Improving Computing Education through a Holistic Learning Framework: A Focus Group Study

Developing computing education curricula and methods that align with university-wide learning objectives can be challenging. The goal is to ensure that students are engaged and have agency over their learning and that the curriculum is designed to enhance their formative growth to prepare them for the industry. To address this challenge, it is important to understand the underlying motives and learning patterns of both the course structure and the individual students. The Task-Oriented Portfolio Assessment (TOPA) model, along with software tools, enhances student success in computing education. TOPA employs frequent formative feedback, delayed summative grading, and outcomes-based assessment, fostering ongoing dialogue between students and staff. Recent changes introduce focus into the model, enhancing formative feedback and learning outcomes. Focus directs student attention and guides tutor feedback, addressing the challenge of understanding course structures and individual student motivations. In this paper, we describe progress through staff focus groups in a university computing department. Findings from sessions with course directors and team members identify key learning objectives, course themes, and skills. We explore course infrastructure, unit sequencing, and their alignment with the graduate course and unit learning outcomes. We also conceptualize tracking student progress and achievements across units through assessments and feedback. Results suggest that incorporating a focus framework with traceability techniques encourages students to see course units as interconnected, improving course completion and graduate employability. Challenges include rubric support, feedback consistency, and potential resistance from tutors or students. Further research is needed to validate effectiveness across institutions.