Integrating analogies and metaphors to map abstract cloud computing pedagogy

This innovative practice WIP paper addresses the problem of the abstract nature of cloud computing which often encourages students to rely on rote memorization rather than developing critical, practice ready reasoning. Although analogies are widely used in computing education to make complex ideas more accessible, existing approaches typically depend only on instructor provided examples. In contrast, our approach integrates both instructor led analogies and student generated analogies, asking learners to construct, test, and explicitly identify the limits of their metaphors. This pedagogy was implemented across two Cloud Computing modules: an MSc conversion course (n=64) and a final year BSc course (n=281) and later adopted in a final year Software Design module (n=48). Using the SOLO taxonomy to evaluate student responses, 78% of students reached a “Relational” level, demonstrating not only analogy–concept alignment but also articulation of analogy breakdown. Analysis of summative performance, classroom engagement, and perception surveys indicates notable improvements in conceptual clarity and participation, especially regarding challenging abstractions such as reverse proxies and software design patterns. Initial findings suggest that structured use of instructor-supplied and student-generated analogies may offer a scalable method associated with reduced reliance on memorization and stronger higher order reasoning in abstract computing topics.