tutorial: how to map your is program to is 2002 john h. reynolds george nezlek school of cis, grand...
TRANSCRIPT
TUTORIAL:HOW TO MAP YOUR IS
PROGRAM TO IS 2002
John H. Reynolds George Nezlek
School of CIS, Grand Valley State University
Allendale, MI 49401 USA
Jeffrey P. LandryHerbert E. Longenecker,
Jr.University of South
AlabamaSchool of CIS
Mobile, AL 36688
Reynolds, Nezlek, Landry, & Longenecker - ISECON 2004
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Introduction
The tutorial will guide faculty participants through the process of mapping an IS curriculum. The software is accessible from (http://www.iseducation.org).
Reynolds, Nezlek, Landry, & Longenecker - ISECON 2004
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Overview The tutorial will consist of:
Demonstrated mapping scenarios Demonstrations of ad hoc scenarios
suggested by you An opportunity for you map your
curriculum
Reynolds, Nezlek, Landry, & Longenecker - ISECON 2004
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Mapping Scenarios Several mapping scenarios will be
demonstrated Each scenario consists of 3 parts:
a mapping task a specific example of the task A demonstration carrying out the
example using software
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Mapping Scenario 1 Task:
An instructor wants to map an existing course that she teaches at her school.
Example: Pamela Smith wants to map the ISC
434 course, entitled Advanced Databases. Pam has taught ISC 434 for longer than anyone on the faculty at USouthAl.
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Mapping Scenario 2 Task:
An instructor has taught a course for a long time but is using the IS 2002 model curriculum for the first time. She wants to identify all learning units in the model that are taught in her course.
Example: Pam Smith, who has taught ISC 434 for five
years, asks “What learning units do I cover in my course? I know it has a lot of database and database programming topics.”
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Mapping Scenario 2 (cont.) Example (cont.):
…Pam, with text book, assignments, and syllabus in front of her, thinks about what she consistently demands of her students each and every semester in ISC 434. She has a number of topics in database and database programming in mind. A priority for Pam is to map those objectives that are taught in the most depth. These objectives, which include data modeling and query writing, contribute most to her students’ exit level skills.
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Mapping Scenario 3 Task:
For all LUs taught in a course, an instructor wants to describe the LUs in terms of local course objectives and educational depth.
Example: Pam Smith has selected 8 LUs that relate
to her ISC 434, but that vary in terms of educational depth, and are taught differently than the way stated in IS 2002.
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Mapping Scenario 3 (cont.) Example (cont.)
Pam has mapped LU IS 8.88-IS Data Modeling, goal=to develop skill with data modeling which describe databases. Specifically, Pam has a syllabus objective which states “Develop data models of recursive supertype/subtype relationships” in which students complete written homework exercises, drawing models based on problem scenarios.
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Mapping Scenario 4 Task:
Identifying non-mapped learning units, i.e. those that are not covered by a local course.
Example: Pam Smith knows her ISC 434 course
covers database topics and is curious to discover which database LUs she is not covering. Maybe she missed something.
Reynolds, Nezlek, Landry, & Longenecker - ISECON 2004
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Mapping Scenario 5 Task:
A dean or department chair wonders “what learning units are not covered in our curriculum…at all?”
Example: Roy Daigle, ISC coordinator at USouthAl,
wants to know what learning units are not covered at all, by any ISC course in the curriculum. Perhaps his curriculum is deficient in some area.
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Mapping Scenario 6 Task:
Schools wish to view curriculum mapping data in customized ways (eg. formats, calculations, aggregations, graphs).
Example: Daigle says “I want to see the missing
learning units in list form. Can you put them in a spreadsheet?”
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Mapping Scenario 7 Task:
How does a local curriculum “add up” in terms of teaching the IS 2002 model curriculum?
Example Roy Daigle wants to get a brief
overview of how his ISC curriculum at USouthAl covers IS 2002.
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Mapping Scenario 8 Task:
A department chair wants to review the relative breadth and depth of coverage of IS 2002 for all local courses.
Example: The curriculum at USouthAl has 15 courses
that have been mapped to the model curriculum. Roy wonders how they compare to each other in IS 2002 coverage? “Do all our courses map well to IS 2002?”
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Ad hoc scenarios Task:
Does someone have an interesting mapping task?
Example: …that we can use to create an
example?
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Map your curriculum Now, can you get started by
mapping your own curriculum. Pick one or two courses and try it.