Integrating analogies and metaphors to map abstract cloud computing pedagogy

Background: This WIP paper in the Innovative Practice category presents a case study of an analogy and metaphor‑based pedagogy designed to address persistent learning challenges in cloud computing education. The abstract, system‑level nature of cloud computing often makes it difficult for students to progress beyond memorisation toward the critical, practice‑ready reasoning expected by industry. Traditional lecture‑centred instruction, with its emphasis on definitions and formal explanations, can lead to weak conceptual understanding and superficial learning. This paper examines a structured approach applied across three cohorts, from a conversion MSc to second and third-year undergraduate computing programmes, to support deeper, transferable understanding.<br/><br/>Practice: The innovative practice consists of a structured framework for teaching with analogies and metaphors that explicitly links unfamiliar computing concepts such as virtualisation, containers, microservices, serverless computing, reverse proxy servers, etc., to familiar real‑world domains. The approach combines instructor‑led exemplar analogies with clear articulation of boundary conditions to prevent over‑generalisation. Students are then required to generate, defend, and refine their own analogies through formative assessments, peer critique, and dialogic feedback in class and online forums. This design is distinctive in positioning students as active constructors of meaning rather than passive recipients of explanations, and in treating analogies as tools for reasoning and decision‑making rather than illustrative shortcuts.<br/><br/>Connection to Literature: The approach aligns with research on analogy‑based learning and conceptual change, emphasizing active relational mapping, explicit boundary setting, and reflective critique. Its use of formative assessment, discussion, and feedback also reflects constructivist and dialogic learning principles widely supported in computing and engineering education.<br/><br/>Evaluation: The practice was evaluated using multiple measures, including student artefacts (analogy mappings, sketches, and written justifications), practitioner observations, and pre‑ and post‑concept assessments. This was complemented by a closed‑book class test in one of the courses, in which 96% of students correctly answered an analogy‑based question on the typically challenging concepts. Results<br/>show improved articulation of abstract cloud concepts, stronger relational reasoning, and increased ability to identify the limits of analogies. Practitioner observations further indicated enhanced engagement and critical thinking.<br/><br/>Implications: Participants will gain practical insights into implementing structured, student‑generated analogies to support deep learning in abstract technical domains. The work demonstrates how explicitly bounded analogies, dialogic feedback, and formative assessment can promote transferable understanding. Future work will include misconception analysis and longitudinal tracking of conceptual change across modules.<br/><br/>