Analysis; Authorship Analysis; Citation Analysis; Computing Education Research; Social Network Analysis

Abstract Taking the conference theme “Leading IT Education in a Changing World” as its starting point, this paper synthesises and analyses the past ten years of CITRENZ conference papers to draw a picture of the Computing and Information Technology Research and Education community in New Zealand. There is a strong relationship between teaching and research in New Zealand, and research-informed teaching forms a fundamental part of New Zealand tertiary education (Education Act, 1989). As such, investigating the published research of a given teaching community can give insights into its strengths, weaknesses, opportunities and challenges; prompt reflection from the community; and suggest ways of improving research into the future.

This paper analyses ten years of CITRENZ conference proceedings from a number of perspectives: content analysis of abstracts to determine trends in research topics and get an idea of how the focus of Computing and IT research in New Zealand is changing; an analysis of authorship and collaboration to provide insights into the CITRENZ research community; and citation analysis of papers to investigate the impact or influence of CITRENZ research both in New Zealand and globally.

Investigating published research over a protracted period is useful for a number of reasons: firstly, it can reveal trends in research design, method use, and paradigm shifts, subsequently influencing researchers and practitioners (e.g. Baydas, Küçük, Yilmaz, Aydemir, & Göktaş, 2015; Lee, Driscoll, & Nelson, 2004); secondly, a comprehensive overview can provide emerging researchers better insight into the appropriateness of a particular publishing avenue, as opposed to simply relying on the stated ‘aims and scope’ or metrics such as citations counts (Baydas, et al., 2015; West & Rich, 2012); finally, it offers an opportunity for a research community to reflect on the state of a particular field from multiple perspectives, coming up with recommendations or future directions (e.g. Bond, 2018; Bond & Buntins, 2018).

This paper looks back at the published proceedings of the CITRENZ conference from its formal inception in 2010 to 2019; this study limits its scope to only quality-assured full papers. This paper takes its primary direction from similar content analysis studies such as Bond (2018), Bond and Buntins (2018), and Bond, Zawacki-Richter and Nichols

(2019), looking at research topic and authorship trends of the CITRENZ conference. It also incorporates social network analysis techniques from Vidgen, Henneberg and Naudé( 2007) to further investigate the CITRENZ ‘community’, and ideas from Lu, Ding and Zhang (2017) to interrogate citation counts and trends of CITRENZ articles. The full findings will be reported in the full version of the paper; however, a brief overview of the findings follows. Content analysis of CITRENZ abstracts shows that the most consistent focus across papers is on students. In terms of research topics, though, there are no obvious trends; papers cover a wide range of topics from teaching strategies (e.g. ‘pair programming’, ‘self-directed learning’), to technology innovation (e.g. ‘QR codes’, ‘machine learning’), to issues concerning computing education (e.g. ‘student performance’, ‘lecturer expectations’). Topics specific to the New Zealand context are prominent (e.g. issues pertaining to Māori learners, or PBRF). Authorship of CITRENZ papers is predominantly by 2 authors (40%), with single-author (26%) and 3- author (21%) papers being the next most prevalent; papers with more than 3 authors account for only about 14% of all published papers. Authors tend to collaborate with people from the same institution, and authors who have published multiple CITRENZ papers tend to publish with the same collaborators. There are also a number of collaborations with industry partners. Citation analysis suggests the impact of CITRENZ papers is relatively low: papers have on average 1 citation per paper across all years, with a considerable number being self-citations (35%). Interestingly, the majority of non- self citations are from international studies (49%) as opposed to New Zealand studies (15%), which was surprising given the New Zealand-specific nature of many of the studies.

This paper highlights that CITRENZ researchers are engaged with a wide scope of current research topics of interest to the computing education community, and that researchers collaborate with industry as well as academic partners. CITRENZ papers are also cited internationally, although not to a large extent; this is perhaps not surprising given the size of the conference, however, it is surprising that the proportion of local studies citing CITRENZ papers is not higher. CITRENZ papers also tend to be authored by small research teams, typically from the same institution, and with repeat authors generally collaborating with the same people. These two findings taken together (that is, a low citation count from New Zealand studies and a fairly ‘closed’ author community) suggest that the conference could perhaps look at ways of growing its influence locally—both for attracting new and emerging researchers to publish, and disseminating research across the country. Frequent CITRENZ authors could also broaden their collaboration networks, particularly outside of their own institutions, as a means to strengthen the research community.

References Baydas, O., Kucuk, S., Yilmaz, R. M., Aydemir, M., & Goktas, Y. (2015). Educational technology research trends from 2002 to 2014. Scientometrics, 105(1), 709-725.

Bond, M. (2018). Helping doctoral students crack the publication code: An evaluation and content analysis of the Australasian Journal of Educational Technology. Australasian Journal of Educational Technology, 34(5).

Bond, M., & Buntins, K. (2018). An analysis of the Australasian Journal of Educational Technology 2013-2017. Australasian Journal of Educational Technology, 34(4).

Bond, M., Zawacki‐Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British Journal of Educational Technology, 50(1), 12-63. Education Act, 1989.

Lu, C., Ding, Y., & Zhang, C. (2017). Understanding the impact change of a highly cited article: a content-based citation analysis. Scientometrics, 112(2), 927-945.

Vidgen, R., Henneberg, S., & Naudé, P. (2007). What sort of community is the European Conference on Information Systems? A social network analysis 1993–2005. European Journal of Information Systems, 16(1), 5-19.

West, R., & Rich, P. (2012). Rigor, impact and prestige: A proposed framework for evaluating scholarly publications. Innovative Higher Education, 37(5), 359-371. https://doi.org/10.1007/s10755-012-9214-3

A Traffic Management Prototype Based on Computer Vision for Vehicle Detection and Tracking

Gabrielle Bakker-Reynolds, Emre Erturk, and Istvan Lengyel Eastern Institute of Technology, New Zealand [email protected]

Keywords Machine Intelligence, Object Detection, Computer Vision, Cloud Application Tools

Computer vision holds the capabilities of effectively performing tasks such as object classification and object recognition that the human visual system intuitively accomplishes. For this reason, computer vision is being increasingly employed as a tool to support and advance the management of traffic. Traffic management remains an issue in many regions of the world, due to numerous problems such as street obstacles, inefficient road signals, vehicles speeding, and underdevelopment of freeways. Computer vision-driven systems have been developed to combat such problems, demonstrated by their role in e.g., travel assistance and navigation, parking management and enforcement, vehicle detection, real-time traffic control, automated vehicle identification and license plate recognition.

To help address present traffic concerns in New Zealand, this research project explores how computer vision can be applied to support traffic management systems by exploring the affordances and applicability of object recognition and object tracking for vehicles. Subsequently, this research project follows a design-based approach and is comprised of two sections. The first section posits the development of an effective computer vision- based framework and how a modern traffic management system can be developed. The next section concerns itself with implementation and testing of a computer vision-driven traffic management prototype in real-time. Finally, the implications for advanced computing education are discussed. Throughout the presentation, the authors will also cover the actual tools and devices used during the project.

Using Blockchain and Tokens for Education: Fad or Here to Stay?

Emre Erturk Eastern Institute of Technology, New Zealand [email protected]

Keywords Blockchain, Educational Management, Educational Technology, ICT in Education

Abstract A blockchain is a shared digital ledger, which permanently records and encrypts transactions and distributes them to all members in the network, thereby maintaining full history along with security. Blockchain technology has recently been developed and used by a variety of industries, including but not limited to: cryptocurrency, insurance, government, healthcare, supply chain, luxury items, and art. Blockchain technology has already been implemented in education by some institutions and consortiums, for example, to set up an autonomous and online storage and authentication system for diplomas and certificates. Another potential blockchain use for educational administration is evaluating, awarding, and storing transfer credits between different institutions.

However, automating these types of functions through blockchains often require an initial investment as well as economies of scale. The anti-thesis of needing a blockchain system to manage complicated transactions around learning objects, credits and qualifications between multiple institutions is to standardise these items across institutions (for example, by merging institutions and programmes, and centralising their administrative units and databases). However, such a transformation itself would open another door of opportunity for a blockchain system: using it for securing, archiving and retrieving legacy records [learning assets, qualifications, and transfer credits), without having to be handled by administrative staff any longer. This is another typical and effective way of using blockchain as an autonomous, smart, and secure database system.

Tokens are encrypted packets of data in distributed blockchain systems, used to represent stores of value, e.g., for work that has been done and credits earned. The blockchain marketplace rewards contributors for creating learning resources while participants can acquire and use tokens to access resources. In a distributed peer-to- peer blockchain application, users’ smart contracts allow them to participate according to an autonomous logic. Completion of learning transactions contribute to the students’ contracts, which reflect the students’ educational completions, credits, and achievements.

This paper reviews the literature around recent examples of blockchain technology used by universities, large organisations (such as UNICEF, World Bank, and IMF), and private

This quality assured paper appeared at the 11th annual conference of Computing and Information Technology Research and Education New Zealand (CITRENZ 2020) and the 33rd Annual Conference of the National Advisory Committee on Computing Qualifications [Convened online in 2020], Oct. 7-8. 39 educational companies around the world. The review also covers records management and the use of tokens and smart contracts, and the long-term benefits of Blockchain from this perspective. Then the author drafts and analyses a hypothetical (case study) blockchain system by: 1) explaining the data elements and processes related to tertiary learning activities and earning course credits, and 2) illustrating the components and workflow of the system, for example, using IT industry standard Unified Modelling Language (UML) diagrams. This analysis also briefly mentions regulatory, economic, and operational factors. As a result, there is a good overview of how feasible a blockchain system may be in this case study context. This work-in-progress paper aims to build recommendations for educational managers and technologists (also in a New Zealand context) around the alternative and innovative blockchain concept, as well as what we can learn from this discussion that may also apply to other blockchain systems in the future.

Designing the Peer mentoring model for international students

Dobrila Lopez

The Ministry of Education has approved the project “Designing the peer mentoring model for international students” for the 2020 to 2021. The project has two phases. The first phase is designing a collaborative peer mentoring model for NZIST. The second phase is implementation and evaluation of the model in 2021. The project initial start date was March 2020 however New Zealand went to a lockdown and this has been postponed. Because of the lockdown the project plan was rescheduled with a new start in June. The new plan has been approved by the MoE. The project inc;uded three workshops to carry out the design work of this model.

The first meeting was online as this was too close to the end of lockdown to have a face-to-face meeting and it was uncertain what the travel limitation would be for the scheduled date. The meeting started with three presentations at the start: 1) the peer mentoring programme that is currently used in the Eastern Institute of Technology, 2) the experiences of the Ara Institute of Technology and their programme of transition from education to industry, 3) nnn. The presentations were followed by discussion of other experiences of the participants and their experiences with peer mentoring programmes. The workshop identified peer mentoring programme processes and mentors education and training as an appropriate starting point for the investigation and design of a peer mentoring model. The design team comprised representatives from eight subsidiaries of NZ IST and four international students.

The teams met face-to-face for the first time at the second meeting which was held in the Auckland Campus of the Eastern Institute of Technology. The participants worked in two teams identifying the key components of the peer mentoring programme for international students and identified the key stakeholders and students’ needs for this model. A group of international students has been actively participating in this collaboration and has identified the key needs that students would like to see covered in the model. The third workshop is planned as face-to-face in Auckland later in September and will deliver the framework of the model. The implementation and evaluation of the model is planned for the first semester of 2021.

CITRENZ Workshop: Designing a peer mentoring model for international students

Participants: Lopez, D., EIT; Erturk, E., EIT; Sarkar, A., ARA; Chick, H., ARA; Sayed Ahmed, M., ARA; Mann, S., Capable NZ; Rozado, D., Otago Polytechnic, Sayan, R., MIT; Baker, O., SIT; Nuntalid, N., UNITEC

The project, funded by the Ministry of Education, has the objective of developing a collaborative peer mentoring model for international students at NZIST. This project was approved at the beginning of 2020 and its start was postponed until June 2020 because of the lockdown for COVID19. The project has two phases. The first phase is designing a collaborative peer mentoring. The second phase is implementation and evaluation of this model in the first semester of 2021.

This workshop has the intention of broadening participation of the overall project by including participants from computing departments of the NZIST subsidiaries. The project is actively collaborating with a number of students in this design of the peer mentoring model. There are several areas we are looking to explore: what are the international students’ needs that should be addressed with a peer mentoring programme? What kind of support do international students need? Who can become a mentor? What should be covered in the mentors training? What kind of peer mentoring model would students like to have?