Classification of Arabic script using multiple sources of information: State of the art and perspectives

Abstract.In this paper, we present a review of the state of the art in the current classification techniques used in the optical character recognition of the Arabic script (AOCR). We consider multiple sources of information-based hybrid approaches and multiple classifiers. We show that in order to improve classification results obtained with single classifiers, it is necessary to combine several sources of information either at the level of feature extraction/description, or at the classification stage, or at both levels. We provide a qualitative comparison and discuss the strengths and weaknesses of these approaches

Assessing the effectiveness of an outcome-based information systems curriculum

This paper proposes a method for assessing the effectiveness of an outcome-based Information Systems (IS) Curriculum. Two sets of learning outcomes are identified to provide focus to an IS curriculum: the college major learning outcomes, which form the basis of the curriculum and serve as a focus for curricular design and improvement and the University learning outcomes, which are higher-level outcomes. Master course syllabi are developed for all courses in the curriculum and posted on the University Intranet and on Blackboard®. All master course syllabi include the course contributions to specific learning outcomes. Instructors use the master syllabus to design course content and develop learning experiences that are used to address particular learning outcomes. Students develop an electronic portfolio that includes samples of their most important learning experiences which may be projects, term papers, extracurricular experiences, as well as capstone and internship reports. The electronic portfolio is regularly reviewed and assessed by faculty members to monitor student progress and assess their achievement of various learning outcomes. A course-outcome matrix is developed for program assessment. The matrix includes a list of all IS courses, their learning outcomes and the expected achievement levels for these outcomes. At the end of a semester, all courses are analyzed for their effectiveness in covering various learning outcomes. The results of this analysis are used to identify courses that seem weak in covering particular outcomes. This exercise allows the IS College to study the effectiveness of individual courses and the program overall in achieving the college and University learning outcomes. It is anticipated that using a measurement tool such as the course outcome matrix may enable academic institutions monitor and improve information systems programs. © American Society for Engineering Education, 2007

Using learning outcomes and e-portfolios to assess student learning in information systems

This paper shows how electronic portfolios can be used as an effective tool to assess student academic progress and shows how learning outcomes can be used to provide focus for IS programs. Achievement of learning outcomes enables academic institutions to monitor and improve information systems programs. Two sets of learning outcomes are identified to provide focus to the curriculum. The college major learning outcomes form the basis of the curriculum and serve as a focus for curricular design and improvement. The University learning outcomes are an overarching set of higher-level outcomes. A master course syllabus that includes the course contribution to specific learning outcomes is developed. Instructors use the master syllabus to design course content and build learning experiences that are used to address a desired learning outcome. Students are required to develop an electronic portfolio that includes samples of their most important learning experiences, which may be projects, term papers, extracurricular experiences, and internship reports. The electronic portfolio is reviewed and assessed by faculty members on a regular basis to monitor student progress. During their final semester, students finalize their electronic portfolio and present their achievements to a faculty panel. The electronic portfolios allow students to document and reflect on their learning experiences. Integrating learning outcomes into the curriculum provides a mean for faculty to assess the effectiveness of the academic programs

Integrating IT certifications in networking courses: CISCO CCNA versls comptia network+

Currently, industry and government need a workforce with the latest technical skills in order to remain globally competitive. Furthermore, there is a rising demand from industry for university and college graduates who also have acquired information technology (IT) certification. Community Colleges are increasingly offering IT certification programs as a mean to provide students with viable skills needed by the workforce. However, Universities are still reluctant to include IT certification into their curriculum. The IEEE and ACM recognize the importance of IT certifications and currently provide their members with over 800 online courses to help them prepare for certifications exam. In networking, there are two important IT certifications: the Cisco Certified Network Associate (CCNA) and the Computing Technology Industry Association (CompTIA) Network+. While the CCNA certificate is vendor specific, the Network+ certificate is neutral. The objective of this paper is to study the integration of IT certification goals into Network and Telecommunication courses in Information Systems. The IS 2002 model curriculum is used as a basis to develop IS curricula (http://www.acm.org/education/is2002 .pdf Y Furthermore, the IS 2002 model curriculum implements ABET (http://www.abet.org/criteria_cac. html) requirements for IS program accreditation, which include a course in network and telecommunications (IS 2002.6). Two prominent IT certificates are examined for integration into the IS 2002.6 course: CCNA and Network+. The objectives of the CCNA and Network+ certificates are examined and mapped into the network and telecommunication course topics. An introduction to Cisco Networking Academy, which is one approach used by universities and colleges for preparing students to take the CCNA exam, is provided. A comparison between the Cisco Academy and other alternatives to obtain the CCNA or Network+ certificate is discussed. CCNA and Network+ certification goals are also studied from several points of view including lab requirement, faculty certification needs, completion time, market demand and certification exam requirements. Network and telecommunication textbooks are reviewed in order to select the best textbook that covers both course and certification objectives. Finally, a course syllabus is developed to combine course topics and shows how various certification objectives are addressed in each topic. The syllabus also includes all course assessments, which include passing the certification exam in order to complete the course. It is anticipated that this study will help students, faculty, and college administrators determine the proper networking certificate for their undergraduate program and help instructors integrate the chosen certificate into their courses. © American Society for Engineering Education, 2006

Model curriculum for undergraduate degree programs in information systems

Growing demand for information technology (IT) skills from industry and government is putting an enormous pressure on academic institutions to produce graduates that have an understanding of a broad range of technologies and have the necessary skills to be productive as they join the workforce. The Information Systems (IS) discipline is becoming an essential part of business and government organizations, which require professionals from diverse backgrounds. Academic institutions in the US and worldwide are constantly refining their curricula in an attempt to address the needs of industry and government. However, these curricula are not developed based on world wide recognized standards and at times lack critical components. The objective of this paper is to propose a comprehensive model IS curriculum based on recommendations of two internationally recognized organizations: the IS 2002 and ABET (Accreditation Board for Engineering and Technology). In order to meet the accreditation requirements, the IS 2002 recommendations states that a minimum of 30 credit hours in IS are required. Moreover, the ABET criteria specifies recommendations for all the model components including general education (GE), major core courses, major electives and general elective courses. The proposed model is based on the above requirements and provides a framework to integrate problem solving skills in IS courses at various levels of the model curriculum. It is anticipated that universities and colleges will benefit from this study by using the proposed model curriculum as a basis to tailor their own curricula and address society needs

Using information technology certifications in problem solving and programming languages for improving marketability

To meet the demand of the local industry while remaining effective, academic institutions have started redesigning the computing disciplines by adding Information Technology certifications. This paper examines one component of the Information Systems computing discipline: the problem solving and programming languages. The focus of this study is to show how information technology certifications objectives can be integrated into programming and problem solving courses such as Visual Basic .NET and Java. A case study is used to show how the Microsoft Certified Application Developer certification objectives are integrated into the Visual Basic .NET programming course. A detailed investigation shows that very few textbooks can be used to cover all certification objectives. A detailed master course syllabus is developed to show the coverage of the certification objectives while maintaining consistency of the course. It is anticipated that upon completion of the sequence of programming and problem solving courses, students are able to complete the programming certification exams. Moreover, students with a degree in Information Systems and certificates that provide evidence of their qualification and competency in programming and problem solving will have better opportunities for employment upon graduation

Fuzzy Rules In Assessing Student Learning Outcomes

In this paper, it is shown how fuzzy rules can be used as a modeling and evaluation tool for the achievement of the learning outcomes in information systems (IS) courses. In an outcome-based educational model (OBE), all courses in an IS college are required to clearly demonstrate the experiences that students can gain upon achieving a learning outcome. Consequently, master course syllabi describing the integration of the desired learning outcomes into IS courses are developed. The IS college provides a map between passing a given course and achieving a particular learning outcome at a certain level. Four different levels of achievements are identified: Beginning, Developmental, Achieved and Exemplary. Though, the map shows a clear relationship between courses and learning outcomes, it is not easy to define the boundaries between these four achievement levels or to combine all of the achievement results into one final assessment. In this case, the use of fuzzy logic is suitable to represent the complexities and vagueness in modeling the students learning outcomes achievements. Fuzzy membership functions are developed to model the achievement levels and define their overlaps and Fuzzy rules are generated to model the relationship between course grade (input) and the expected achievement level of learning outcomes (output). The aggregation of all learning outcome achievement levels for a sequence of courses that a student has to take provides an approximate indication of the experiences learned. Moreover, an overall analysis of all students\u27 performances can identify the inherent strengths and weaknesses in the outcome-based educational model. Furthermore, theses results can be used by faculty members to assess the effectiveness of the integration of the learning outcomes into their courses. © American Society for Engineering Education, 2006

Information Systems curriculum optimization for effective learning of problem solving

The Information Systems (IS) field is witnessing a rapid change due to the continuous advances in technology. Consequently, academic institutions need to frequently update the IS curriculum to remain current. An important yet unpopular part of the curriculum is problem solving and programming. As students encounter difficulties in understanding the concepts of programming, a number of colleges attempt to solve the issue by introducing different programming languages. Currently, Java is the programming language of choice for industry and academic institutions. However, Java is not easy to learn even for non-novice programmers. In this paper, we propose a sequence of IS courses that emphasizes the problem solving component prior to introducing the syntax and semantics of programming languages, The proposed sequence includes courses in problem solving concepts, algorithm design and development, solution modeling, and finally coding. We anticipate that the proposed course sequence will provide insights on the development of a framework to teach not only programming but problem solving in general. The proposed framework will make students appreciate the usefulness of problem solving and will facilitate the use of appropriate programming languages to develop solutions

Using technology to facilitate student learning in information systems

A new learning environment that uses technology as a fundamental basis is discussed. The technology-based campus creates an environment that fosters group interactions and allow students and faculty to build learning communities. Faculty can join these communities to integrate multiple learning perspectives and provides guidance and learning structures where reflection and critical views are encouraged. The new learning environment has resulted in a less inhibited student body where technology is used extensively to interact with other students, faculty members and the outside community to seek and create knowledge