June 23, 2013
June 23, 2013
June 26, 2013
23.962.1 - 23.962.15
PERFORMANCE-CENTERED ADAPTIVE CURRICULUM FOR EMPLOYMENT NEEDS In the present knowledge economy the ability to learn in a way that producesknowledge and practical insights is vital. The technology evolution has also radicallychanged today’s educational and labor market. The Small and Medium-sizedEnterprises (SMEs) across the Information and Communication Technologies (ICT) andTelecommunication Industries in Europe face growing shortages of highly skilledworkers in multiple areas of engineering and information technology who have theknowledge to take full advantage of what continually evolving technology has to offerand thus to ensure that their companies will stay competitive on the market. For thisreason, Plovdiv University (Bulgaria) and the Spanish University for DistanceEducation UNED, along with several enterprises are working in the PAC project, whichhas been funded with support from the European Commission. The aim of the project is to develop adaptive to business and employment needscurriculum on master degree level, applying performance support systems concept andprinciples for education in performance-centered content management learning system.Therefore the project participants are developing complete programs on master degreelevel responding to the today needs of higher education graduates, since there is a needof new skills requirements of many jobs not only in terms of formal qualifications, butalso in terms of detailed skills and competences. Identification of new demands forqualifications and qualifications profile development input the business andemployment into curriculum development and course design, to answer to the need ofpractically oriented/occupationally specific and designed for participants to acquire thepractical skills, and know-how needed for employment in a particular occupationprograms, which usually provides the participants with a labor-market relevantqualification. The PAC workflow model is based on recent research on design anddevelopment of performance support learning and is in line with the Rational-Linearapproach. The model consists of several stepwise building blocks: Reference situation. The content of the curriculum is determined by the referent situation, that is, the (work) situation in which students who are enrolled in the curriculum will apply their knowledge, skills, and attitudes after graduation. It is necessary to determine the most important situations students will later encounter in their profession for which they should be trained during education, as well as the competences that are needed to act successfully in these situations. Learning objectives. Objectives are short but clear statements about the specific outcomes that are expected from students and specify the behavior that will serve as evidence that the learning goal has been achieved. Performance support instructional strategy. It describes how students can be supported in developing their skills, knowledge and attitude by instructional design. Performance assessment. In order to evaluate whether students have developed their competences to a sufficient level, an authentic assessment has to be carried out. The summative evaluation of students’ competences refers to formal testing of what has been learned in order to formulate a grade or mark. This paper describes the step which have been developed and the used tools andpractices.
Pérez-Molina, C., & Gomez, M. J. A., & Gil, R., & DIAZ ORUETA, G., & Sancristobal, E., & Martin, S., & Tawfik, M., & Castro, M., & Pesquera, A., & García Loro, F. (2013, June), PERFORMANCE-CENTERED ADAPTIVE CURRICULUM FOR EMPLOYMENT NEEDS Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22347
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