State of the Art of Human-Computer Interaction (HCI) Master’s Programs 2020

Ramírez, Mauricio Vasco; Méndez, Yenny A.; Saltiveri, Toni Granollers i; Millán, Andrés F.; González, Claudio; Moreira, Fernando

doi:10.1007/978-3-030-72657-7_39

Cited by 2 publications

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The assessment cycle presented in Figure 3 responds to the curriculum design of the master's degree from LO, which has coherence among the elements that compose it and meets institutional and legal criteria and guidelines. This cycle evidences all the elements and implications that have been discussed so far regarding the curriculum design based on LO, allowing the intentional and systematic collection of information for decision making in the process of continuous improvement to achieve high standards of the educational quality of the program [26]. The starting point for this assessment is the curricular design articulated in LO and the collaborative work of Academic Networks (Curricular and Course), understood as "social organization devices, founded on relationships of equity among members of the same academic stratum or group with common objectives and goals" [27,28] The starting point for this assessment is the curricular design articulated in LO and the collaborative work of Academic Networks (Curricular and Course), understood as "social organization devices, founded on relationships of equity among members of the same academic stratum or group with common objectives and goals" [27,28]…”

Section: Assessment Cycle For the Master In User Experience Design-mduxmentioning

confidence: 96%

Assessment of Curriculum Design by Learning Outcomes (LO)

et al. 2022

Self Cite

View full text Add to dashboard Cite

This paper analyzes the assessment experience as part of curriculum design by learning outcomes of the Master in User Experience Design of the Universidad Nacional Abierta y a Distancia—UNAD Colombia and the University of Lleida—UdL Spain. The article presents the assessment route, which allows for continuous improvement and is tailored to the self-assessment process. Conceptual references on curriculum design, competencies, purposes, constant improvement, and assessment are outlined for presentation. The theoretical line is based on international and national legal references. Likewise, the educational, pedagogical, and curricular implications of learning outcomes are presented, among them: change of paradigm (teaching vs. learning), coherence of curricular design, change of evaluation (qualification vs. assessment), decision-making, professor training, change of professor attitude, sustainability through assessment, and implementation routes, all of them with the aim of continuous improvement and to maintain the high quality of the program. One of the main conclusions indicates that curriculum design based on learning outcomes should be aligned and coherent at the macro-, meso-, and micro-curricular levels in order to meet the needs and requirements of the professional field.

show abstract

Section: Assessment Cycle For the Master In User Experience Design-mduxmentioning

confidence: 96%