HOME: Hybrid Ontology Mapping Evaluation Tool for Computer Science Curricula

This paper presents a hybrid ontology mapping tool for evaluating the standard of computer science subjects against the Thailand Qualification Framework for Higher Education (HQF: HEd). This can improve the standard of curriculum of universities in Thailand with higher accuracy and enable the decrease of processing time. Three ontologies have been designed: course, TQF: HEd and the standard curriculum of computer science. They were used for comparing course contents by applying a combination of ontology mapping techniques (semantic-based using extended Wu & Palmer’s algorithm and structure-based using SKOS features). Test with the sample data show that the tool based on a hybrid ontology mapping worked sufficiently well and can inform the efforts for curriculum improvement

Competency-Based Educational Program Effectiveness Assessment

Colleges and universities, like most businesses, need to regularly assess the effectiveness of their products and services. In fact, such analysis is usually required by accrediting bodies to ensure that educational institutions, and each of their departments, show continual improvement. This paper describes a competency-based approach to effectiveness assessment at the program level utilizing various feedback mechanisms. Also discussed is an approach to feedback analysis using curriculum-competency mapping that can suggest areas for program improvements. Finally, experiences in applying the competency-based assessment process for the Computer Information Systems program of a small college are described

Mapping the MIS Curriculum Based on Critical Skills of New Graduates: An Empirical Examination of IT Professionals

MIS curricula research almost always focuses on either curriculum issues or the critical skills required of new MIS graduates, rarely both. This study examines both by determining the critical skills required of new graduates, from the perspective of IT professionals in the field, then uniquely mapping those skills into a comprehensive yet flexible MIS curriculum that could be used by any MIS department. Using a sample of 153 IT professionals from six organizations in the mid-South, the results are somewhat surprising. While personal attributes are important, IT workers clearly believe that technology skills are a critical component of an MIS education, in particular database skills (including SQL), computer languages (at least two), and web design proficiency. Results also stress the importance of foundational concepts and knowledge, preparing new graduates for careers and not merely their first job. The impact for MIS curriculum designers is clear: make the major technically robust while simultaneously providing a core foundation in both business and IT. The study strongly suggests that concentrations (two or more sequenced courses) are a must; four are recommended as a result of this study: programming/architecture, telecommunications/networks, database, and web design/e-commerce. Implications are discussed

Knowledge Cartography: Software tools and mapping techniques

Knowledge Cartography is the discipline of mapping intellectual landscapes.The focus of this book is on the process by which manually crafting interactive, hypertextual maps clarifies one’s own understanding, as well as communicating it.The authors see mapping software as a set of visual tools for reading and writing in a networked age. In an information ocean, the primary challenge is to find meaningful patterns around which we can weave plausible narratives. Maps of concepts, discussions and arguments make the connections between ideas tangible and disputable. With 17 chapters from the leading researchers and practitioners, the reader will find the current state–of-the-art in the field. Part 1 focuses on educational applications in schools and universities, before Part 2 turns to applications in professional communitie

ImpaCT2: pupils' and teachers' perceptions of ICT in the home, school and community

The Strand 2 report of the ImpaCT 2 research describes the results of applying a range of research methods to explore, how pupils use ICT, in particular out of school and what had been gained from this use. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT