GE IS215ACLIH1A IS215ACLIH1AM Mark VI module

Description

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In combination with Appendix 3, the table provided below can be additionally used in the

following ways.

• A curriculum manager can review the overall curriculum and examine how well the

IS215ACLIH1A courses in the curriculum map to the recommended or target skill level.

• An instructor teaching a specific course can adapt their course to include the

competencies and the levels provided in this table.

• A school wishing to launch a new course offering in “Data Visualization,” can examine

the IS215ACLIH1A competencies DATA.INVIS.1 to DATA.INVIS.7 to help design the course.

A curriculum manager can review the overall curriculum and examine how well the courses in

the curriculum map to the recommended skill level.

Appendix 3 provides a detailed illustration of the 19 competency areas identified in Chapter 4.

Each competency area is further defined by providing a brief description of the area, along with a

listing of competencies associated with the area. As discussed in Chapter 3, a competency is an

ability to apply knowledge, skills, and dispositions to effectively complete tasks. Hence,

competency definitions include specifications regarding the underlying knowledge, skills, and

dispositions required for effectively completing tasks.

In the curriculum design process, detailed materials of Appendix 3 are intended to be used in

IS215ACLIH1A discussing how to transfer and integrate program level targets for competency levels to the

specific design of individual courses and their learning objectives (see figure A3-1). In particular,

the list of competencies can support defining and formulating the learning objectives for a

particular course. Specifications regarding underlying knowledge skills and dispositions can

support choices regarding course contents, exercises, and teaching methods. The purpose is to

support the design of a course with an aim to build students’ competencies.

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