Name
Abstract | ||
|---|---|---|
Contribution: A technical course in a multidisciplinary university program has to provide high-level skills, with limited lecturing hours and student background. This article investigates the principles for its design and reports about a study case. Background: The overall course organization needs to address specific learning targets and teaching techniques, different from those used in traditional courses on the topic. Research Question: A stepwise strategy assists a principled design that allows dynamic, long-term improvements. Methodology: The evaluation of its applicability requires a years-long record of historical data. The article studies the evolution of a course over six years using simple monitoring techniques: surveys and rubric-based examinations. Findings: Monitoring emerges as an essential feature for course evolution: a focused examination provides the best results, while institutional, wide-spectrum surveys appear to be of little help. |
Year | DOI | Venue |
|---|---|---|
2021 | 10.1109/TE.2020.3035071 | IEEE Transactions on Education |
Keywords | DocType | Volume |
Computational thinking (CT),computer networking,constructivism,course design,course monitoring,higher education,rubrics,virtual laboratory | Journal | 64 |
Issue | ISSN | Citations |
3 | 0018-9359 | 0 |
PageRank | References | Authors |
0.34 | 0 | 1 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Augusto Ciuffoletti | 1 | 139 | 17.40 |