Information Technology Reference
In-Depth Information
e.
Make adjustments
f.
Use instructors' feedback to improve the planning process and the curricular
plan.
g.
Use the students' feedback to change the contents of each module.
Solutions and Recommendations — Case Study
The following case is a general MID for an Introduction to Computer Information
Systems course, which the author designed for Lansing Community College in Lansing,
Michigan, in 2001. All the whole course modules were prepared following the steps as stated
above:
1.
Determining a purpose:
Introduction to computer information systems is the first and basic course for any IT
major or non-major student. The following standards were used to determine the course
learning purposes and outcomes:
a.
There is a clear overview statement describing the module content in general
terms.
b.
There is a module goal that describes what the students will be able to do as
a result of completing the module. The goal should provide a concise picture
of the overall purpose of the module. The following are the general goals for
the computer literacy course:
i.
Students' have knowledge about computer processing related to com-
puter technology.
ii.
Students have fundamental knowledge about networks and the Internet
to suit today's working environments.
iii.
Students have the skills to use a personal computer and its software
applications to carry out everyday tasks.
iv.
IT major students should know the concepts of database management,
information systems development, and computer language selection.
v.
IT major students also need to study e-commence concepts and basic Web
development.
c.
There are module objectives that support the module goal by providing a
framework for students to use to organize their plans for successfully complet-
ing the module. Module objectives are the intended outcomes of the module,
and they define skills, knowledge, attitudes, or abilities needed to perform the
module activities. These objectives describe the specific tasks or exercises that
students should accomplish, and they must be stated in observable,
measurable, and achievable terms.
d.
All module objectives are a subset or detailed application of the course
objectives. This is to ensure there is consistency among content, objectives,
practice, and assessment.
i.
All instructional activities, including assessment, must be directly related
to the course objectives.
2.
Determining the content:
The course contents were referenced in the program overview and syllabus 3.0 of the
International Computer Driving License (ICDL) — Training and Certification Program
in the Association for Computing Machinery. Originally, there were seven modules in
