TY - GEN
T1 - 3D alignment in the adaptive software engineering curriculum
AU - O'Leary, Ciarán
AU - Lawless, Deirdre
AU - Gordon, Damian
AU - Carroll, Dave
AU - Mtenzi, Fred
AU - Collins, Michael
PY - 2006
Y1 - 2006
N2 - The Emersion education model was designed by embracing experience from industry and academia in Ireland, the UK and China. A significant part of the model is a curriculum for an honours degree programme in Computer Science to be delivered in the Harbin Institute of Technology, China. Elements of the curriculum are strongly aligned in three ways: constructively, horizontally and vertically. Constructive alignment is the well accepted approach to curriculum design which emphasises that learning, teaching and assessment must be aligned with the learning outcomes of all components of the programme. Horizontal alignment of elements requires the student to transfer problem solving knowledge between domains at the same stage of the programme. Vertical alignment requires that elements are structured to build on foundational knowledge and provide a platform for future elements. When combined, the three dimensions of alignment guide the curriculum development process. Our 3D aligned curriculum demonstrates how components interlink at various layers in a hierarchy to support the development of both the technical and transferrable skills required by the software industry in China and elsewhere.
AB - The Emersion education model was designed by embracing experience from industry and academia in Ireland, the UK and China. A significant part of the model is a curriculum for an honours degree programme in Computer Science to be delivered in the Harbin Institute of Technology, China. Elements of the curriculum are strongly aligned in three ways: constructively, horizontally and vertically. Constructive alignment is the well accepted approach to curriculum design which emphasises that learning, teaching and assessment must be aligned with the learning outcomes of all components of the programme. Horizontal alignment of elements requires the student to transfer problem solving knowledge between domains at the same stage of the programme. Vertical alignment requires that elements are structured to build on foundational knowledge and provide a platform for future elements. When combined, the three dimensions of alignment guide the curriculum development process. Our 3D aligned curriculum demonstrates how components interlink at various layers in a hierarchy to support the development of both the technical and transferrable skills required by the software industry in China and elsewhere.
KW - Constructive alignment
KW - Curriculum design
KW - Diversity
KW - Transnational co-operation
UR - https://www.scopus.com/pages/publications/48749120657
U2 - 10.1109/FIE.2006.322345
DO - 10.1109/FIE.2006.322345
M3 - Conference contribution
AN - SCOPUS:48749120657
SN - 1424402565
SN - 9781424402564
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 36th ASEE/IEEE Frontiers in Education Conference, FIE
T2 - 36th ASEE/IEEE Frontiers in Education Conference, FIE
Y2 - 28 October 2006 through 31 October 2006
ER -