Classification of Design and Innovation Skill Levels

1
Classification of Design and Innovation Skill
Levels

• Dr. Jarallah Al-Ghamdi, Mr. Lahouari Ghouti, and
  Dr. Mohammad IbrahimCCSE College

2
Overview of the Presentation

• Design and Innovation (IT Perspective)
• Some Interesting Questions
• Proposed CCSE Approach
• Development of ICS Courses
• Steelmans Report Drawbacks
• Evaluation of ICS Courses with Prop. CCSE Model
• Conclusion

3
Design Innovation

• IT Innovation Development Cycle-Time
• ABET
• KSA 7th Plan
• KFUPM
• Global Village

4
Some Interesting Questions

• How to assess students Design and Innovation
  skills?
• How to incorporate DI Skills into Curriculum?
• How to assess the effectiveness of the students
  DI learning experience?
• At which level can one apply the skills measures
  (Knowledge unit, course, or study program)?
• What about the emerging learning trends
  (E-learning)?

5
Selection of Strategy

• Rogers, who spent decades studying the adoption
  of innovations, identified five factors that
  influence the decision of educators in selecting
  learning strategy

Advantage better than other alternatives. Compat
ibility fit the existing evaluation
standards. Simplicity simple to
use. Trialability easy to try. Observability
allow observing both positive and negative
effects on students effectiveness.
6
Proposed CCSE Structured Approach
Learning Strategy
Skills at Start???
Skills at End???
7
Classification of Human Skills(Dreyfus and
Dreyfus Model)

• Novice stage where beginners simply follow
  design rules in an unquestioning, context free
  fashion.
• Advanced beginner who is different from a novice
  in that while both act in a rule-following
  fashion, the advanced beginner is now more aware
  of the effect of context in applying design
  rules,
• Competent performer who still follows rules but
  has a much more holistic understanding of all the
  rules and the affect of their applications
  including the effect of context, and starts to
  build an understanding of how to apply the rules
  in a structured way.

8
Classification of Human Skills (Contd)

• Proficiency stage where rule following is
  replaced by analysis and recognition of
  situations and comparing them to already
  experienced situations. In here we see the
  beginning of identifying context-based patterns
  in the application of rules.
• Expert stage where one can generate his own
  rules that best fit their practices and new
  situations.

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Students Learning Strategies

• Knowledge-Based Approach Convey maximum amount
  of knowledge to students. Adequate for laying out
  the basic foundations of knowledge.
• Problem-Solving Approach A well-balanced
  trade-off between knowledge and skills
  development.
• Multiple Solution Approach (Analysis Design)
  Interesting approach to put under the acquired
  knowledge. Adequate for integrating design
  issues.
• Innovation (Active) Approach Ultimate approach
  to let students take the initiative in
  formulating the problem and finding possible
  solutions and implementations.

10
Learning Strategies vs. Students DI
SkillsProposed CCSE Framework
Learn. Stra .
1 Knowledge-Based. 2 Problem Solving-Based.
3 Multiple-Solution-Based. 4 Innovation-Based
Nov. Adv. Beg. Comp. Prof. Exp.
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Proposed CCSE model for DI Stages vs. Learning
Strategies

• The model proposed here is based on specifying a
  learning strategy for each each design and
  innovation stage

12
Development of ICS Courses

• We will describe the early stages of work at the
  CCSE College on the development of design and
  innovation learning models. We will consider in
  our study the CS program proposal in Steelmans
  report (IEEE and ACM).

1. Discrete Structures (DS) 8. Human-Computer
Interaction (HC) 2. Programming Fundamentals (PF)
9. Graphics and Visual Computing (GV) 3.
Algorithms and Complexity (AL) 10. Intelligent
Systems (IS) 4. Programming Languages (PL) 11.
Information Management (IM) 5. Architecture and
Organization (AR) 12. Software Engineering
(SE) 6. Operating Systems (OS) 13. Social and
Professional Issues (SP) 7. Net-Centric Computing
(NC) 14. Computational Science (CN)
Table 2 Steelmans Knowledge Focus Group.
13
Development of ICS Courses (Contd)

• A closer look at the programming fundamentals
  knowledge focus (PF) reveals the following

PF. Programming Fundamentals (38 core hours) PF1.
Fundamental programming constructs (9) PF2.
Algorithms and problem-solving (6) PF3.
Fundamental data structures (14) PF4. Recursion
(5) PF5. Event-driven programming (4)
Table 3 Programming Fundamentals (PF) Knowledge
Focus.
14
Development of ICS Courses (Contd)

• Several recommendations were made during the
  development and the completion of Steelmans
  report. The most important points to emphasize
  are

• The core refers to those units required of all
  students in all computer science degree programs.
• The core is not a complete curriculum.
• The core must be supplemented by additional
  coursework.
• Core units are not necessarily those taken in a
  set of introductory courses early in the
  undergraduate curriculum.

15
Steelmans Report Drawbacks

• A severe and apparent flaw in Steelmans report
  is the lack of consideration of students
  effectiveness and assimilation of the knowledge
  stream conveyed by the proposed program. It is
  also clear from the report content that the major
  concern of the developers is the assessment of
  the overall time required to cover all the
  suggested knowledge units.

16
Steelmans Report Drawbacks (Contd)

• For illustration, lets consider the ICS 201
  course (Introduction to Computer Science Using
  Java).

17
Steelmans Report Drawbacks (Contd)
Table 4 ICS 201 Knowledge Units According To
Steelmans Report.
18
ICS Program Analysis Using Dreyfus and Dreyfus
Model
A closer look at Table 4 sheds the light on the
incomplete conformity of the ICS 201 course to
the modified Dreyfus model. In order to overcome
this inconformity, we summarize in Table 5 shown
below the suggested additional knowledge groups
and units that will make ICS 201 students
compliant to the above model.
19
ICS Program Analysis Using Dreyfus and Dreyfus
Model (Contd)
Table 5 ICS Program Compliance to the modified
Dreyfus Model.
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Conclusions

• A learning model for design and innovation
  skills is introduced in this paper.
• It is based on dividing these skills into five
  stages. This is in line with a model for human
  performance that was proposed by Dreyfus and
  Dreyfus in their book Mind over Machine.
• The model is applied to the ICS program as a
  case study.
• Although the model is at its early stages, but
  we feel it is an important step towards
  understanding the elements of Design and
  Innovation in program and curriculum
  developments.
• The issues raised in this paper are more
  pertinent in the case of electronic education or
  distance learning.

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Questions