On Developing ICT Curriculum and Its Implementation in Higher Education

1. On Developing ICT Curriculum and Its Implementation in Higher Education Lukito Edi Nugroho Postgraduate Program in Information Technology Gadjah Mada University

2. Challenges in ICT Education • Broad and multidimensional spectrum of ICT coverage • Theoretical  application, hardware  software, computer technology  social aspects  it is difficult to cover all aspects of ICT in a curriculum • Rapid advancement of ICT • Shorter technology cycle, faster product obsolescence  it is difficult for education to catch up

3. Challenges in ICT Education • Selecting reference model for ICT curriculum development • Achieving and maintaining relevance in ICT education • Strategies for overcoming resource limitation in ICT education

4. A Reference for ICT Curriculum Development • To assist ICT curriculum development by providing a reference as a guideline • The reference clusters ICT fields and maps them into curriculum elements  Which reference ?

5. A Reference for ICT Curriculum Development • The work of joint curricula development team endorsed by professional associations • Institute of Electrical and Electronics Engineers (IEEE) • Association for Computing Machinery (ACM) • Association for Information Systems (AIS) • Association of Information Technology Professionals (AITP)

6. A Reference for ICT Curriculum Development • Four ICT fields/disciplines: • Computer science (CS) • Computer engineering (CE) • Software engineering (SE) • Information systems (IS) • Definition of body of knowledge (BoK) for each field • Each BoK consists of several areas/ subfields, and each area is divided into units

7. Body of Knowledge Computer Science Software Engineering

8. Body of Knowledge Computer Engineering

9. Body of Knowledge Information Systems

10. Curriculum Development by Composition • Identify the required competence and define their specification • For each competence specification, identify key areas that must be mastered • Select areas from reference BoKs that fit to the key areas and compose them to form a new BoK. Ensure their coherence, look for other resources if necessary • Expand every area in the new BoK. Inspect details and modify its definition and structure to meet the requirement, if necessary

11. Example • Competence specification • ICT in engineering perspective • Broad and generic technical knowledge • Knowledge on socioeconomic and organizational implications of ICT “Ability to identify and formulate ICT problems and find out solution alternatives”

12. Example • A possible BoK for the competence specification

13. Assuring ICT Education Relevance • Relevance is a prequisite of sustainability • Relevance goes along with user demands Strategy to maintain and improve relevance • Maintaining links with users (i.e., industry) and develop feedback mechanisms • Achieving ICT curriculum adaptability

14. Assuring ICT Education Relevance HEI – industry cooperation in ICT education

15. Assuring ICT Education Relevance • Curriculum adaptability at micro or macro level Modular architecture

16. Overcoming Resource Limitationsin ICT Education in Indonesia • Networking of HEIs in ICT education is a prospective approach • Sharing of learning materials • Dissemination of education programs • Optimization of good lecturers and their expertise • Increasing awareness of ICT  minimizing digital divide

17. Overcoming Resource Limitationsin ICT Education in Indonesia

18. Conclusions • ICT education has urgent priority in Indonesia, however, it is not always easy to develop appropriate curricula, yet to assure its sustainability • ICT curriculum development can be assisted by a reference model based on the work of joint teams from world-wide professional association • ICT education relevance can be improved by developing close interaction with users • Networking is a prospective approach to overcome resource limitations in ICT education in Indonesia