A curriculum design, modelling and visualization environment

Cameron, Ian and Birkett, Greg (2012). A curriculum design, modelling and visualization environment. In: Llewellyn Mann and Scott Daniel, AAEE 2012 Conference Proceedings. 23rd Annual Conference of the Australasian Association of Engineering Education (AAEE 2012), Melbourne, Australia, (301-308). 3-5 December 2012.

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Name Description MIMEType Size Downloads
Author Cameron, Ian
Birkett, Greg
Title of paper A curriculum design, modelling and visualization environment
Conference name 23rd Annual Conference of the Australasian Association of Engineering Education (AAEE 2012)
Conference location Melbourne, Australia
Conference dates 3-5 December 2012
Proceedings title AAEE 2012 Conference Proceedings
Place of Publication Melbourne, Australia
Publisher Swinburne University of Technology
Publication Year 2012
Sub-type Fully published paper
ISBN 9780987177230
Editor Llewellyn Mann
Scott Daniel
Start page 301
End page 308
Total pages 8
Collection year 2013
Language eng
Formatted Abstract/Summary
Background: The development and deployment of curricula is at the heart of engineering education. Curriculum design is a complex activity with many integrated knowledge domains and tasks. The design of curricula share many common elements with engineering design. It is important to develop cohesion in the curriculum ensuring all elements work in harmony to deliver stated outcomes. There is a need to have robust computer aided tools to help academe in designing curricula, understanding key characteristics of those curricula, as well as allowing students to gain deeper insight into their individual learning pathways.

Purpose:
This work creates a prototype software environment for curriculum design that permits users to integrate knowledge, attainment levels, learning outcomes and assessment tasks so as to build learning pathways, then view and assess their characteristics.

Design/Method: The design elements are based on defining formal data structures such as ontologies and taxonomies for such areas as discipline knowledge domains, sub-domains and topics; assessment types; learning places and spaces; the creation of structured learning outcomes and other curriculum elements. These are made available to the user in a fully configurable and customizable interface with a backend database. The prototype allows courses and whole curricula to be constructed and then examined for a range of characteristics. Understanding a range of characteristics of the curriculum is facilitated through a user questioning facility and various display modes. The development has received input from psychology and the reference group now includes science.

Results: The current development has defined and implemented much of the underlying data structures that allow curricula to be constructed. Structured generation of specific learning outcomes for both cognitive and affective domains can be done. The development of linking capabilities addressing required prior learning (RPL) and to future anticipated learning (FAL) allows pathways to be traced across and within semesters. Incremental development of knowledge areas and professional skills/attitudes can be designed and tracked. A number of curriculum design case studies in chemical engineering have been used to test functionality.

Conclusions: The environment will allow academics to systematically build and assess curricula. It allows academics to have deeper insights overall curriculum and assessment architectures. Students will better understand the learning and assessment pathways within their degree programs. Enhancements to the prototype will help deliver the full benefits to the user.
Keyword Curriculum design
Assessment ontologies
Knowledge taxonomies
Learning outcomes
Graduate outcomes
Learning pathways
Academic standards
Q-Index Code E1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Conference theme "The Profession of Engineering Education: Advancing Teaching, Research and Careers"

Document type: Conference Paper
Collections: School of Chemical Engineering Publications
Official 2013 Collection
 
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