ITU

Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics

Research output: Conference Article in Proceeding or Book/Report chapterArticle in proceedingsResearchpeer-review

Standard

Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics. / Brabrand, Claus; Dahl, Bettina.

Koli Calling proceedings. ed. / Lister; Raymond; Simon. Australian Computer Society, 2008. p. 3-17.

Research output: Conference Article in Proceeding or Book/Report chapterArticle in proceedingsResearchpeer-review

Harvard

Brabrand, C & Dahl, B 2008, Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics. in Lister, Raymond & Simon (eds), Koli Calling proceedings. Australian Computer Society, pp. 3-17, Seventh Baltic Sea Conference on Computing Education Research, Koli National Park, Finland, 15/11/2007. <http://www.itu.dk/people/brabrand/koli-2007-keynote.pdf>

APA

Vancouver

Brabrand C, Dahl B. Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics. In Lister, Raymond, Simon, editors, Koli Calling proceedings. Australian Computer Society. 2008. p. 3-17

Author

Brabrand, Claus ; Dahl, Bettina. / Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics. Koli Calling proceedings. editor / Lister ; Raymond ; Simon. Australian Computer Society, 2008. pp. 3-17

Bibtex

@inproceedings{ecdbdfd08ad611dd8006000ea68e967b,
title = "Constructive Alignment and the SOLO Taxonomy:: A Comparative Study of University Competences in Computer Science vs. Mathematics",
abstract = "In 2007, all Danish university syllabi were reformulated to explicitly state course objectives to comply with a new Danish national grading scale, which stipulated that grades were to be given based on how well students met explicit course objectives. This paper analyzes 550 syllabi from the science faculties at University of Aarhus, Denmark (AU) and the University of Southern Denmark (SDU) that had been rewritten to explicitly incorporate course objectives, interpreted as intended learning outcomes (ILOs), using the principles of Constructive Alignment and the SOLO Taxonomy. In this paper we explain and discuss these principles, give examples of how the new syllabi were constructed, and describe the process by which they were formed. We also explain and discuss the results of a comparative study comparing the competences of Computer Science with those of Mathematics (and classical Natural Sciences for a point of reference). In this study, we focus on what specific competences the respective departments primarily use.",
author = "Claus Brabrand and Bettina Dahl",
note = "Keynote paper for Keynote talk for Koli Calling 2007. {"}Paper{"} publiceret et andet sted ogs{\aa}. Conferences in Research and Practice in Information Technology, Vol 88. Raymond Lister and Simon, Eds. ISSN: 1445-1336; null ; Conference date: 15-11-2007 Through 18-11-2007",
year = "2008",
language = "English",
isbn = "978-1-920682-69-9",
pages = "3--17",
editor = "Lister and Raymond and Simon",
booktitle = "Koli Calling proceedings",
publisher = "Australian Computer Society",
address = "Australia",

}

RIS

TY - GEN

T1 - Constructive Alignment and the SOLO Taxonomy:

AU - Brabrand, Claus

AU - Dahl, Bettina

N1 - Keynote paper for Keynote talk for Koli Calling 2007. "Paper" publiceret et andet sted også. Conferences in Research and Practice in Information Technology, Vol 88. Raymond Lister and Simon, Eds. ISSN: 1445-1336

PY - 2008

Y1 - 2008

N2 - In 2007, all Danish university syllabi were reformulated to explicitly state course objectives to comply with a new Danish national grading scale, which stipulated that grades were to be given based on how well students met explicit course objectives. This paper analyzes 550 syllabi from the science faculties at University of Aarhus, Denmark (AU) and the University of Southern Denmark (SDU) that had been rewritten to explicitly incorporate course objectives, interpreted as intended learning outcomes (ILOs), using the principles of Constructive Alignment and the SOLO Taxonomy. In this paper we explain and discuss these principles, give examples of how the new syllabi were constructed, and describe the process by which they were formed. We also explain and discuss the results of a comparative study comparing the competences of Computer Science with those of Mathematics (and classical Natural Sciences for a point of reference). In this study, we focus on what specific competences the respective departments primarily use.

AB - In 2007, all Danish university syllabi were reformulated to explicitly state course objectives to comply with a new Danish national grading scale, which stipulated that grades were to be given based on how well students met explicit course objectives. This paper analyzes 550 syllabi from the science faculties at University of Aarhus, Denmark (AU) and the University of Southern Denmark (SDU) that had been rewritten to explicitly incorporate course objectives, interpreted as intended learning outcomes (ILOs), using the principles of Constructive Alignment and the SOLO Taxonomy. In this paper we explain and discuss these principles, give examples of how the new syllabi were constructed, and describe the process by which they were formed. We also explain and discuss the results of a comparative study comparing the competences of Computer Science with those of Mathematics (and classical Natural Sciences for a point of reference). In this study, we focus on what specific competences the respective departments primarily use.

M3 - Article in proceedings

SN - 978-1-920682-69-9

SP - 3

EP - 17

BT - Koli Calling proceedings

A2 - Lister, null

A2 - Raymond, null

A2 - Simon, null

PB - Australian Computer Society

Y2 - 15 November 2007 through 18 November 2007

ER -

ID: 265148