Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/107836
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Type: Conference paper
Title: Experiences in course design using neo-piagetian theory
Author: Szabo, C.
Falkner, K.
Falkner, N.
Citation: Proceedings of the 14th Koli Calling International Conference on Computing Education Research, 2014 / vol.2014-November, iss.November, pp.81-90
Publisher: ACM
Issue Date: 2014
ISBN: 9781450330657
Conference Name: 14th Koli Calling International Conference on Computing Education Research (Koli Calling) (20 Nov 2014 - 23 Nov 2014 : Koli ,Finland)
Statement of
Responsibility: 
Claudia Szabo, Katrina Falkner, Nickolas Falkner
Abstract: Course design is a fundamental yet challenging activity in any curriculum development exercise. A course needs to have clearly identi ed learning outcomes associated with the development of core concepts, and must include appropriate and varied topics, learning materials, and assessment activi- ties that support those learning outcomes. For the identi ed core concepts, the learning and assessment activities must allow the learner the opportunity to develop an in-depth understanding of the concept and how it is applied. In this paper, we propose a methodology for course design that re- lies on a Neo-Piagetian taxonomy of cognitive development, which develops mastery through a series of explicit stages of cognitive development. In the design of the learning and assessment activities, we focus on ensuring that learning ac- tivities allow the students to explore the taught concepts at increasing Neo-Piagetian cognitive levels, supporting gradu- ated exposure to concept development and the alignment of assessment with the cognitive level required from the learn- ing outcomes. We demonstrate our approach for the design of an intermediate programming course and discuss our ex- periences and lessons learned.
Keywords: Course design; Neo-Piaget
Rights: Copyright 2014 ACM
RMID: 0030027717
DOI: 10.1145/2674683.2674691
Appears in Collections:Computer Science publications

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