Body of Knowledge Model and Linked Data Applied in Development of Higher Education Curriculum

Quezada–Sarmiento, Pablo Alejandro; Enciso, Liliana; Conde, Lorena; Mayorga-Diaz, Monica Patricia; Guaigua-Vizcaino, Martha Elizabeth; Hernández, Wilmar; Washizaki, Hironori

doi:10.1007/978-3-030-17795-9_57

Cited by 5 publications

(2 citation statements)

References 12 publications

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“…It capitalizes on the principles from the "power of the crowd" (Avasilcai and Galateanu 2018;Cai et al 2019;De C. Wang et al 2019;Gal 2019). The use of these new data, structured and unstructured, is changing and will continue to change our education systems (Quezada-Sarmiento et al 2020;Samuelsen et al 2019).…”

Section: Impact and Conclusionmentioning

confidence: 99%

Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses

Warin

2024

Technology Innovations in Statistics Education

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This article is about the two conflicting goals when teaching statistics or data science courses based on real-world data in a business school environment. We propose to look at structured socio-economic data about the Canadian economy. Canada was ranked 8th in 2017 by Open Data Watch (Government of Canada) for its data accessibility policy. Statistics Canada offers several ways to access data across its over 11,000 data tables. We built an R package to ease access to Statistics Canada's open economic data. With this package, we offer students another option to collect data about the Canadian economy.

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Section: Impact and Conclusionmentioning

confidence: 99%

Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses

Warin

2024

Technology Innovations in Statistics Education

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“…Periodical assessment of curriculums based on learning outcomes, accreditation standards, technological changes, and professional requirements benefits significantly from the bodies of knowledge [22,23]. Furthermore, coherent alignment of curriculum components such as learning outcomes, assessment methods, teaching methods, and program outcomes increases student success as much as two standard deviations [13].…”

Section: Introductionmentioning

confidence: 99%

An ACM\IEEE and ABET Compliant Curriculum and Accreditation Management Framework

Ali¹

2020

IJACSA

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Following methodological and systemized approaches in creating course syllabi and program curriculums are very crucial for assuring the coherence (correctness, completeness, consistency, and validity) of curriculums. Furthermore, designing coherent curriculums have a direct impact on achieving curriculum outcomes. For institutions seeking accreditation, presenting evidence of curriculum coherence is mandatory. In this paper, a general framework architecture for curriculum and accreditation management is proposed. Furthermore, we propose a detailed design for a knowledge base that comprises of: a) the ACM\IEEE body of knowledge for the Computer Science Department, b) course syllabi, and c) course articulation matrices. We show how to utilize the proposed knowledge base in the quality improvement life cycle, in ABET accreditation, and as a significant step towards curriculum coherence.

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Didactics to Enhance Observation, in Educational Contexts

Corredor,

Crespo,

Marín

et al. 2024

Lecture Notes in Networks and Systems

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Body of Knowledge Model and Linked Data Applied in Development of Higher Education Curriculum

Cited by 5 publications

References 12 publications

Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses

Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses

An ACM\IEEE and ABET Compliant Curriculum and Accreditation Management Framework

Didactics to Enhance Observation, in Educational Contexts

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