Information Technology Reference
In-Depth Information
Table 2.5
A sample of
the ORDER
matrix of the FR-CN of
Fig.
2.11
C
1
C
1.1
C
1.2
C
1.3
C
1.4
C
1.5
C
1.6
C
1.7
C
2
C
2.1
C
3
C
3.1
C
3.2
C
3.2.1
C
3.3
C
1.7
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
C
2
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
C
2.1
C
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
C
3.1
Table 2.6
A sample of the PART matrix of
f
the FR-CN of Fig.
2.11
C
1
C
1.1
C
1.2
C
1.3
C
1.4
C
1.5
C
1.6
C
1.7
C
2
C
2.1
C
3
C
3.1
C
3.2
C
3.2.1
C
3.3
C
2.1
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
C
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
C
3.1
C
3.2
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
C
3.2.1
0
0
0
0
0
0
0
0
0
0
1
0
1
0
0
Table 2.7
A sample of the IMPACT matrix of the FR-CN of Fig.
2.11
C
4
C
4.1
C
4.2
C
4.3
C
4.4
C
4.5
C
5
C
5.1
C
5.2
C
5.3
C
5.4
C
5.5
C
5.6
0
0
0
0
0
0
0
0
0
0
0
0
0
C
4.1
C
4.2
0
0
0
+
0.45
+
0.81
0
0
0
+
1
+
0.45
+
0.39
0
0
0
0
−
0.42
0
+
0.34
0
0
0
+
0.42
+
1
+
0.41
0
0
C
4.3
0
0
−
1
−
0.45
0
0
0
0
+
1
+
0.45
+
0.52
0
0
C
4.4
C
4.5
0
0
0
0
0
0
0
0
0
0
0
+
1
0
learner knows how to calculate sum in a “for” loop, s/he will also know how to
calculate sum in a “while” loop, since the methodology is the same.
Experts on programming have defined so the domain concepts of the learning
material, as their relations (“precedence”, “part-of”, “knowledge dependence”).
In particular, ten professors of computer programming, whose experience counts
12 years at least, are responsible for the definition and structure of the knowl-
edge domain. They were, also, asked to determine, empirically, the knowledge
dependencies that exist between the defined domain concepts of the learning
material, as well as their “strength of impact” on each other. The FR-CN that
is depicted in Fig.
2.11
has been mapped according to the mean of the experts'
answers (due to its complexity, it has been decomposed in four graphs).
The information that is derived from the above matrixes concerns:
• The order in which the domain concepts of the leaning material have to be
delivered.
• Which domain concepts belong to another general domain concept of the learning
material.
• The knowledge dependencies that exist between the domain concepts of the
learning material and their “strength of impact”.
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