Structure Of Course Design In Rapidly Evolving Computing Disciplines

It is well recognized that computing disciplines need to update their courses regularly due to the rapid evolution of the discipline. These course changes are often difficult, very time consuming and sometimes poorly rewarded by the academic institution, but they are necessary. Sometimes the student learning experience is negatively impacted by the course changes. A research study was completed to attempt to define the theoretical structural elements of the course change process. Faculty members were interviewed about course changes. Several course change events were identified and these events were analyzed to identify common themes and educational structures so that the process of course change could be better understood and improved. An analysis has been carried out on a selection of course change events. The analysis reveals the fundamental structure of course change. An in-depth study of a few course change events reveals the theoretical and practical influences that control this change process and allow for future improvements. The instructional design layers paradigm illustrated some reasons why course changes are resource consuming. Some expected outcomes were confirmed and some new insights were obtained. An understanding of the abstract layers of design and the conceptual questions addressed by designers in the course design process can improve both the quality of the course changes and the efficiency of the change process.