As outlined above, curriculumdesign can be very difficult, because curriculum is a very complex system that involves a lot of competences (requirements to satisfy), a lot of customs (students, employers, and society), a lot of actors (professors, student, and administrative staff) and, maybe, a lot of designers. This paper proposes a Systems Engineering (SE) approach which can help to tackle the main problems related to curriculumdesign in the engineering area. Special attention will be paid to GC. This paper presents the first steps of a research, carried out in the School of Telecommunications Engineering (ETSIT) at the University of Málaga, focused on enhancing the develop and evaluation of GC included in engineering curriculum.
provide a better understanding of the impact of engineering solutions in society. This is being implemented by professors from the beginning of the course Processes and Procedures. Similarly, courses across the curriculum are incorporating learning strategies oriented toward strengthening written and oral communication. We believe that practice along the curriculum is the best mechanism for developing these communication skills. Recent developments in courses linked to the development of communication skills have led to the presentation of best practices as a reference for other institutions .
To construct such a curriculum, sound and successful developmental theories such as the dynamic systems theory, the distancing theory and the attachment theory are used. In addition, the findings of brain research played a significant role in curriculumdesign. According to the dynamic systems theory cognitive growth and brain growth show a remarkable resilience and plasticity when children live and learn in adequate environments. The cyclical nature of cortical growth and optimal cognitive development seems to foster these characteristics of resilience and plasticity (Fischer & Rose, 1998). Brain research has implications for structuring the educational environment for young children as well as for educational practice. Two concepts from this theory (Van Geert, 1998, Fischer & Bidell, 1998, 2006) that play an important role in learning and teaching are: self-regulation and optimizing development. The same two concepts also play a role in choosing the best approach to curriculumdesign: Holistic or Sequential.
Abstract— Curriculum recommendations for computing-related undergraduate programs are approached from the ACM, AIS, and IEEE Computer Society. In educational settings, each undergraduate program makes its own adaptations to the curriculum in accordance with its profiles. Curriculum designs that were the result of such adaptations have graphical representations of educational aspects in a non-standardized way. Facing such a situation, an alternative to curriculumdesign based on pre-conceptual schemas in computing-related undergraduate programs is proposed. The benefits of curriculumdesign by using pre-conceptual schemas are applicability to any context, graphical unification of all educational aspects to be considered, and usage of tightly-coupled semantics.
The importance of this study can also be seen in helping lecturers guide students to come up with more original ideas and create new designs without imitating or “stereotyping” the creative works. Fortunately, Malaysia’s rich cultures derive from various ethnic cultures; thus, there are countless sources of inspiration relating on the local visual culture which could be adapted and applied in producing original creative ideas. Designs portraying local ethnic cultures and identities must be applied in order to become an art branch capable of competing with the Western and Eastern arts platforms. The development of a curriculum model which incorporates both theoretical and practical aspects of graphic arts education would then produce creative, innovative, skilled and competitive designers. The learning activities conducted by the lecturers would then emphasize the creative learning process as students experiment with designs portraying aspects of cross-cultural ethnic designs which embalm corporate identity. Learning activities which implement project- based learning tasks could also enhance students’ cognitive, psychomotor and affective processes in producing design tasks and projects. It is hoped that the proposed curriculumdesign would assist the diploma students to develop an in-depth and rich understanding and also help to enhance skills pertaining the production of global and professional graphic works.
The weak epipstemological status of communication design and its implicit multidisciplinarity mean that we cannot consider communication design (or design more broadly) to be a clearly defined and bounded discipline (Rodgers and Bremner, 2017). Rather, the straightforwardness of the theoretical bac- kground of communication design means that students—from very early in the study program—can use it in applied projects that include contents from other disciplines. Mixing students from different disciplines and levels in the same class allows students to take advantage of the transdisciplinarity of the theoretical base of communication design. This approach benefits communi- cation design students by enriching their theoretical background and benefits students from other disciplines, by allowing them to apply their theoretical knowledge to realistic projects at the beginning of their studies. This context should help students develop the skills of resilience and ductility (see Sections 2 and 3) considered primary in the methodology of communication design. 2. Metadisciplinary didactics and curriculumdesign
The process of accreditation of undergraduate and graduate, indicate trends in the curricula design and in institutional practices, which is essential to put under analysis, as well as recovering as organizational experience, so that,- through critical and sustained over time review - to design new forms of curriculumdesign could be possible. The various processes of accreditation of undergraduate programs of the CONEAU analyzed the curriculum, its internal structure, its values, the time distribution of practical training and pre-professional practice, the articulation, the relevance, the more or the less flexibility, the completeness, among others aspects We should recall that the establishment of criteria, standards and guidelines is the result of a complex net that begins with the determination of which are the careers that are subject to accreditation, follows by the determination of standards,-which are proposed by the Colleges of all the Universities in the country, or in the case of regional accreditation by the Region ones- and culminates with the legitimization through the Councils of Chancellors and the Council of Universities. A cross-reading through each of these processes of accreditation, standards, comments, peer reviewers observations, to CONEAU's resolutions that they pass on the careers, allow to reveal criteria, trends and styles that then are incorporated like inherent of each one of the analyzed curricula. We have performed this task and today, we can synthesize these features to analyze them and understand them critically
Another fundamental aspect of this competence is to know at least some ba- sics of experimental design. The variety of experimental designs is very wide (e.g. with or without control group, one-shot, longitudinal, mixed-group, etc.) and a designer doesn’t need to know them all. However, having knowle- dge of basic experimental designs helps designers choose the tools that best suit the kind of research they need to carry out and, more importantly, the collaborators from other disciplines that they need to collaborate with. If experimental data will be quantitative, communication designers need to understand the mathematics underlying the statistical methods used to analyze these data. In fact, this knowledge is key for devising an appropria- te experimental design. Once the researchers have detected the right kind of mathematical analysis to perform on the desired research data, they can choose from a range of experimental designs that are suitable for collecting the right kind of data. The ability to choose, set up and conduct an experi- mental design is at the heart of the scientific method competence. 4. Horizontal sharing of knowledge among students
He elegido centrarme en las clases de este profesor porque, además de reunir las cualidades mencionadas, imparte la asignatura “Libre Disposición”, cuyo único objetivo según el curriculum oficial es apoyar el proyecto educativo del centro. Es decir, el propósito del profesor es apoyar el trabajo y las necesidades que el profesorado detecta en el instituto. Esta situación limita casi en su totalidad la influencia de los agentes interesados en influir de alguna manera en el plan curricular (Connelly & Clandinin, 1988): editoriales, administración, etc. ; y con ello se evita que surjan conflictos entre el plan curricular y la práctica educativa.
Este trabajo se encuentra enmarcado en el proyecto de investigación "e-curriculum: flexibilización del curriculum hacia la sociedad del conocimiento complejo en las carreras de ingeniería" Con el propósito de incentivar el desarrollo de competencias en el marco de los entornos virtuales, - escritura académica, conocimientos sobre Óptica Geométrica- se propuso a los alumnos de ingeniería la presentación por grupos de un proyecto de investigación utilizando como recurso una plataforma educativa. Se pautaron entregas graduales, las que fueron devueltas acompañadas de comentarios. Se habilitaron foros de consulta, de entregas, de devoluciones y tutorías presenciales. Para la aprobación final del trabajo les fue solicitada una aplicación a la especialidad de ingeniería en curso y la
– Design patterns help you identify less-obvious abstractions and the objects that can capture them. For example, objects that represent a objects that can capture them. For example, objects that represent a process or algorithm don't occur in nature, yet they are a crucial part of flexible designs. The Strategy (315) pattern describes how to implement interchangeable families of algorithms. The State (305) pattern represents each state of an entity as an object. These objects are seldom found
diferentes, y deben hacerlo comprendiendo la especificidad de las políticas curriculares en cuyo marco se han producido. Formulan una propuesta programática en función del análisis que han realizado previamente. En su práctica en sala de clases, enfrentan a diario una serie de factores que inciden en la modificación de su propuesta programática, y tienen que estar en condiciones de tomar decisiones con respecto a ellos. Deben seleccionar materiales curriculares (libros de texto, manuales, guías didácticas, etc.) y, en ocasiones, pueden producirlos. Por último, son usuarios de literatura específica sobre el tema, en la que están representados diversos enfoques y niveles de análisis de todas estas temáticas. Las múltiples tareas en las que el curriculum se hace presente una y otra vez a lo largo de la carrera profesional de un docente fundamentan la pertinencia de la inclusión de la temática en su formación de grado. Sin embargo, es necesario determinar con precisión qué es lo que resulta pertinente incluir en ella. En efecto, hemos visto que, en consonancia con su importancia creciente, el curriculum ha sido objeto de análisis cada vez más completos y precisos, como centro de un campo disciplinario que hoy se considera en situación de estallido. Esto implica que el campo de conocimiento que podría formar parte de la formación es muy amplio, y que debe operarse sobre él un proceso de análisis que permita formular una propuesta pertinente.
Nowadays, it does not existing a consensus for the development of BOK about the structure and contents that it should have in order to designcurriculum; for this reason this paper has reviewed existing literature to identify existing guidelines, and recommendations on the structure and contents in the context of engineering. In the same way guidelines to define the structure, and contents of BOK in the área of Engineering is proposed to design a curriculum consider the innovation and industry context. The main future work based in this research will be applied in educational context.
H) Luis Edo. González (1989) ofrece una perspec- tiva diferente cuando explica el curriculum como “ El conjunto de productos manifiestos e implícitos que derivan del acto de seleccionar la cultura con cier- tos criterios y que, de modo directo o indirecto, influ- yen en la formación de las personas que participan en un proceso docente. Esta percepción proviene de la Sociología, y pone en énfasis en la selección de la cul- tura que se hace al elaborar un curriculum, según lo concluyeron investigaciones sociológicas realizadas por autores como Basil Bernstein y, P. Bourdieu. La im- portancia de esta visión está en que dichos autores destacaron el hecho de que los contenidos que ense- ña la escuela son seleccionados sólo de la cultura de la modernidad ( la occidental, la de los grupos medios de la sociedad) excluyendo los contenidos que carac- terizan a la cultura de la cotidianidad, lo que explica en gran medida, el fracaso escolar de las mayorías pobres de la sociedad.
La técnica está ligada a la materialidad de los artefactos, así por nombrar algunos se encuentran el reloj mecánico, telégrafos, teléfonos, ferrocarriles, puentes, y la infinidad de inventos técnicos que cohabitan con el hombre. Además necesita de otro tipo de tarea, no material, invisible, destinada tanto a la administración y la gestión como a la moralización. Allí se hallan por ejemplo, la constitución de la infancia, la gestión de las poblaciones y la diferenciación educativa entre grupos sociales. Desde este posicionamiento la escuela y el curriculum constituyen inventos que se manifiestan a través del edificio en el caso de la primera y de la redacción de un documento en el caso del segundo, aunque también en la invisibilidad técnica de la administración y la gestión que se ponen en marcha en la vida escolar. Estos inventos técnicos condicionan de tal manera la educación de las personas que ya nadie cuestiona su existencia ni tampoco que en otras épocas la vida se haya organizado sin escuelas ni curriculum.
The University, for its genuine social function, has the mission to contribute to the construction of progressively more sustainable societies, ie, more human, solidarity, equitable and fair. In this respect, and from the standpoint of curriculumdesign in engineering degrees, this work provides a new approach to introduce students to the project evaluation criteria, with special emphasis on the social impacts, environmental and economic development in the same local, regional or national level through the definition and identification of sustainability indicators evaluated using Fuzzy Logic. The use of this tool is justified by the management of incomplete, inaccurate and inconsistent information. This paper shows that there are benefits to society of the teaching evaluation of sustainable projects, the need for research on a model that allows using Fuzzy Logic to help make decisions on certain aspects of the social, economic or environmental impacts of a project and it is a simple tool to use for non-specialists. Thus, we propose a mathematical model that allows assessment of the social, economic and environmental sustainability of a project. The aim is to provide a mathematical model for integrated sustainability assessment in any action, setting, and for any scale. We talk about a support tool for making decisions, political decisions (political in the sense of what emerges from both public and private fields) or any other type of decision that take into account the sustainability (we cannot think about any not to be taken) and this should be supported, of course, on a technical/scientific ground.
INTRODUCTION. In recent years there has been a growing trend towards the creation and development of enterprises producers of goods and services with high added value of knowledge, characterized for being based on research and development processes, for being innovative in various stages of the chain value, for being highly differentiated, for taking new markets in new ways, for having high profit margins on products and / or services offered. These companies are known as technology-based, they are developed mainly in areas such as: computing, communications, new materials, biotechnology, electronics, and instrumentation. They have their origins, in most cases, spin-offs of projects conducted by universities and centers of specialized human talent, which have invested in infrastructure and research. Due to the impact of these companies in regional development, it is important to investigate on the requirements of training, motivation and support that are necessary to create technology-based entrepreneurs from universities activities. Therefore, the research question is: What is the curriculum model and the recommended environment to adequately promote the creation of technology-based entrepreneurs? To resolve this question of research an investigation had been developed from the experiences and models that have been effective in the creation of technology-based entrepreneurs in many institutions.
This study is based on implementing backward design to improve students’ academic assessment, so public high school students can take part of meaningful contexts where they show what they learned at the end of a class term. Taking in consideration, backward design is a great tool to be applied for public high schools where most of the classes are textbooks centered, provoking students’ frustration due to the lack of English knowledge from schools. There is a high rate of students failing courses because students are placed in English levels where they do not belong to or they come from other institutions where they did not learn English. Backward design lets teachers be creative and use skills and methodologies according to students’ needs and be very reflexive in the way of designing it. In this study, pairedT_Test is applied to compare scores from the same level, but using different ways of testing. In conclusion, the experimental group (G2), in which backward design was applied, got better results than the controlled group (G1), who did not apply it. In this case the independent variable which mean and scores are high. Results show backward design is very meaningful not only for students, but also for teachers. It is true that running appropriate action plans, selecting the best resources and conducting a final assessment through a performance task, gave the opportunity for students to gain more confidence on the language and apply it in a real context.