ABSTRACT
In the 21st century knowledge economy there is a growing need for the types of creative thinkers who can bridge the engineering mindset with the creative mindset, combining multiple types of skills. New economies will need workers who have "diagonal" skill sets, who can develop systems and content as an integrative process. This requires a new type of training and curriculum. In the newly formed "Digital Culture" undergraduate program at ASU, we attempt to support new types curricula by structuring differently the way students move through courses. With a constantly shifting and changing curriculum, structuring course enrollment using class "prerequisites" leads to fixed and rigid pathways through the curriculum. Instead, Digital Culture structures course sequences based on the students accumulation of abstract "Proficiencies" which are collected by students as they complete courses, and which act as keys to unlock access to higher level course. As a student accumulates more and more of these proficiencies, they are increasingly able to unlock new courses. This system leads to more flexible and adaptive pathways through courses while ensuring that students are prepared for entrance into more advanced classes. It is however more complicated and requires that students strategically plan their route through the curriculum. In order to support this kind of strategic planning we have designed and deployed a course planning system where students can simulate various possible paths through the curriculum. In this paper, we show our design process in coming up with our "Digital Culture Visual Planner". This design process starts with a network analysis of how all the Digital Culture courses are interrelated by, visualizing the relationships between "proficiencies" and courses. A number of possible design directions result from this analysis. Finally we select a single design and refine it to be understandable, useful and usable by new undergraduate Digital Culture majors.
- Course Schedule Planner. http://sims.rutgers.edu/csp.Google Scholar
- Course Timetable Planner. http://utm.utoronto.ca/12627.html.Google Scholar
- R. A. Becker and W. S. Cleveland. Brushing scatterplots. Technometrics, pages 127--142, 1987. Google ScholarDigital Library
- N. J. Curiskis. Online course planning. MERLOT Journal of Online Learning and Teaching, pages 42--48, 2006.Google Scholar
- J. J. Duderstadt. A University for The 21st Century. The University of Michigan Press, 2006.Google Scholar
- E. M. Ritter and D. J. Scott. Design of a proficiency-based skills training curriculum for the fundamentals of laparoscopic surgery. Music Educators Journal, pages 107--112, 2001.Google Scholar
- C. A. B. Shneiderman. Visual information seeking: Tight coupling of dynamic query filters with starfield displays. Proc. ACM CHI '94 Conference, pages 313--317, 1994. Google ScholarDigital Library
Index Terms
- Visual planner: beyond prerequisites, designing an interactive course planner for a 21st century flexible curriculum
Recommendations
Engaging computer science in traditional education: the ECSITE project
ITiCSE '12: Proceedings of the 17th ACM annual conference on Innovation and technology in computer science educationEngaging Computer Science in Traditional Education (ECSITE, pronounced "excite") is a 5-year program that began in 2009 to bring computer science into traditional K-12 classrooms. Rather than seeking to draw students into computing courses, we bring ...
Two in the middle: digital character production and machinima courses
SIGCSE '09: Proceedings of the 40th ACM technical symposium on Computer science educationMany Universities and Colleges are building interdisciplinary programs between engineering and fine arts that focus on games, special effects, animation and other areas that require interdisciplinary efforts. This is in response to the needs of the ...
Two in the middle: digital character production and machinima courses
SIGCSE '09Many Universities and Colleges are building interdisciplinary programs between engineering and fine arts that focus on games, special effects, animation and other areas that require interdisciplinary efforts. This is in response to the needs of the ...
Comments