Paper
The E-literate society
Paradigm shifts in education and professional life Modern curriculum development for informatics (computing science)
Tom J. van Weert
Expert Center for Educational Technology Cetis
Hogeschool van Utrecht
P.O. Box 85029
3508 AA Utrecht
The Netherlands
Tel: +31 30 258 6296
Fax: +31 30 258 6292
Email: t.vweert@cetis.hvu.nl
Fred Mulder
Open University of the Netherlands
Keywords
Curriculum Policies, Developing Countries, Globalisation, Higher Education, Society, Abstract
Modern curriculum development should fulfil specific requirements which reflect developments in society. A set of possible requirement is proposed.
This set of requirements is confronted with two curriculum development initiatives in practice aimed at curriculum development for informatics (computing science). The two initiativew are: Computing Curriculum 2001 (IEEE-CS/ACM) en ICF-2000 (IFIP/UNESCO). Comparison shows that the principles used in these two initiatives more or less cover the proposed requirements. Examples are given of how some of these requirements can be realised in practice using examples from ICF-2000.
Traditional curriculum development
There is a long tradition in curriculum development in higher education. The common approach is to make a list of topics from the discipline involved, ordered by increasing complexity. Didactic guidelines will then be added to specify how these topics should be taught to the students. The curriculum effort is driven by the content of the discipline and many curriculum discussions focus on how important specific topics are to the curriculum. In many cases these discussions are influenced by who is stakeholder in the topic.
Education is there to serve society, to supply society with capable graduates for its workforce and to assure common values. This is what mass education for industrial society did when it started, in its overt and hidden curriculum. However, mass education today has become a complex system with high inertia. It is more involved with its own, internal problems than with what is happening in society. Thus you may find many curriculum developers taking more account of the needs of the educational system and its hierarchy than of the needs of society.
Developments in society
We live in societies that are affected by the trend of globalisation, where English is becoming the “world Esperanto” and the job market is becoming global. Professionals may therefore be active in several different cultures and business settings. Our societies have a fast pace of change and innovation is a must. Knowledge as such has become a common commodity; access to knowledge and reproduction of that knowledge is becoming easier and easier. On the other hand development of knowledge has become a common activity of the new professional. “Time to market” is essential and therefore there is a need to develop new knowledge which is applied at once in innovative situations. “Life Long Learning” is nothing special, but a characteristic of professional life. Modern society has many problems that need a multi-disciplinary team approach. Professionals therefore work in such teams in which hierarchy is not of importance and respect is earned by achievement.
The developments sketched above have repercussions for traditional education and curriculum development.
Requirements for curriculum development
Why and to what purpose is a curriculum developed? In modern society a first requirement for modern curriculum development is accountability: curriculum developers should be clear about the requirements the curriculum has to meet. A first requirement therefore is accountability. The following list of requirements may be constructed as a first refinement of this accountability.
Why, for whom, what and how Requirements
0. Accountability
Why should the curriculum be developed? 1. Meet demands of globalisation
2. Solve the need of society for professionals
For whom is the curriculum primarily developed?3. Students developing their professional competences at
4. Specific competence levels
What should the curriculum address? 5. Application of knowledge
6. Core competences in the domain
7. Professional competences
8 Interdisciplinarity
How should the curriculum be realised?9. With a didactic approach
10. Cost-effective
11. Flexible in implementation
12. Up to date and sustainable
Here the word `competence` is used with the broad interpretation that is common in the British tradition.
Informatics curriculum development in practice
T WO INFORMATICS CURRICULA
At the International Federation for Information Processing (IFIP) World Conference Computers in Education (WCCE2001) in Copenhaben two curriculum efforts were discussed: https://www.doczj.com/doc/fe15753972.html,puting Curricula 2001, Steelman Draft (August 1, 2001), produced by the Joint
Taskforce on Computing Curricula of IEEE Computer Society and the Association for Computing Machinery (ACM),
https://www.doczj.com/doc/fe15753972.html,rmatics Curriculum Framework 2000 (ICF-2000), produced by Technical
Committee 3 of the International Federation for Information Processing on behalf of
UNESCO.
Both curriculum effort have been based on a set of principles which can be compared with the requirements for curriculum development as introduced above.
Principles used to develop Computing Curricula 2001
The CC2001 Task Force has articulated the following principles to guide their work [1]:
https://www.doczj.com/doc/fe15753972.html,puting is a broad field that extends well beyond the boundaries of computer science.
https://www.doczj.com/doc/fe15753972.html,puter science draws its foundations from a wide variety of disciplines.
3.The rapid evolution of computer science requires an ongoing review of the corresponding
curriculum.
4.Development of a computer science curriculum must be sensitive to changes in
technology, new developments in pedagogy, and the importance of lifelong learning.
https://www.doczj.com/doc/fe15753972.html,2001 must go beyond knowledge units to offer significant guidance in terms of
individual course design.
https://www.doczj.com/doc/fe15753972.html,2001 should seek to identify the fundamental skills and knowledge that all computing
students must possess.
7.The required body of knowledge must be made as small as possible.
https://www.doczj.com/doc/fe15753972.html,2001 must strive to be international in scope.
9.The development of CC2001 must be broadly based.
https://www.doczj.com/doc/fe15753972.html,2001 must include professional practice as an integral component of the undergraduate
curriculum.
https://www.doczj.com/doc/fe15753972.html,2001 must include discussions of strategies and tactics for implementation along with
high-level recommendations.
Principles used to develop ICF2000
The set of principles used for the development of ICF2000 can be derived from the introduction of ICF-2000 [2] and the boundary conditions in the Guidelines for Authors [3]: 1.The curriculum framework is developed for implementation in different countries and
different cultural and economic environments
2.Professional categories are to be identified for which the curriculum should provide
education; these categories should take account of other disciplines
3.Graduate profiles are to be identified to cater for the educational needs of the professional
categories in an efficient way; these profiles should take account of other disciplines
4.Graduate profiles should build one upon the other allowing for efficient and flexible
implementation in different educational environments
5.Implementation of the curriculum should be possible within several resource situations
6.Curriculum units should address competences of students
7.Core informatics themes (competences) are to be identified and addressed in curriculum
units; these themes should include personal and inter-personal skills
8.Levels of competence should be specified for graduate profiles and curriculum units
9.Learning approaches are to be specified for curriculum units
10.International curriculum sources should be used for building an actual curriculum assuring
that the curriculum is State of the Art and easy to maintain, and also allowing for use of existing learning materials in many languages.
R EQUIREMENT ANALYSIS
Comparison of the list of requirements with the principles used in the construction of Computing Curricula 2001 and Informatics Curriculum Framework 2000 produces the result shown below. The classification is not straightforward and is open to debate. Also the author is biased by his involvement in the development of ICF-2000. However, the comparison shows that the requirements identified in the beginning of this paper by and large are met in practical curriculum development for informatics.
Requirements CC2001Principles ICF-2000 Principles
0. Accountability Yes, there are principles Yes, there are principles
1. Globalisation81, 10
2. Need of society for professionals(9)2
(10)6, 7
3. Student professional
competences
4. Levels of competence8
5. Application oriented, operational(10)6, 7
6. Core competences in domain67
7. Professional competences102, 6
8. Interdisciplinary1, 22, 3
9. Didactic guidelines59
10. Cost-effective education73,4
11. Flexible implementation114, 5
12. Up to date and sustainable3, 410
A principle shown in parenthesis indicates that it might possibly include the requirement.
How to meet the requirements: example ICF-2000
As an illustration of how requirements for curriculum development can be met examples from the Informatics Curriculum Framework 2000 (ICF-2000) will be given. This curriculum framework was developed for UNESCO by IFIP Technical Committee 3 to specifically meet the needs of developing countries.
R EQUIREMENT 2N EED OF SOCIETY FOR PROFESSIONALS
ICF-2000 identifies the following categories of professionals [ICF-2000, chapter 4]:
A Informatics Use (I-User)
·A1Instrumental I-users
Instrumental I-users use computer technology or software packages in their
work. Examples can be found in word processing, using databases, making
spreadsheets, preparing presentations, graphical drawing, communicating by e-
mail, retrieving information through internet, videoconferencing, etc.
B Informatics appliers (I-appliers)
·B1Conceptual I-appliers
Conceptual I-appliers apply specific knowledge from the informatics domain
or typical informatics skills in their own area that is increasingly infused by
informatics. Examples are teachers who design computer supported education,
chemists doing molecular modelling, computer artists, the media specialists
applying internet technology, economists introducing electronic commerce, etc.
·B2Interfacing I-appliers
Interfacing I-appliers combine knowledge and skills from their own area or
profession with informatics knowledge and skills, in an interfacing role linked
to I-professionals. Examples are the business consultant advising in the
development process of computer based information systems, the mechanical
engineer participating in industrial automation projects, the sociologist
supporting the introduction of large scale work computerisation, the ethicist
advising on privacy matters, the lawyer collaborating on the formulation of
software contracts, etc.
·B3Researching I-appliers
Researching I-appliers combine knowledge and skills from their own research
areas with informatics knowledge and skills, in research efforts that connect
and integrate informatics with other disciplines. In general such
interdisciplinary research projects show fruitful collaborations with informatics
researchers (see category C3) and are supposed to open up new horizons.
Examples can be found in research on distance learning, human-computer
interaction, cognition, computational science, telematics & multimedia,
linguistics, information science, knowledge technology, logistics, etc.
·B4Directing I-appliers
Directing I-appliers are well equipped and skilled by a general understanding
and broad overview of informatics, to play a policymaking, supervising or
managing role in the areas of I-technology and I-applications. Examples are the
project manager running a project in which new I-technologies are introduced
into an organisation or in which a tailored I-application is being developed, the
information (policy) manager supervising the contents of information
processing within an organisation, the communication (policy) manager
responsible for creating, updating and exploiting an internet site of substantial
volume, the (I-oriented) manager of an I-department, etc.
C Informatics workers (I-workers)
·C1Operational I-workers
Operational I-workers have a thorough understanding of and well-developed
skills in informatics as a broad discipline, more specifically in the area of
exploitation, control and maintenance of available I-technology and I-
applications. Clearly this category contains a large portion of lower level I-
professionals, for example computer operators, network operators, application
administrators, database administrators, helpdesk employees, etc. But also
university-level I-professionals will be required in directing, supervising and
managing roles with respect to this area (note that there may be overlap with
category B4).
·C2Engineering I-workers
Engineering I-workers have a thorough understanding of and well-developed
skills in informatics as a broad discipline, more specifically in the area of
analysis, design and implementation of I-systems. Examples are the
information systems analyst, the software engineer, the knowledge engineer,
the scientific programmer, the database developer, the IC designer, etc.
·C3Researching I-workers
Researching I-workers have a thorough understanding of and well-developed
skills in informatics as a broad discipline, more specifically in research. They
are supposed to further develop the I-discipline and its concepts, both on its
own and in relation with other disciplines, in the latter case collaborating with
researchers from category B3.
R EQUIREMENT 6C ORE COMPETENCES IN THE DOMAIN
ICF-2000 identifies the following core themes (competences) in the domain of informatics [ICF-2000, chapter 6]:
1Representation of information
2Formalism in information processing
3Information modelling
4Algorithmics
5System design
6Software development
7Potentials and limitations of computing and related technologies
It goes without saying that all informatics practitioners need a keen appreciation of the capabilities of the computing paradigm. They will be adding to those capabilities
during the course of a career. In addition the ‘whole person’ practitioner should be at
least aware of limitations of the paradigm, from both theoretical and pragmatic points of view.
8Computer systems and architectures
9Computer-based communication
10Social and ethical implications
11Personal and interpersonal skills
It has been stated that the era of the solo asocial programmer has come to an end.
Through a maturing of the field, as well as the awesome complexity of the problems to be solved, effective teamwork has become crucial in the construction of the resulting extremely complex systems.
Examples of skills required are: communication, team work, critical thinking,
leadership, working with users, interdisciplinary environments, written specifications and documentation, dealing with ambiguity.
12Broader perspectives and context (includes links with other disciplines) Some knowledge and understanding may not be directly relevant to the design of an
information system yet is still considered as core to informatics. This would be similar to an acknowledgement that a solid grounding in the liberal arts is core to any
educated person. Examples of areas to be linked to are: history, philosophy, artificial
intelligence, cognitive science, linguistics, scientific modelling.
R EQUIREMENT 10C OST-EFFECTIVE EDUCATION/ REQUIREMENT 4L EVELS OF COMPETENCE
To allow efficient education of all 8 professional categories ICF-2000 identifies the following 4 graduate profiles [ICF-2000, Section 5, Section 8]:
Professional Category ICF-2000
9];
1.BIP, Basic Instrumental I-Profile A1[Section
2.BCP, Basic Conceptual I-Profile B1[Section 10];
3.MIP, MInor I-Profile B2, B3, B4[Section 11];
4.MAP, MAjor I-Profile C1, C2, C3[Section 12].
The professional categories grouped in a graduate profile have characteristics that lead to differences within the graduate profiles. These differences are related to:
§The coverage of informatics core themes (see example of requirement 6); the coverage of the themes is a 'fingerprint' of the curriculum specification fitting a specific category of
professionals
§The orientation in terms of goals and competencies to be reached.
Orientations
AW AWareness (know or use):
Aiming at developing basic knowledge as well as skills that allow students to act
basically literate with respect to informatics in general and to perform standard
operations using computer technology or software packages;
AP APplication:
Aiming at developing a basic conceptual understanding of informatics and of some
more advanced informatics skills which allow students to apply basic informatics to
other disciplines or areas;
DM Design and Modelling:
Aiming at developing a general understanding and broad overview of informatics,
especially with respect to the modelling and the design of informatics applications;
CA Conceptualisation and Abstraction:
Aiming at developing a thorough understanding of and well-developed skills in
informatics as a broad discipline, the essence being to further develop the capability
of students to abstract and to conceptualise.
Example of a graduate profile curriculum specification from ICF-2000
Curriculum specification of BIP
Graduate I-profile BIP B ASIC I NSTRUMENTAL I-P ROFILE
Categories of professionals A1Instrumental I-users
credit points credit points credit points
(total)(generic)(discipline specific)
Size of educational program BIP20164
Prerequisites none
Constituting units size orien--------------------- themes --------------------code title[cp]tation123456789101112 [--- generic ---]
BIP-01Context for informatics applications[1]3-5AW x x x x x x x x
BIP-02Hands-on with software packages [1]3-5AW x x x x x x
BIP-03Hands-on with software packages [2]3-5AW x x x x x x
BIP-04Hands-on with networking [1]3-5AW x x x x
[--- discipline(X) specific --- X may be I ---]
BIP/X-01Operating software in area X [1] 4AW x x x Total size & theme ‘fingerprint’20AW4321532142 1 credit point (cp) = 1 day of study
REQUIREMENT 11F LEXIBLE IMPLEMENTATION
Flexible implementation of ICF-2000 is made possible in differing educational environments and resource situations because the 4 graduate profiles build one upon the other and [ICF-2000, Section 0]:
Educational environment Available technical and human resources
The educational institution offers a Minor or Major in another discipline than informatics, but including:
BASIC INSTRUMENTAL I-PROFILE (BIP)
[ICF-2000, Section 9]
The institution offers no Minor or Major programme in informatics There is some, not very advanced, hardware and software
Several staff members have pioneered in using computers
No staff has graduated in informatics
The educational institution offers a Minor or Major in other discipline than informatics including:
BASIC INSTRUMENTAL I-PROFILE (BIP)
[ICF-2000, Section 9]
BASIC CONCEPTUAL I-PROFILE (BCP)
[ICF-2000, Section 10]
The institution offers no Minor or Major programme in informatics There is some, not very advanced, hardware and software
Several staff members have a Minor in informatics
The educational institution specialises in informatics and has an informatics department that offers a Minor programme in informatics:
MINOR I-PROFILE (MIP)
[ICF-2000, Section 11]
The institution offers no Major programme in informatics There is more hardware and software of good quality There is an ICT-support centre
At least some staff members in the informatics department have a Major in informatics
The educational institution specialises in informatics and has an informatics department that offers both a Minor and a Major programme in informatics:
MINOR I-PROFILE (MIP)
[ICF-2000, Section 11]
MAJOR I-PROFILE (MAP)
[ICF-2000, Section 12]There is a good quantity of hardware and software of good quality
There is an ICT-support centre
Most staff members in the informatics department have a Major in informatics; the other staff members in the department have a Minor in informatics
How to find CC2001 and ICF-2000
The Steelman Draft of Computing Curricula 2001 can be found at: https://www.doczj.com/doc/fe15753972.html, The full ICF-2000 document is posted on the IFIP web site: http://www.ifip.or.at/
The current location can be accessed by clicking on 'announcements' and then on 'projects'
Direct access is possible at: http://www.ifip.or.at/pdf/ICF2001.pdf.
References
https://www.doczj.com/doc/fe15753972.html,puting Curricula 2001, Steelman Draft (August 1, 2001), The Joint Taskforce on
Computing Curricula, IEEE Computer Society & Association for Computing
Machinery, IEEE CS/ACM, 2001.
2.Mulder, F., van Weert, T.J. (2000) Informatics Curriculum Framework 2000 for
higher education [ICF-2000], Paris, UNESCO.
3.Weert, T. J. van (2000) Guidelines for Authors, Informatics Curriculum Framework
2000 for higher education [ICF-2000], Paris, UNESCO.
4. Mulder, F., van Weert, T.J. [eds] (1998) Informatics in higher education: Views on
informatics and noninformatics curricula, Proceedings of the IFIP/WG3.2 Working
Conference on ‘Informatics (computer science) as a discipline and in other disciplines: what is in common?’. London, Chapman & Hall.