Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel
Ilustraciones
- Autores:
-
Insuasti, Jesus
- Tipo de recurso:
- Doctoral thesis
- Fecha de publicación:
- 2024
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/86144
- Palabra clave:
- 000 - Ciencias de la computación, información y obras generales::003 - Sistemas
370 - Educación::375 - Currículos
Diseño curricular
Ingeniería de software
Curriculo
Lingüística computacional
Curriculum
SEMAT
Computational design
Curricular design
Currículo
núcleo
SEMAT
Diseño curricular
Diseño computacional
- Rights
- openAccess
- License
- Reconocimiento 4.0 Internacional
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Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel |
| dc.title.translated.spa.fl_str_mv |
Essentia Curriculum : diseño curricular a partir de un enfoque de ingeniería de software basado en el núcleo de SEMAT essence |
| title |
Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel |
| spellingShingle |
Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel 000 - Ciencias de la computación, información y obras generales::003 - Sistemas 370 - Educación::375 - Currículos Diseño curricular Ingeniería de software Curriculo Lingüística computacional Curriculum SEMAT Computational design Curricular design Currículo núcleo SEMAT Diseño curricular Diseño computacional |
| title_short |
Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel |
| title_full |
Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel |
| title_fullStr |
Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel |
| title_full_unstemmed |
Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel |
| title_sort |
Essentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernel |
| dc.creator.fl_str_mv |
Insuasti, Jesus |
| dc.contributor.advisor.none.fl_str_mv |
Zapata-Jaramillo, Carlos Mario |
| dc.contributor.author.none.fl_str_mv |
Insuasti, Jesus |
| dc.contributor.researchgroup.spa.fl_str_mv |
Lenguajes Computacionales |
| dc.contributor.orcid.spa.fl_str_mv |
Insuasti, Jesus [0000-0002-3233-3577] |
| dc.contributor.cvlac.spa.fl_str_mv |
Insuasti, Jesus [0000276618] |
| dc.contributor.scopus.spa.fl_str_mv |
Insuasti, Jesus [56880402700] |
| dc.contributor.researchgate.spa.fl_str_mv |
Insuasti, Jesus [https://www.researchgate.net/profile/Jesus-Insuasti] |
| dc.contributor.googlescholar.spa.fl_str_mv |
Insuasti, Jesus [https://scholar.google.com/citations?user=Li9GsrgAAAAJ&hl=en] |
| dc.subject.ddc.spa.fl_str_mv |
000 - Ciencias de la computación, información y obras generales::003 - Sistemas 370 - Educación::375 - Currículos |
| topic |
000 - Ciencias de la computación, información y obras generales::003 - Sistemas 370 - Educación::375 - Currículos Diseño curricular Ingeniería de software Curriculo Lingüística computacional Curriculum SEMAT Computational design Curricular design Currículo núcleo SEMAT Diseño curricular Diseño computacional |
| dc.subject.lemb.none.fl_str_mv |
Diseño curricular Ingeniería de software Curriculo Lingüística computacional |
| dc.subject.proposal.eng.fl_str_mv |
Curriculum SEMAT Computational design Curricular design |
| dc.subject.proposal.spa.fl_str_mv |
Currículo núcleo SEMAT Diseño curricular Diseño computacional |
| description |
Ilustraciones |
| publishDate |
2024 |
| dc.date.accessioned.none.fl_str_mv |
2024-05-23T15:21:08Z |
| dc.date.available.none.fl_str_mv |
2024-05-23T15:21:08Z |
| dc.date.issued.none.fl_str_mv |
2024 |
| dc.type.spa.fl_str_mv |
Trabajo de grado - Doctorado |
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info:eu-repo/semantics/doctoralThesis |
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info:eu-repo/semantics/acceptedVersion |
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https://repositorio.unal.edu.co/handle/unal/86144 |
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Universidad Nacional de Colombia |
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Repositorio Institucional Universidad Nacional de Colombia |
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https://repositorio.unal.edu.co/ |
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https://repositorio.unal.edu.co/handle/unal/86144 https://repositorio.unal.edu.co/ |
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Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia |
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eng |
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eng |
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LaReferencia |
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A Dashboard for Visualizing Software Engineering Processes Based on ESSENCE. Proc. - IEEE Working Conf. Softw. Visualization, VISSOFT, 2017- October: (pp. 134–138). Presented at the Proceedings - 2017 IEEE Working Conference on Software Visualization, VISSOFT 2017, Institute of Electrical and Electronics Engineers Inc. Bruner, J. (1977). The process of education – A landmark in educational theory. Harvard University Press. Burkett, W. (2002). Constructing a workable computer information science/computer science curriculum: a template for developing a cross-discipline model. J. Inf. Technol. Educ., 1(1) (pp. 65–76). American Book. Castro, L. F., Cooper, K. M. L., Duc, A. N., Pieper, J., & Striewe, M. (2020). 1st International Workshop on Essence in Education Training (WEET 2020). In Daun M., Hochmuller E., Krusche S., Brugge B., & Tenbergen B. (Eds.), IEEE Conf. Softw. Eng. Educ. Train., CSEE T, (pp. 294–295). Presented at the 2020 IEEE 32nd Conference on Software Engineering Education and Training, CSEE and T 2020, Institute of Electrical and Electronics Engineers Inc. Charters, W. (1929). Curriculum construction. Macmillan. Chomsky, N. (2014). Aspects of the theory of syntax. MIT Press. Ciancarini, P., & Missiroli, M. (2020). Teaching the Essence of Software Development. In Daun M., Hochmuller E., Krusche S., Brugge B., & Tenbergen B. (Eds.), IEEE Conf. Softw. Eng. Educ. Train., CSEE T, (pp. 299–300). Presented at the 2020 IEEE 32nd Conference on Software Engineering Education and Training, CSEE and T 2020, Institute of Electrical and Electronics Engineers Inc. Cifuentes, D., Hernández, J., & Aponte, J. (2014). On the use of the SEMAT kernel within a software engineering course, Software engineering: -methods, modeling and teaching (Vol. 3, pp. 77–90). Universidad Nacional de Colombia – Facultad de Minas, Medellín – Colombia. Coghlan, D., Shani, A. B., & Roth, J. (2016). Institutionalizing Insider Action Research Initiatives in Organizations: The Role of Learning Mechanisms. Systemic Practice and Action Research, 29(2): (pp. 83–95). Collatto, D. C., Dresch, A., Lacerda, D. P., & Bentz, I. G. (2018). Is Action Design Research Indeed Necessary? Analysis and Synergies Between Action Research and Design Science Research. Systemic Practice and Action Research, 31(3): (pp. 239–267). Collins, M. (2003). Head-driven statistical models for natural language parsing. Computational Linguistics, 29(4), (pp. 589–637). Clarke, A., Johal, T., Sharp, K., & Quinn, S. (2016). Achieving equivalence: A transnational curriculum design framework. International Journal for Academic Development, 21(4), (pp. 364–376), https://doi.org/10.1080/1360144X.2015.1092444. Cuadros-Vargas, E., Silva-Sprock, A., Delgado-Castillo, D., Hernández-Bieliukas, Y., & Collazos, C. (2013). Evolution of the Computing Curricula for Computer Science in Latin America 2013. 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Retos en la enseñanza del Núcleo SEMAT a estudiantes de ciclos propedéuticos de Ingeniería de Sistemas en Colombia. Proceedings of the Latin American Software Engineering Symposium, CIDENET Sello Editorial, Bogotá – Colombia (pp. 53–58). Góyes, I., & Uscátegui, M. (2000). Teoría curricular y universidad. Editorial Universidad de Nariño. Grayson, L. (1978). On a methodology for curriculum design. Engineering Education, 1(1), (pp. 285–295). Henao, A. (2018). Towards a theory for defining a project management multidisciplinary kernel: An approach based on abstract level progress health attributes. [Master’s Thesis]. Universidad Nacional de Colombia, sede Medellín. Higgins, J. P. T., & Green, S. (2011). Cochrane Handbook for Systematic Reviews of Interventions. John Wiley & Sons Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In M. Lewis (Ed.), Teaching collocation: Further developments in the lexical approach (pp. 47–69). 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Terminology work — Principles and methods (ISO Standard No. 704:2009). https://www.iso.org/standard/38109.html Insuasti, J., Roa, F., & Zapata-Jaramillo, C. M. (2023). Computers’ interpretations of knowledge representation using pre-concept schemas: An approach based on the BERT and Llama 2-Chat models. Big Data Cogn. Comput., 7, 182. https://doi.org/10.3390/bdcc7040182 Isman, A., Caglar, M., Dabaj, F., & Ersozlu, H. (2005). A new model for the world of instructional design: A new model. The Turkish Journal of Educational Technology, 4(3), (pp. 33–39). Jacobson, I., & Stimson, R. (2018). Tear down the method prisons! Set free the practices! Essence: A new way of thinking that promises to liberate the practices and enable true learning organizations. Queue, 16(5), (pp. 80–107), https://doi.org/10.1145/3291276.3301760 Jana, D., & Pal, P. 2020. ESSENCE Kernel in Overcoming Challenges of Agile Software Development. IEEE India Council Int. Conf., INDICON. Presented at the 2020 IEEE 17th India Council International Conference, INDICON 2020, Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/INDICON49873.2020.9342375. Jockers, M. L. (2014). Text analysis with R for students of literature. Springer. https://doi.org/10.1007/978-3-319-03164-4. Jurafsky, D., & Martin, J. H. (2009). Speech and language processing. Prentice Hall. Kajko-Mattsson, M. (2015). Tackling the incompleteness of software engineering education with the ESSENCE kernel. ACM Int. Conf. Proc. Ser., 24-26-August-2015: (pp. 179–180). Presented at the ACM International Conference Proceeding Series, Association for Computing Machinery. Karakuş, G. (2021). A literary review on curriculum implementation problems. Shanlax International Journal of Education, 9(3), (pp. 201–220). https://doi.org/10.34293/education.v9i3.3983 Kerr, J. (1968). The problem of curriculum reform. In J. F. Kerr (Ed.), Changing the curriculum (pp. 13–38). University of London Press. Kilpatrick, W. (1918). The project method – The use of the purposeful act in the educative process. Teacher College, Columbia University Press. Krassowski, E., Plante, E., Windfuhr, K., Faragher, B., Conti-Ramsden, G., Marton, K., & Tomblin, J. (1999). International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists, 42(2), (pp. 130–153). Liu, B. (2012). Sentiment analysis and opinion mining. Synthesis Lectures on Human Language Technologies, 5(1), (pp. 1–167). Mangeruca, L. (2017). Control design and verification of cyber physical systems: The industrial perspective. Formal methods for components and objects. Springer Verlag, 2008, (pp. 200–225). Manning, C. D., & Schütze, H. (1999). Foundations of statistical natural language processing. MIT Press. Martínez, D., & Luna, L. (2012). Management a computer science curriculum based on project learning. 38th Latin American Conference of Informatics, CLEI 2012 - Conference Proceedings. Matthews, J. (2023). How should we regulate AI? https://ieeeusa.org/assets/public-policy/committees/aipc/How-Should-We-Regulate-AI.pdf, Accessed Nov 13, 2023. McEnery, T., & Hardie, A. (2012). Corpus linguistics: Method, theory, and practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511981395. Merriam-Webster. (2023). System. https://www.merriam-webster.com/dictionary/system Morales-Trujillo, M. E., Oktaba, H., & Orozco, M. J. (2016). Using ESSENCE ALPHAs in a CMMI level 5 software development organization. In Ganzha M., Paprzycki M., & Maciaszek L. (Eds.), Proc. Fed. Conf. Comput. Sci. Inf. Syst., FedCSIS, (pp. 1531–1538). Presented at the Proceedings of the 2016 Federated Conference on Computer Science and Information Systems, FedCSIS 2016, Institute of Electrical and Electronics Engineers Inc. Mullarkey, M. T., & Hevner, A. R. (2018). An elaborated action design research process model. European Journal of Information Systems: (pp. 1-15). Munna, A. S., & Kalam, M. A. (2021). Application of theories, principles, and models of curriculum design: A literature review. International Journal of Multidisciplinary and Current Educational Research (IJMCER), 3(1), (pp. 147–153). https://files.eric.ed.gov/fulltext/ED610962.pdf Nakayama, M. (2015). Current topics in the design of HCI courses with computer science curricula. 19th International Conference on Informatics and Visualization (pp. 255–258). Navarro, M., Foutz, T., Thompson, S., & Kerri, P. (2016). Development of a pedagogical model to help engineering faculty design interdisciplinary curricula. International Journal of Teaching and Learning in Higher Education, 28(3), (pp. 372–384). Nicholls, A., & Nicholls, H. (1972). Developing a curriculum – A practical guide. Routledge. https://doi.org/10.4324/9780429454172 Noreña, P. (2020). An extension to pre-conceptual schemas for refining event representation and mathematical notation. [Ph.D. dissertation]. Universidad Nacional de Colombia, sede Medellín. OECD. (2020). Curriculum (re)design: A series of thematic reports from the OECD Education 2030 project. OVERVIEW BROCHURE. https://www.oecd.org/education/2030-project/contact/brochure-thematic-reports-on-curriculum-redesign.pdf Accessed Dec 13, 2023. OMG. (2018). About the essence specification version 1.2. https://www.omg.org/spec/Essence/1.2/PDF Ontiveros, E., & Antolinez, S. (2013). Design, construction, and implementation of a professional education program of software engineering: Design curriculum experience for the software industry. Proceedings 2013 39th Latin American Computing Conference. CLEI 2013. Ornstein, A., & Hunkins, F. (2018). Curriculum: foundations, principles, and issues (7th ed.). Pearson Education Limited. Park, J. S., Jang, J., & Lee, E. (2018). 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Sci., ICSESS, 2019-October: 20–23. Presented at the Proceedings of the IEEE International Conference on Software Engineering and Service Sciences, ICSESS, IEEE Computer Society. Ristov, S., Jovanov, M., Gusev, M., & Mihova, M. (2016). Curriculum reorganization and courses collaboration in computer science. 2016 IEEE Global Engineering Education Conference (EDUCON), Abu Dhabi, United Arab Emirates, 2016 (pp. 349–354). https://doi.org/10.1109/EDUCON.2016.7474577. Rugg, H. (1930). American life and the school curriculum. Ginn. Sánchez, R., Barón, A. & Gómez, M. (2015). Una extensión del núcleo de SEMAT para la representación de prácticas de enseñanza de sistemas embebidos. Proceedings of the Latin American Software Engineering Symposium, CIDENET Sello Editorial, Bogotá – Colombia (pp. 47–52). Savić, V., & Varga, E. (2018). Extending the SEMAT Kernel with the TDD practice. IET Software, 12(2): (pp. 85–95). Sein, M. K., Henfridsson, O., Purao, S., Rossi, M., & Lindgren, R. (2011). 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Harcourt, Brace & World. Tyler, R. (1949). Basic principles of curriculum and instruction. The University of Chicago Press. Uysal, M. P., & Giray, G. (2017). An essence framework approach to software engineering research. In Turhan C., Yazici A., Coskuncay A., & Oguztuzun H. (Eds.), CEUR Workshop Proc., 1980: (pp. 504–515). Presented at the CEUR Workshop Proceedings, CEUR-WS van den Akker, J. (2003). Curriculum perspectives: An introduction. In J. van Den Akker, W. Kuiper, & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1–10). Kluwer Academic Publishers. van den Akker, J., & Gravemeijer, K., Mckenney, S., & Nieveen, N. (2006). Introducing educational design research. Educational Design Research, (pp. 3–7). Villapol, M., Castillo, Z., Acosta, A., Gómez, M., Bottini, A., Carmona, R., Juhasz, H., & Acosta, C. (2013). Analysis and diagnosis of the computer science program at the Central University of Venezuela: Towards a competency-based curriculum design. 2013 XXXIX Latin American Computing Conference (CLEI), Caracas, Venezuela (pp. 1–11). doi: 10.1109/CLEI.2013.6670609. Walters, S. (1978). The design of a theoretical model and criteria for the construction of a curriculum for physical science. [Ph.D. dissertation]. University of Cape Town. Wang, X., Huang, W., & Liu, X. (2011). Design and analysis of a new undergraduate curriculum. Proceedings of the IEEE, 8(9). (pp. 117–124). Wiggins, G., & McTighe, J. (1999). Understanding by design. Association for Supervision and Curriculum Development. Young, C., & Perovic, N. (2016). Rapid and creative course design: As easy as ABC? Procedia – Social and Behavioral Sciences, 228, (pp. 390–395). Zapata, C. (2007). Definición de un esquema preconceptual para la obtención automática de esquemas conceptuales de UML. [Ph.D. dissertation]. Universidad Nacional de Colombia, sede Medellín. Zapata, C. (2014). An executable pre-conceptual schema for a software engineering general theory. Software engineering: methods, modeling and teaching (pp. 3–7). Editorial Universidad Nacional de Colombia – Facultad de Minas. Zapata, C., & Baron, A. (2016). "Conceptual Synthesis of Practice as a Theoretical Construct in Software Engineering," 4th Int. Conf. Softw. Eng. Res. Innov. CONISOFT. |
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Facultad de Minas |
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Medellín, Colombia |
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Universidad Nacional de Colombia - Sede Medellín |
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Universidad Nacional de Colombia |
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Reconocimiento 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Zapata-Jaramillo, Carlos Mario02977fb206719ca74cbfdeb0b69de663Insuasti, Jesusc4e750a6ff66621f1fe453674361691dLenguajes ComputacionalesInsuasti, Jesus [0000-0002-3233-3577]Insuasti, Jesus [0000276618]Insuasti, Jesus [56880402700]Insuasti, Jesus [https://www.researchgate.net/profile/Jesus-Insuasti]Insuasti, Jesus [https://scholar.google.com/citations?user=Li9GsrgAAAAJ&hl=en]2024-05-23T15:21:08Z2024-05-23T15:21:08Z2024https://repositorio.unal.edu.co/handle/unal/86144Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/IlustracionesSome curriculum design methods are found by considering a literature review of a century of curriculum design theory; however, documented experiences worldwide indicate curriculum design is done without considering curriculum design methods based on theory. In this vein, this Ph.D. Thesis starts by observing the practices described in curriculum design theory differ from empirical practices, an observation leading to many ways of working. Further, experiences in curriculum design lack documentation, and observable and reliable verification about curriculum design practices from an engineering perspective is lacking. Dealing with such gaps, this Ph.D. Thesis is focused on creating a theoretical foundation for curriculum design—initially focused on computing-related academic programs—from a software engineering approach by using the Software Engineering Method and Theory (SEMAT) Essence kernel. Thus, we establish ESSENTIA CURRICULUM in this work. To this end, a linguistic corpus is constructed based on a literature review and contributions from a community of 226 professors with experience in curriculum design worldwide. First, the work focuses on eliciting common practices. Second, the terminology is unified. Third, we propose modifications to the SEMAT Essence kernel for establishing EC-Nucleus as the core of ESSENTIA CURRICULUM, which is the basis of a language specification easy to understand, and context-free. Thus, EC-Nucleus can be applied beyond computing-related academic programs. ESSENTIA CURRICULUM is based on computational linguistics analysis of the linguistic corpus, which allows for the identification of common practices and, consequently, the unification of the terminology to support curriculum design endeavors. Ten common practices are represented in ESSENTIA CURRICULUM. Such practices and some curriculum design representations proposed by the community constitute a growing library of practices called EC-Bibliotheca, which is available online. Finally, the proposal is validated in an academic scenario with favorable results by following the IEEE 1012-2016 standard. The ESSENTIA CURRICULUM has the basis for creating specialized computing solutions working on natural language processing in future scenarios due to its definition as a system, theory, method, and model. (Tomado de la fuente)Algunos métodos de diseño curricular fueron encontrados al considerar una revisión de la literatura de un siglo de teoría del diseño curricular; sin embargo, experiencias documentadas en todo el mundo indican que el diseño curricular se realiza sin considerar tales métodos de diseño curricular basados en la teoría. En este sentido, esta tesis doctoral comienza observando que las prácticas descritas en la teoría del diseño curricular difieren de las prácticas empíricas, una observación que conduce a muchas formas de trabajar. Además, las experiencias en el diseño curricular carecen de documentación y una falta de verificación observable y confiable sobre las prácticas de diseño curricular desde una perspectiva de ingeniería. Para abordar estas situaciones, esta tesis doctoral se enfoca en crear una base teórica para el diseño curricular, inicialmente orientada en programas académicos relacionados con la computación, desde un enfoque de ingeniería de software utilizando el núcleo de SEMAT Essence. Así, se establece ESSENTIA CURRICULUM en este trabajo. Para ello, se construye un corpus lingüístico basado en la revisión de la literatura y contribuciones de una comunidad de 226 profesores con experiencia en diseño curricular a nivel mundial. En primer lugar, el trabajo se centra en educir prácticas comunes. En segundo lugar, se busca la unificación de terminología. En tercer lugar, proponemos modificaciones al núcleo de SEMAT Essence para establecer EC-Nucleus como el núcleo de ESSENTIA CURRICULUM, que es la base de una especificación de lenguaje fácil de entender y libre de contexto. Por tanto, EC-Nucleus se puede aplicar más allá de los programas académicos relacionados con la informática. ESSENTIA CURRICULUM se basa en el análisis de lingüística computacional del corpus lingüístico, que permite la identificación de prácticas comunes y, en consecuencia, la unificación de la terminología para apoyar los esfuerzos de diseño curricular. Diez prácticas comunes están representadas en ESSENTIA CURRICULUM. Estas prácticas y algunas representaciones de diseño curricular propuestas por la comunidad constituyen una creciente biblioteca de prácticas llamada EC-Bibliotheca, que está disponible en línea. Finalmente, la propuesta se valida en un escenario académico con resultados favorables siguiendo el estándar IEEE 1012-2016. ESSENTIA CURRICULUM tiene la base para crear soluciones computacionales especializadas que trabajen elprocesamiento del lenguaje natural en escenarios futuros debido a su definición como sistema, teoría, método y modelo.DoctoradoDoctor en IngenieríaMixed methodComputational linguisticsIngeniería De Sistemas E Informática.Sede Medellín142 páginasapplication/pdfengUniversidad Nacional de Colombia, sede MedellínMedellín - Minas - Doctorado en Ingeniería - SistemasFacultad de MinasMedellín, ColombiaUniversidad Nacional de Colombia - Sede Medellín000 - Ciencias de la computación, información y obras generales::003 - Sistemas370 - Educación::375 - CurrículosDiseño curricularIngeniería de softwareCurriculoLingüística computacionalCurriculumSEMATComputational designCurricular designCurrículonúcleoSEMATDiseño curricularDiseño computacionalEssentia Curriculum : curriculum design from a software engineering approach based on the SEMAT essence kernelEssentia Curriculum : diseño curricular a partir de un enfoque de ingeniería de software basado en el núcleo de SEMAT essenceTrabajo de grado - Doctoradoinfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_db06Texthttp://purl.org/redcol/resource_type/TDLaReferenciaAli, L. 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