Teaching Logic to Information Systems Students: Challenges and Opportunities

Anna Zamansky; Eitan Farchi

Teaching Logic to Information Systems Students: Challenges and Opportunities

Department of Information Systems

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

In contrast to Computer Science, where the fundamental role of Logic is widely recognized, it plays a practically non-existent role in Information Systems curricula. In this paper we argue that instead of Logic's exclusion from the IS curriculum, a significant adaptation of the contents, as well as teaching methodologies, is required for an alignment with the needs of IS practitioners. We present our vision for such adaptation and report on concrete steps towards its implementation in the design and teaching of a course for graduate IS students at the University of Haifa. We discuss the course plan and present some data on the students' feedback on the course.

Original language	English
Title of host publication	Proc. of the 4th International Conference on Tools for Teaching Logic (TTL)
Pages	31-38
State	Published - 14 Jul 2015

Bibliographical note

Proceedings of the Fourth International Conference on Tools for Teaching Logic (TTL2015), Rennes, France, June 9-12, 2015. Editors: M. Antonia Huertas, Jo\~ao Marcos, Mar\'ia Manzano, Sophie Pinchinat, Fran\c{c}ois Schwarzentruber

Keywords

cs.CY
cs.LO

Cite this

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title = "Teaching Logic to Information Systems Students: Challenges and Opportunities",

abstract = " In contrast to Computer Science, where the fundamental role of Logic is widely recognized, it plays a practically non-existent role in Information Systems curricula. In this paper we argue that instead of Logic's exclusion from the IS curriculum, a significant adaptation of the contents, as well as teaching methodologies, is required for an alignment with the needs of IS practitioners. We present our vision for such adaptation and report on concrete steps towards its implementation in the design and teaching of a course for graduate IS students at the University of Haifa. We discuss the course plan and present some data on the students' feedback on the course. ",

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N2 - In contrast to Computer Science, where the fundamental role of Logic is widely recognized, it plays a practically non-existent role in Information Systems curricula. In this paper we argue that instead of Logic's exclusion from the IS curriculum, a significant adaptation of the contents, as well as teaching methodologies, is required for an alignment with the needs of IS practitioners. We present our vision for such adaptation and report on concrete steps towards its implementation in the design and teaching of a course for graduate IS students at the University of Haifa. We discuss the course plan and present some data on the students' feedback on the course.

AB - In contrast to Computer Science, where the fundamental role of Logic is widely recognized, it plays a practically non-existent role in Information Systems curricula. In this paper we argue that instead of Logic's exclusion from the IS curriculum, a significant adaptation of the contents, as well as teaching methodologies, is required for an alignment with the needs of IS practitioners. We present our vision for such adaptation and report on concrete steps towards its implementation in the design and teaching of a course for graduate IS students at the University of Haifa. We discuss the course plan and present some data on the students' feedback on the course.

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BT - Proc. of the 4th International Conference on Tools for Teaching Logic (TTL)

ER -

Teaching Logic to Information Systems Students: Challenges and Opportunities

Abstract

Bibliographical note

Keywords

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Cite this