Prototype for the Development of Interdisciplinary Information System Curricula

Jacobi, Frieder, TU Bergakademie Freiberg, Freiberg, Germany

Jahn, Steffen, University of Goettingen, Goettingen, Germany

Krawatzeck, Robert, Chemnitz University of Technology, Chemnitz, Germany

Dinter, Barbara, Chemnitz University of Technology, Chemnitz, Germany

Lorenz, Anja, Chemnitz University of Technology, Chemnitz, Germany

Our solution displays the curriculum development process. While our approach is generalizable to most interdisciplinary curriculum developments, we will use the example of an interdisciplinary Big Data Analytics curriculum with two different specializations (Marketing, and Biology resp. Bioinformatics) to illustrate the steps.
Imagine yourself in the role of someone who wants to create an interdisciplinary curriculum in the field of big data analytics. Before you proceed to the first step of the curriculum generating process (i.e., formulating the skills necessary for the core as well as the application discipline), please indicate which of the following application disciplines you wish to create a curriculum for (note: changing the selection causes a page reload):
Marketing, or
Biology/Bioinformatics.
You may furthermore select between:
creating a curriculum for bachelor only,
creating a curriculum for bachelor and a consecutive master, or
creating a curriculum for master only.
Once you have chosen one option, we suggest you leave this option and try the various scenarios before you come back and choose another option.
The options mainly influence the panel "4. Input — Your updated Skill Level Setting for the Disciplines".

This page is structured as follows:
  • Where appropriate, the view is horizontally divided to reflect the roles of both Core and Application disciplines.
  • You will be able to follow the flow of activities from Core and Application disciplines, to the university's course database and departments in charge of discipline education up to the environmental constraints.
Note on usability: You will recognize some sortable tables. You may sort those tables by clicking into a header cell. A small arrow indicates the search order (ascending or descending, or ignored). If you like to sort for more than one attribute, press and hold the shift while clicking on further header cells.

Please realize that no action on this page is working on any remote data base; instead, everything is handled in your browser. If you feel like something's been altered in an undesirable way, just reload the hole page or click here.
1. Review Curriculum Basics:
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Definition of educational objectives after: David R. Krathwohl: A Revision of Bloom's Taxonomy: An Overview. Theory into Practice, Vol. 41, No. 4, Revising Bloom's Taxonomy (Autumn, 2002), pp. 212-218. Taylor & Francis, Ltd.
Index:Name:Description:
Index:Name:
Definition of MoSCoW ranks after: Brennan, Kevin, ed. A guide to the Business Analysis Body of Knowledge (BABOK guide), version 2.0. Iiba, 2009.
Name:Description:
Name:
2. Underlying Example Consensus for the Disciplines:
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The diverse output of the discipline communities, and professionals (cf. Figures 1 and 2 the in paper).
Consensus Skills for the Core Discipline (Big Data Analytics):
Consensus Skills for the Application Discipline (Application Discipline Placeholder):
3. Departments' Skill-Level Presetting for the Disciplines:
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The output of departments in charge of discipline education (cf. Figure 3 in the paper).
Core Discipline Skill Levels (Big Data Analytics):
Application Discipline Skill Levels (Application Discipline Placeholder):
4. Input — Your updated Skill Levels Setting for the Disciplines:
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The Educational Objectives of Core (BDA) Skills which are updated by the department in charge of Application Discipline Placeholder education (cf. Figure 3 in the paper).
You may step in the Application Discipline Placeholder department's role and manipulate the values to see its effects.
Note:In this scenario you may even update the Educational Objectives of Application Discipline (Application Discipline Placeholder) Skills.
Updated Core Discipline Skill Levels (Big Data Analytics):
Updated Application Discipline Skill Levels (Application Discipline Placeholder):
Skill:Suggested Rank:Original Educational Objective:Application Discipline's Update:Your Update:
Skill:Suggested Rank:Original Educational Objective:Application Discipline's Update:Your Update:
5. Input — Underlying Example Course Database:
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The course database of the educational institution (cf. Figure 3).
Lists all courses university can offer for BDA and Application Discipline Placeholder education.
You may step in the university's role and disable some courses to see its effects.
Enabled: Name: Type: Credits: Covered
Discipline:
Required and Taught Skills:
Name: Educational Objective:
Core App. RE UN AP AN EV CR
6. Input — Environmental Constraints:
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Maximal Credits for Undergraduate Studies:
Credits
Maximal Credits for Graduate Studies:
Credits
7. Generate Curriculum:
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8. Result — BDA for Application Discipline Placeholder Curricula:
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Please press the "Generate Curriculum" button to generate a result set!
The curriculum could not be generated, because some educational objectives cannot be reached.
You have two options:
  • Either you decrease the educational objective of the problematic skills, or
  • you add more courses to your course database.
The following table shows the problematic skills:
Skill:Graduation Level:Required Educational Objective:Maximum Reached Educational Objective:
Order No.:Course:Credits:Core/Elective:
Skill:Required Educational Objective:Reached Educational Objective:Remarks:
Order No.:Course:Credits:Core/Elective:
Skill:Required Educational Objective:Reached Educational Objective:Remarks:
This table shows only those skills which are actually required by graduate courses.
Skill:Reached Educational Objective in Undergraduate Study:Actual Required Educational Objective for Graduate Study *:Remarks:
* Calculated from the individual courses' requirements.
Order No.:Course:Credits:Core/Elective:
Skill:Required Educational Objective:Reached Educational Objective:Remarks:
This table shows all skills for which a required educational objective has been defined.
Skill:Formally Required Educational Objective:Actual Required Educational Objective *:Remarks:
* Calculated from the individual courses' requirements.
Order No.:Course:Credits:Core/Elective:
Skill:Required Educational Objective:Reached Educational Objective:Remarks: