Ghergulescu, Ioana, Stynes, Paul and Pathak, Pramod (2015) A model for designing learning experiences for computer science curriculum. In: 2014 IEEE Frontiers in Education Conference (FIE). IEEE. ISBN 9781479939220Full text not available from this repository.
Due to the fast development in computer science new modules and specializations have to be developed, and the Computer Science (CS) curriculum needs to be reshaped in order to include 21st century skills such as problem-solving, creativity, innovation, communication and collaboration. This paper proposes a generic model for designing learning experiences for CS curriculum. The model builds on existing credit systems such as European Credit Transfer and Accumulation System (ECTS), to determine if a CS programme can be reshaped to a given period of time. Furthermore the model is capable of determining the student workload distribution across the different types of learning activities for a module. The distribution is computed based on information such as the number of credits for the module, the number of weeks in a semester, as well as the percentage hours of lectures, labs, independent study and other learning activities. Preliminary data collection and analysis was conducted in order to determine the percentages on 75 computer science modules taught at 14 universities from Ireland and UK.
|Item Type:||Book Section|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education
Q Science > QA Mathematics > Electronic computers. Computer science
T Technology > T Technology (General) > Information Technology > Electronic computers. Computer science
|Divisions:||School of Computing > Staff Research and Publications|
|Depositing User:||CAOIMHE NI MHAICIN|
|Date Deposited:||14 Dec 2016 11:49|
|Last Modified:||14 Dec 2016 11:49|
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