An international model for curriculum adaptation and implementation

Abstract

We are developing a multimedia framework for constructive and collaborative, inquiry-based learning for introductory, upper-level and graduate computer science courses. Constructive learning goes beyond learning by receiving knowledge, to learning by building systems, with immediate, visual feedback. Collaborative learning encourages students to interact with instructors and librarians, via both live links and remote-controlled "show me" sessions or by reviewing a multimedia FAQ of recorded "show me" sessions. Inquiry-based learning guides the student into pursuing exploratory research in a community of students and scholars. A reference librarian persona will suggest research topics, then help extract content from both traditional library resources as well as dynamically mined material, answer typical questions and help construct annotated bibliographies, reviews and research proposals. The framework will be an integrated, multi-track model, allowing students to select content according to their background, interests and course requirements. Within this general framework, we plan to develop content for three courses in the Computer Science curriculum, ranging from Introduction to Computing (CS1) at the freshman level to Object-Oriented Software Engineering (OOSE) at the graduate level. We have gathered baseline evaluation data for the CS1 and OOSE courses that is currently under analysis.

DOI: 10.1145/377435.377693

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Cite this paper

@inproceedings{Cover2001AnIM, title={An international model for curriculum adaptation and implementation}, author={C. Fay Cover and Robert D. Campbell and Karl J. Klee}, booktitle={ITiCSE}, year={2001} }