A model for designing learning experiences for computer science curriculum

Due to the fast development in computer science new modules and specializations have to be developed, and the Computer Science (CS) curriculum needs to be reshaped in order to include 21^st century skills such as problem-solving, creativity, innovation, communication and collaboration. This paper proposes a generic model for designing learning experiences for CS curriculum. The model builds on existing credit systems such as European Credit Transfer and Accumulation System (ECTS), to determine if a CS programme can be reshaped to a given period of time. Furthermore the model is capable of determining the student workload distribution across the different types of learning activities for a module. The distribution is computed based on information such as the number of credits for the module, the number of weeks in a semester, as well as the percentage hours of lectures, labs, independent study and other learning activities. Preliminary data collection and analysis was conducted in order to determine the percentages on 75 computer science modules taught at 14 universities from Ireland and UK.