Aharon Yadin

Work place: Department of Management Information Systems, Yezreel Valley College (YVC) Israel

E-mail: aharony@yvc.ac.il


Research Interests: Computer systems and computational processes, Planning and Scheduling, Database Management System, Data Structures and Algorithms, Mathematical Analysis


Aharon Yadin is a Senior Lecturer at the Max Stern Yezreel Valley College (YVC), Management Information Systems Department. Aharon's primary teaching areas are computer architectures and Introduction to Computer Science, Software Analysis and Design and Projects Management. Prior to entering the academic world, Aharon worked in the High Tech industry. He has over 40 years of IT experience including: management, system performance analysis and enhancement, computer center and IS management, wireless networks and communication technologies and document management.
Aharon has published over one hundred papers, assays and scientific and technological reports (many in Hebrew), he is the author of 9 instructional books and consults the European Commission on software related projects and technologies.

Author Articles
Extending the SOLO Model for Software-Based Projects

By Ilana Lavy Aharon Yadin

DOI: https://doi.org/10.5815/ijmecs.2014.03.01, Pub. Date: 8 Mar. 2014

In the process of assessing learning outcomes, educators use constructive tools for evaluating students' understanding and performance. In the present study MIS students were engaged in a full life cycle project as part of a Software Analysis and Design workshop. For evaluating their performance, we used the SOLO (Structure of the Observed Learning Outcomes) taxonomy. However during the various stages of the workshop we encountered some inherent limitations of the taxonomy that led us to the understanding that the SOLO taxonomy should be enhanced. This paper elaborates on these missing but required enhancements.

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Improve Abstract Reasoning in Computer Introductory Courses

By Aharon Yadin

DOI: https://doi.org/10.5815/ijmecs.2013.01.02, Pub. Date: 8 Jan. 2013

Due to the elevated programming courses' failing rate in our department (45%) an action research was initiated. As part of this action research, that was performed during four semesters several course structures and learning tactics were examined. The evaluation methodology was simple and based only on the percentage of failing students. The success achieved was attributed to two main factors (1) using a visualization environment (Micro-world) for the whole duration of the course, which helped in understanding the more complex and abstract issues, and (2) using individual assignments that enforced better learning habits and development of individual algorithmic thinking. The paper describes the various attempts, as well as the final structure, that reduced the failing students by over 77%.


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Enhancing Information Systems Students' Soft Skill – a Case Study

By Aharon Yadin

DOI: https://doi.org/10.5815/ijmecs.2012.10.03, Pub. Date: 8 Oct. 2012

Information Systems (IS) curricula should provide students with both technical and non-technical (soft) skills. The technical aspects are covered by various courses. However, soft skills like teamwork, interpersonal communication, presentation delivery, and others are hardly covered. Employers, who consider both technical and soft skills to be equally important, search for professional Information Systems employees possessing both sets of skills. These employers often complain that finding an IS graduate with both types of skills is quite difficult. The IS 2010 Model Curriculum refers to both types of skills, considering them an essential part of the graduate knowledge base. However, in many cases the soft skills are not sufficiently addressed, and even if they are, it is not necessarily in the context of software development projects. The Systems Analysis and Design (SAD) course provides an important foundation for the IS profession. This is especially true due to the emerging role of the programmer-analyst who is responsible not only for programming but also for some analysis work. In order to strengthen the soft skills in the context of system analysis and design, we suggest a workshop structure emphasizing these soft skills while students analyze and design a complete information system. Our SAD workshop includes some face to face lectures and team-based collaborations. The students undertake many online activities, including teamwork, interviews with simulated clients, team-based peer reviews, presentation delivery, and so forth. The workshop employs a grade difference calculation mechanism that revealed, along with the students' reflections, that the workshop structure enhanced the students' ability to cope with the workshop assignments while strengthening their soft skills and preparing them for their future analysis and design challenges.

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