Experiences in course design using neo-piagetian theory

Abstract

Course design is a fundamental yet challenging activity in any curriculum development exercise. A course needs to have clearly identi ed learning outcomes associated with the development of core concepts, and must include appropriate and varied topics, learning materials, and assessment activi- ties that support those learning outcomes. For the identi ed core concepts, the learning and assessment activities must allow the learner the opportunity to develop an in-depth understanding of the concept and how it is applied. In this paper, we propose a methodology for course design that re- lies on a Neo-Piagetian taxonomy of cognitive development, which develops mastery through a series of explicit stages of cognitive development. In the design of the learning and assessment activities, we focus on ensuring that learning ac- tivities allow the students to explore the taught concepts at increasing Neo-Piagetian cognitive levels, supporting gradu- ated exposure to concept development and the alignment of assessment with the cognitive level required from the learn- ing outcomes. We demonstrate our approach for the design of an intermediate programming course and discuss our ex- periences and lessons learned.