Teaching for understanding and its specialization to software engineering

Learning outcomes may be expressed as a set of items to be addressed and corresponding performance levels to be reached for each item. Engineering involves the capability to perform engineering functions, so it is desirable that learning outcomes address engineering performance. There are several fr...

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Bibliographic Details
Published in17th Conference on Software Engineering Education and Training, 2004. Proceedings pp. 24 - 29
Main Author MacNeil, P.E.
Format Conference Proceeding
LanguageEnglish
Published Los Alamitos CA IEEE 2004
IEEE Computer Society Press
Subjects
Application software
Applied sciences
Computer science; control theory; systems
Design engineering
Education
Educational institutions
Exact sciences and technology
General aspects
Occupational training. Personnel. Work management
Performance evaluation
Psychology
Software
Software engineering
Vehicles
Branching
Image segmentation
Software development
Higher education
Education
Contour line
Software engineering
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Summary:Learning outcomes may be expressed as a set of items to be addressed and corresponding performance levels to be reached for each item. Engineering involves the capability to perform engineering functions, so it is desirable that learning outcomes address engineering performance. There are several frameworks for defining education levels. We briefly summarize the dimensions and understanding frameworks that were developed by one of the branches of the teaching for understanding school of educational thought. A few examples of specializing the dimensions and understanding frameworks to software engineering education are presented. The dimensions framework is compared with a set of levels from an agile process source, which also addresses software engineering performance. The dimensions and understanding frameworks appear to apply well to software engineering.
ISBN:9780769520995
0769520995
ISSN:1093-0175
2377-570X
DOI:10.1109/CSEE.2004.1276506