Abstract
Contribution: A technical course in a multidisciplinary university program has to provide high-level skills, with limited lecturing hours and student background. This article investigates the principles for its design and reports about a study case. Background: The overall course organization needs to address specific learning targets and teaching techniques, different from those used in traditional courses on the topic. Research Question: A stepwise strategy assists a principled design that allows dynamic, long-term improvements. Methodology: The evaluation of its applicability requires a years-long record of historical data. The article studies the evolution of a course over six years using simple monitoring techniques: surveys and rubric-based examinations. Findings: Monitoring emerges as an essential feature for course evolution: a focused examination provides the best results, while institutional, wide-spectrum surveys appear to be of little help.
Highlights
C OMPUTER-BASED services are pervasive in our society, and there is a diffused feeling that they should be more respectful of human culture, sensibility, and aesthetics
Monitoring emerges as an essential feature for course evolution: a focused examination provides the best results, while institutional, wide-spectrum surveys appear to be of little help
The first one is an official survey promoted by the University asking each student that enrolls for the final examination of a course to give a score to 16 of its features
Summary
The overall course organization needs to address specific learning targets and teaching techniques, different from those used in traditional courses on the topic. Research Question: A stepwise strategy assists a principled design that allows dynamic, long-term improvements. Methodology: The evaluation of its applicability requires a years-long record of historical data. The article studies the evolution of a course over six years using simple monitoring techniques: surveys and rubric-based examinations. Findings: Monitoring emerges as an essential feature for course evolution: a focused examination provides the best results, while institutional, wide-spectrum surveys appear to be of little help
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