Abstract
Instructors not only in higher education are regularly faced with the problem that they need to develop a new course or adapt an existing one to changed requirements. This is especially true for topics related to information technology (IT) due to the fast technological progress. Instructors, however, are not prepared really well for this task since they typically have a professional and educational background in areas different from pedagogy. Therefore, some sort of methodological framework to support the systematic development and refinement of courses would be highly appreciated.
 This paper presents such a model, called Competence-Oriented Subject-Matter Didactics. This didactical theory builds upon several concepts from general didactics, most notably Klafki’s Didactic Analysis, and combines and extends these concepts. As a proof of concept, Competence-Oriented Subject-Matter Didactics is applied to the refinement of an introductory course on information systems. This case study indicates, among other things, that this theoretical model has the potential to be applicable for course (re-)design in other domains beyond IT as well.
Highlights
Instructors in higher education are regularly faced with the problem that they need to develop a new course, or to adapt an existing one to changed requirements
Even though Klafki extended Didactic Analysis in this respect [14], it still falls short of being an applicable framework for planning single lessons
Software Engineering Competency Assessment Tool (SECAT) as an evaluation tool rests on a sound theoretical basis and initiates further refinement of the didactical approach in order to provide a subject-matter didactics [7]
Summary
Instructors in higher education are regularly faced with the problem that they need to develop a new course, or to adapt an existing one to changed requirements This is especially true for topics related to information technology (IT) since technological progress is fast in this domain. Students in such study programs are often not aware of the role of IT and, only marginally interested Under these constraints, it is even harder for instructors to figure out which contents should be addressed in a course, how they should be arranged, and which didactical approach might be appropriate to convey the contents to the audience in such a way that understanding is maximized. Many didactical decisions are implicit rather than conscious choices This contribution presents a novel approach to a more systematic course design, based on several concepts from general didactics, such as Klafki’s Didactic Analysis. A short summary and an outlook to further refinements of our approach will conclude the paper
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