Actively linking learning outcomes and competencies to course design and delivery: Experiences from an undergraduate Information Systems program in Singapore

Baumgartner, Ilse; Shankararaman, Venky

doi:10.1109/educon.2013.6530112

Cited by 20 publications

(9 citation statements)

References 6 publications

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“…For each 1st level learning outcome, several 2nd level learning outcomes have been defined (not shown in the figure), and each 2nd level learning outcome has several competencies attached to it. For a complete list, please refer to Baumgartner et al, [2] and Ducrot et al, [9]. The second important component of the LOF is competencies.…”

Section: A Learning Outcomes Frameworkmentioning

confidence: 98%

“…We first extract the course topics from competencies and assessments using keyphrase extraction techniques. We propose a cube model that integrates the learning outcomes (subsumes competencies) [2], Bloom's cognitive domain and course assessments. We now exploit the cube to generate competencycognitive matrix and assessment-cognitive matrix.…”

Section: Introductionmentioning

confidence: 99%

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Aligning assessments with competencies using keyphrase extraction

Shankararaman

Gottipati

2014

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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Current engineering education programs aim at consistency in terms of alignment among the components of the educational system; competencies, teaching activities and assessments. Alignment requires a methodology to align the components and discover the gaps to help the faculty with their teaching activities. The current alignment methodologies are majorly manual and hence there is a need for automated principled methodology to align the educational components. In this paper, we propose an automated alignment method based on keyphrase extraction technique and Porter's alignment model. In particular we focus on aligning assessments with competencies to discover the consistency between them.We applied our methodology on a course from Information Systems Management undergraduate curriculum program. Using the competencies and the assessments designed under this course, this paper shows how our method enables educationists to measure the alignment of competencies and assessments.

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Section: A Learning Outcomes Frameworkmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Aligning assessments with competencies using keyphrase extraction

Shankararaman

Gottipati

2014

2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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“…Baumgartner and Shankararaman [13] demonstrate how to link individual course contents and goals to program-level educational objectives by using learning outcomes and competencies. These issues were already incorporated in our online course.…”

Section: Related Workmentioning

confidence: 99%

“…That is, each chapter is lectured in a week and matches with computer science program requirements [13].…”

Section: The Online Course On Computer Architecture and Organizationmentioning

confidence: 99%

Adaptive interactive online course on Computer Architecture and Organization

Gušev

Ristov

Armenski

2013

2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET)

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In the last 10 years we have provided an interactive online course on Computer Architecture and Organization, which uses Online Learning and Interactive e-Assessment technology to support easier learning.The technology enabled an interactive environment which, checks student's knowledge and enables continuation to the next learning environment based on decision making criteria to check if sufficient knowledge is acquired by the student for a given learning objective. The system works in such a way, that the decision is made based on three correct answers in a row for questions set in a given area. Our experience shows that establishing interactive environment for online learning helps the students to gain knowledge and skills more easily, and improves the overall understanding and knowledge discovery and construction for the given course.

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“…As presented on Figure 2, the knowledge database for each course is organized in a tree-like manner. The decision of representing the knowledge database organization in a hierarchical nested structure is encouraged by Baumgartner and Shankararaman [12]. Hereupon, one course represents the root of the tree.…”

Section: A Knowledge Database Organizationmentioning

confidence: 99%

Intelligent student profiling for predicting e-Assessment outcomes

Simjanoska

Gušev

Ristov

et al. 2014

2014 IEEE Global Engineering Education Conference (EDUCON)

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The main objective of this paper is introducing intelligence in the e-Learning and e-Assessment processes. Therefore, we present an existing adaptive e-Learning and e-Assessment strategies, verify them with machine learning (ML) algorithms, build students Profile and eventually, we present our new model that will be able to estimate the final result of the overall students' work during the semester, taking into account all the learning objectives that the students have passed. Thus, our idea is creating an intelligent agent that will simulate the behavior of a real professor as much as possible.

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Actively linking learning outcomes and competencies to course design and delivery: Experiences from an undergraduate Information Systems program in Singapore

Cited by 20 publications

References 6 publications

Aligning assessments with competencies using keyphrase extraction

Aligning assessments with competencies using keyphrase extraction

Adaptive interactive online course on Computer Architecture and Organization

Intelligent student profiling for predicting e-Assessment outcomes

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