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methodology for course mapping

methodology for course mapping. demonstrated in three cases. The problem. To compare, translate and exchange Educations modules (≈courses) between different education systems. This requires the modules to be described in such a way that it is possible for other partners to understand them

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methodology for course mapping

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  1. methodology for course mapping • demonstrated in three cases

  2. The problem • To compare, translate and exchange Educations modules (≈courses) between different education systems. • This requires the modules to be described in such a way that it is possible for other partners to understand them • It requires a common understanding of the basic elements that form an education module and their meaning • In the next step the modules are integrated into an education system in order to enable merits transfers for the students

  3. General idea: From this Univ H Univ A Univ G Univ B Univ F Univ E Univ C Univ D

  4. ECTS TO THIS Univ H Univ A Univ G Univ B Univ F Univ E Univ C Univ D

  5. Theoretical background • Metrology

  6. Why metrology? • It is all about measure certain aspects of a course. • These measurements are to be compared • It is not sufficient to compare only the figures, also the measurement scale and the measurement method must be investigated. • Börje Langefors formulated 1966 a theory on information systems, where the systems was considered as a set of entities with relations between them, manifested in certain state variables.

  7. System-name Added by Kristo Ivanov 1972 State variable Varible Attribute-name Value Time Uncertainty of value

  8. System-name More is needed Entity Attribute-name Value Measurement unit Measurement procedure Time Uncertainty of value Weltanschauung

  9. Course name • Size, Volume • Admittance criteria • description • Period • Goal • Contact person • Content • Level in the system • Evaluation • Literature • Host department • Teacher(s) • Schedule • Course code • Subject course attributes-ex

  10. Attribute-name Volume Value 5 Measurement unit POINTS Measurement procedure Student work weeks Time Spring 06 Uncertainty 0% Weltanschauung Student works Example: Course (VXU)

  11. Attribute-name Volume Value 7,5 Measurement unit ECTS Measurement procedure Workload, complexity Time Spring 06 Uncertainty 0% Weltanschauung Learning units Same example (Bologna)

  12. Comments • Since the Weltanschauung is not the same, the meaning of the attribute “Volume” is not the same. • Thus there is a problem with translation between them. • How can we ensure a correct translation? • We must simply describe our courses in another world view, in terms of another system. • Sometimes this means we can’t describe parts of our courses and we have to introduce foreign concepts and viewpoints.

  13. Course and related concepts

  14. Course • Every university have templates for describing courses • There are certain information which must be present such as admittance requirements, time period, name of the course, contact person and some more or less – usually more – cryptical description. • Here we shall concentrate on four types of attributes.

  15. UNIT OF ANALYSIS COURSE CONTENT GOAL WORKLOAD CONTEXT

  16. CONTENT • THERE ARE SEVERAL CURRICULUM AROUND: • The ACM curriculum • The IFIP-curriculum • There are, to our knowledge, no common European curriculum within informatics • In any case there must be a description of the course content referring to some common ontology

  17. Goal • Describes what the participants should learn about the content. • Describes also what type of knowledge they should demonstrate • Ontology: Bloom’s taxonomy and Dublin descriptors

  18. 1. Knowledge Describe, define, present 2. Understanding Proof, explain, motivate, interpret, translate 3. Application Use, do, measure, observe, perform 4. Analysis Divide, group, identify, compare, classify, investigate 5. Synthesis Conclusions, rules, organise, produce, connections 6. Value Judge, make decisions, scrutinise, critique Bloom’s taxonomy Used for classifying learning goals. For every course at least two of them should be relevant.

  19. Dublin descriptors • Five dimensions which are used for judging the level of a specific course/learning unit. Nothing to do with examination! • Knowledge and understanding • Application of knowledge and understanding • Ability to do judgements • Ability to communicate • Study skill

  20. Dublin descriptors applied • in combination with Bloom

  21. Knowledge and understanding • Bachelor • Supported by advanced books and with some perspectives from the research area • Master • Providing a base for originality in use or development of ideas, often related to research

  22. Application of knowledge • Bachelor • Ability to provide and support arguments • Master • Ability to solve problems in new and broader (pluralistic, cross-scientific) contexts

  23. Ability to judge • Bachelor • Collect and interpret relevant information • Master • Showing ability to integrate knowledge and master complexity and do judgements based upon insufficient information

  24. Ability to communicate • Bachelor • Describe information, ideas, problem and solutions • Master • Describe the conclusions and the knowledge they are based upon (to some extent) for both specialists and ordinary people

  25. Study skill • Bachelor • Being able to continue the studies with a high degree of independence • Master • Being able to continue the studies almost independent

  26. Grading • The ECTS grading can be easily mapped to Bloom’s taxonomy in combination with the Dublin core descriptors • However, there is no easy way for mechanical translation from other grading systems • By providing a detailed description of grading criteria, the process could be easier to carry out • The grade is a qualitative measure, based upon the judgement of the teacher

  27. Grading scale • A=Excellent • B=Very good • -------------------------------------- • C=Good • D=Acceptable • E=Just acceptable • -------------------------------------- • FX = Barely failed • F=Failed The excellent performance The good performance The not so very good performance

  28. The grading procedure 1 • The examinee should demonstrate his or her knowledge about and skill in using the concepts, methods and data which belong to the course. • The examinee should put forward his or her knowledge and motivate why it is brought forward in the actual context. • The knowledge is shown by the collection of concepts, methods and data • The understanding of the examininee is shown by the evaluation of the chosen set of concepts, methods and data.

  29. The grading procedure 2 • The evaluation is done by describing the relation between concepts, methods and data, different kind of generalisations all seen from a critical point of view. • The examinee uses his or her knowledge to demonstrate how the actual concepts, methods and data can be used to solve a problem of known type. • The demonstration is valued according to the complexity of the problem • If possible, the examninee can also demonstrate how problems of unknown type can be solved with the actual concepts, methods and data

  30. The excellent performance • The examinee has a very exhaustive knowledge about concepts, methods and data • The examinee describes these including almost every relevant circumstances • The examinee gives an almost total motivation for using these concepts, methods and data • The examinee relates, combines and generalises concepts, methods and data in a very confident and talented way • The examinee uses his/her knowledge for solving known problems in a very talented way and may eventually also demonstrate solving of unknown problems

  31. The good performance • The examinee has an exhaustive knowledge about concepts, methods and data • The examinee describes these including many relevant circumstances • The examinee gives an acceptable motivation for using these concepts, methods and data • The examinee relates, combines and generalises concepts, methods and data in a sufficiently confident way • The examinee uses his/her knowledge for solving known problems in an acceptable way

  32. The not so very good performance • The examinee has knowledge about some concepts, methods and data, but they are too few • The examinee describes these including only few relevant circumstances • The examinee gives not an acceptable motivation for using these concepts, methods and data • The examinee relates, combines and generalises concepts, methods and data in an uacceptable way • The examinee uses his/her knowledge for solving known problems in an unacceptable way

  33. Bloom & Dublin Curriculum UNIT OF ANALYSIS COURSE CONTENT GOAL WORKLOAD CONTEXT

  34. Workload • Can be interpreted in different ways: • Number of full-time weeks the student in average (?) needs for passing the course with acceptable grading • Number of contacthours per week for the student • Amount of work needed during the whole semester • The ECTS, points, credit points etc. is a quantitative measure • There are intrinsic measurement procedures to carry out

  35. Context • Is the most important type of the attributes • Affects all of the other and provides a base for understanding • The Weltanschauung is an important part of the context

  36. Formalisation • at least to some degree

  37. Translation • Content • Agree on some curriculum • Provide an exhaustive description • Which leveL • Apply Dublin descriptors • How many ECTS (volume, size, workload)? • This is described on the following slides • Context, Weltanschauung • This must be known. Also discussed • Let us start with the volume

  38. For VXU • <Attribute name: Volume> <Meas. value: 5 > • <Meas. unit: points> • <Meas. procedure: one week, 40 h=1 point > • <Time: Autumn of 2006> • < Weltanschauung: Student work >

  39. For FH • <Attribute name: Volume> <Meas. value: 6 > • <Meas. unit: ECTS> • <Meas. procedure: unknown > • <Time: Autumn of 2006> • < Weltanschauung: Qualification units >

  40. For KBTUT • <Attribute name: Volume> <Meas. value: 2 > • <Meas. unit: credit points> • <Meas. procedure: X credit points * (15*2)> • <Time: Autumn of 2006> • < Weltanschauung: Study time divided in 600 credit points>

  41. For ECTS • <Attribute name: Volume> <Meas. value: 5 > • <Meas. unit: ECTS credits> • <Meas. procedure: Learning Units (content*workload)> • <Time: Autumn of 2006> • <Weltanschauung: Study time for receiving the qualification>

  42. Conceptual graph VXU Define Course Component Objective Instance of Type of Component Extent Lecture Lab work Examination Study hours

  43. Conceptual graph FH Define Qualifications/ learning goals Knowledge unit Instance of Knowledge Component Extent Lecture Instance of Lab work Examination Study hours Complexity

  44. Conceptual graph KBTUT Define Purpose/goal Discipline 600 credit point system Instance of Knowledge Component Extent Lecture Study hours Lab work Examination

  45. Conceptual graph ECTS Descide Learning goal Content Divided in Is realised through Qualifications Acuiring methods Lecture Lab work Examination

  46. Simple mapping SWE ECTS Course Course Name Name x 1,5 Volume Volume Goal Goal etc etc

  47. Correct mapping ECTS SWE Course Learning Unit Course M Name Name Content M 1 M Volume ECTS Volume 1 Goal Goal 1 etc etc

  48. Finito

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