Computer-aided curriculum analysis and design: Existing challenges and open research directions

Andre M.H. Teixeira; Aida O.P.D.C. Guerra; Steffi Knorn; Kjell Staffas; Damiano Varagnolo

doi:10.1109/FIE44824.2020.9274292

Computer-aided curriculum analysis and design: Existing challenges and open research directions

Andre M.H. Teixeira, Aida O.P.D.C. Guerra, Steffi Knorn, Kjell Staffas, Damiano Varagnolo

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

4 Citations (Scopus)

Abstract

This Research-to-Practice Full Paper investigates the emerging perspectives for the 21st engineering curriculum, and discusses the crucial role that digital technologies will have in facilitating the management, evaluation, and development of such a curriculum. First, a vision for future engineering curricula is distilled from modern curricular perspectives and trends of future engineering professions, where the integration of non-cognitive competences and the increased individualization of study paths are central. Core requirements for future curricula are outlined, which pose significant barriers to curricular changes. Then, the role of technology in mitigating these barriers is discussed, by outlining key aspects of a data-driven digital approach to the management of future curricula. To illustrate the proposed approach, the paper presents a case example of a digital tool that analyzes curriculum coherency at the content level. The paper concludes with a discussion of future research directions regarding the conceptualization and management of future engineering curricula through digital technologies.

Original language	English
Title of host publication	2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings
Publisher	IEEE Signal Processing Society
Publication date	21 Oct 2020
Article number	9274292
ISBN (Electronic)	9781728189611
DOIs	https://doi.org/10.1109/FIE44824.2020.9274292
Publication status	Published - 21 Oct 2020
Event	2020 IEEE Frontiers in Education Conference, FIE 2020 - Uppsala, Sweden Duration: 21 Oct 2020 → 24 Oct 2020

Conference

Conference	2020 IEEE Frontiers in Education Conference, FIE 2020
Country/Territory	Sweden
City	Uppsala
Period	21/10/2020 → 24/10/2020
Sponsor	American Society for Engineering Education (ASEE), Educational Research and Methods Division (ERM), IEEE Computer Society, IEEE Education Society

Series	Proceedings - Frontiers in Education Conference, FIE
Volume	2020-October
ISSN	1539-4565

Bibliographical note

Funding Information:
The research leading to these results has received funding from pedagogical funds at Uppsala University, and from the European Community through the Erasmus+ project 2019-1-NO01-KA203-060257 ’Face-It’.

Publisher Copyright:
© 2020 IEEE.

Keywords

curriculum management
curriculum theory
digitization
future curriculum

Access to Document

10.1109/FIE44824.2020.9274292

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Cite this

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abstract = "This Research-to-Practice Full Paper investigates the emerging perspectives for the 21st engineering curriculum, and discusses the crucial role that digital technologies will have in facilitating the management, evaluation, and development of such a curriculum. First, a vision for future engineering curricula is distilled from modern curricular perspectives and trends of future engineering professions, where the integration of non-cognitive competences and the increased individualization of study paths are central. Core requirements for future curricula are outlined, which pose significant barriers to curricular changes. Then, the role of technology in mitigating these barriers is discussed, by outlining key aspects of a data-driven digital approach to the management of future curricula. To illustrate the proposed approach, the paper presents a case example of a digital tool that analyzes curriculum coherency at the content level. The paper concludes with a discussion of future research directions regarding the conceptualization and management of future engineering curricula through digital technologies.",

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Teixeira, AMH, Guerra, AOPDC, Knorn, S, Staffas, K & Varagnolo, D 2020, Computer-aided curriculum analysis and design: Existing challenges and open research directions. in 2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings., 9274292, IEEE Signal Processing Society, Proceedings - Frontiers in Education Conference, FIE, vol. 2020-October, 2020 IEEE Frontiers in Education Conference, FIE 2020, Uppsala, Sweden, 21/10/2020. https://doi.org/10.1109/FIE44824.2020.9274292

Computer-aided curriculum analysis and design: Existing challenges and open research directions. / Teixeira, Andre M.H.; Guerra, Aida O.P.D.C.; Knorn, Steffi et al.
2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings. IEEE Signal Processing Society, 2020. 9274292 (Proceedings - Frontiers in Education Conference, FIE, Vol. 2020-October).

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

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N2 - This Research-to-Practice Full Paper investigates the emerging perspectives for the 21st engineering curriculum, and discusses the crucial role that digital technologies will have in facilitating the management, evaluation, and development of such a curriculum. First, a vision for future engineering curricula is distilled from modern curricular perspectives and trends of future engineering professions, where the integration of non-cognitive competences and the increased individualization of study paths are central. Core requirements for future curricula are outlined, which pose significant barriers to curricular changes. Then, the role of technology in mitigating these barriers is discussed, by outlining key aspects of a data-driven digital approach to the management of future curricula. To illustrate the proposed approach, the paper presents a case example of a digital tool that analyzes curriculum coherency at the content level. The paper concludes with a discussion of future research directions regarding the conceptualization and management of future engineering curricula through digital technologies.

AB - This Research-to-Practice Full Paper investigates the emerging perspectives for the 21st engineering curriculum, and discusses the crucial role that digital technologies will have in facilitating the management, evaluation, and development of such a curriculum. First, a vision for future engineering curricula is distilled from modern curricular perspectives and trends of future engineering professions, where the integration of non-cognitive competences and the increased individualization of study paths are central. Core requirements for future curricula are outlined, which pose significant barriers to curricular changes. Then, the role of technology in mitigating these barriers is discussed, by outlining key aspects of a data-driven digital approach to the management of future curricula. To illustrate the proposed approach, the paper presents a case example of a digital tool that analyzes curriculum coherency at the content level. The paper concludes with a discussion of future research directions regarding the conceptualization and management of future engineering curricula through digital technologies.

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ER -

Teixeira AMH, Guerra AOPDC, Knorn S, Staffas K, Varagnolo D. Computer-aided curriculum analysis and design: Existing challenges and open research directions. In 2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings. IEEE Signal Processing Society. 2020. 9274292. (Proceedings - Frontiers in Education Conference, FIE, Vol. 2020-October). doi: 10.1109/FIE44824.2020.9274292

Computer-aided curriculum analysis and design: Existing challenges and open research directions

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