From Knowledge-based to Competency-based Computing Education: Future Directions
From Knowledge-based to Competency-based Computing Education: Future Directions
复制标题
从基于知识到基于能力的计算教育：未来方向
DOI：
10.1109/fie44824.2020.9274288
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
P. Wang
中科院分区：
文献类型：
--
作者：
A. Clear;T. Clear;J. Impagliazzo;P. Wang
能力通常与熟练程度、专业知识、能力和表现联系在一起。专业学校，如牙科和医学，通常需要在人类环境中练习技能和知识，才能成为各自领域的合格专业人员。在计算机领域，能力是一个相对较新的概念。几十年来，计算机课程一直专注于知识。然而，能力远不止知识。ACM/IEEE计算课程2020(CC2020)项目将能力定义为在环境或任务中知识、技能和人的性格的组合。也就是说，光靠知识不足以培养出一个称职的计算机专业毕业生。行业期望毕业生从就业的第一天起就表现出色。虽然计算机教育工作者几十年来一直在分享计算知识，但在能力的范畴下，他们能做得更好吗？作者利用了CC2020项目的当前活动、他们的个人经验以及当前关于计算能力和相关主题的研究结果。将当前基于知识的学习范式转变为基于能力的学习被广泛接受的未来方向和战略是这项工作的重要部分。作者推荐了随着时间的推移实现这种转变所需的几个步骤。尽管大学不是满足行业需求的培训基地，但在基于能力的学习范畴内忽视这种影响将是错误的。这项工作将引起所有计算和工程教育工作者的兴趣。
Competency is often associated with proficiency, expertise, capability, and performance. Professional schools such as those in dentistry and medicine generally require the practice of skills and knowledge within human environments for someone to become a competent professional in their respective fields. In computing, competency is a relatively new concept. For decades, computing curricula focused on knowledge. However, competency is much more than knowledge. The ACM/IEEE Computing Curricula 2020 (CC2020) project identifies competency as a combination of knowledge, skills, and human dispositions, in context or task. That is, knowledge alone is not enough to produce a competent graduate from a computing program. Industry expects graduates to perform competently from the first day of employment. While computing educators have been sharing computing knowledge for decades, can they do it better under the rubric of competency? The authors leverage on the current activities of the CC2020 project, their personal experiences, and outcomes from current research on computing competency and related topics. Future directions and strategies for transforming the current paradigm of knowledge-based learning toward a broad acceptance of competency-based learning are an important part of this work. The authors recommend several steps needed to achieve such a transformation over time. While universities are not training grounds for industry needs, it would be a mistake to ignore such influence within the rubric of competency-based learning. This work will be of interest to all computing and engineering educators.