Asee peer logo

Information Technology Courses Changing Constantly: A Case Study Model

Download Paper |

Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Emerging Information Technologies

Tagged Division

Computing & Information Technology

Page Count

15

Page Numbers

22.874.1 - 22.874.15

Permanent URL

https://peer.asee.org/18166

Download Count

24

Request a correction

Paper Authors

biography

Richard G. Helps Brigham Young University

visit author page

Information Technology BYU. Research interests in embedded systems, user interaction and technology curriculum design. Member ASEE, IEEE, IEEE-CS, and ACM (SIGITE). ABET Commissioner.

visit author page

Download Paper |

Abstract

Information Technology (IT) courses change frequently. These curricular changes followthe frequent changes in the underlying technical discipline. Implementing coursechanges is made difficult by several exacerbating factors. Firstly, current technology isoften used as a medium for instruction as well as a learning topic, so changes affectmany parts of the course. Secondly, IT is relatively young as a separate discipline atuniversities, and thus lacks a deep pool of educational resources. Finally highereducation reward systems often favor research and direct teaching for promotion andtenure, and do not usually reward course re-design and updating, even though theredesign effort is significant. As a result updating curricula frequently places a significantload on already-busy faculty.A research study was undertaken to analyze and describe the process of changingcourses. Causes, motivations, effects and methods of change were identified. Theprocess of change was described in terms of a model of instructional design. The modelis in terms of instructional design domains and identifies and discusses relationshipsbetween design decisions, and the underlying structures, functions and activities incourse design. (Related to Structures, Behaviors, Functions (SBF) analysis).The model helped to explain both positive and negative outcomes in IT course designand provides a theoretical foundation for more effective design in the future. Designsthat impact multiple model layers are likely to require more effort from faculty.The research was based on a collective case study, using thematic qualitative analysisof interviews from several faculty at two different institutions, representing three ITprograms. The research methodology and validity is discussed in the report.

Helps, R. G. (2011, June), Information Technology Courses Changing Constantly: A Case Study Model Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18166

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015