![]() ![]() Unfortunately, little information surrounding undergraduate computing curricular topics currently exists via visual methods. With the preponderance of smartphones, tablets, and other visual devices, it is only natural that dissemination of information, including curricular and learning information have similar representations. In today’s world, students, professional practitioners and academic personnel and teachers usually prefer to learn through visual information representations rather than acquiring information via textual methods. This paper explains recent activities within professional organizations to facilitate curriculum understanding for computing undergraduate (baccalaureate) programs. However, use of technological tools for curricula purposes is still wanting. At the university level, we witness the use of course assistant packages such as Blackboard and Moodle. ![]() The use of digital technology as a tool is very pervasive in educational circles. Finally, this paper also shows two examples of how users can explore the various curricular guidelines through visualization. The second activity resulted in a table of knowledge areas with minimum and maximum weights for six computing subdisciplines. The results from the first activity showed that a consensus interpretation could be obtained for the knowledge, skills, and dispositions implied by the competency descriptions, although not as strongly for dispositions. This paper describes two experimental activities where the objective is to explore the possibility of obtaining quantitative data sets necessary for visualization, one based on competencies and the other based on knowledge areas. This is compounded by a lack of information surrounding undergraduate computing curricular topics via visual methods. They can be very difficult to understand and compare for people such as prospective students, industry personnel, and even faculty members. Various computing subdisciplines, such as computer science and software engineering, each have their own curricular guidelines. ![]()
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