Complete thesis - Murdoch University

conceptual knowledge – knowledge of classifications and categories, principles and generalisations,theories, models, structuresprocedural knowledge – subject-specific skills, algorithms, techniques and methods plusknowledge of the criteria used in determining when to use specific procedures - ‘howto’metacognitive knowledge – how students know how they learn. Includes conscious applicationof cognitive strategies and self-knowledge of learning strengths and styles,with the most appropriate learning experience different for each component. As an example,procedural knowledge may be based on modelling and personal experience, while declarativeknowledge (encompassing factual and conceptual) may lend itself to didactic, explicit ordirect instruction. Metacognitive knowledge is learnt through socialisation and co-operativelearning, all within a specific domain of knowledge.Nevertheless, despite the existence of other learning outcomes classification schemes, Bloom’staxonomy is accepted as sufficiently detailed to allow mapping between outcomes and learningactivities, and is widely applied to knowledge area descriptions within the various BoKs (egRE within the SWEBOK project (Sawyer and Kotonya, 2000)) and to model curricula (egthe Computing Curricula volumes), albeit often with some adaptations.Competency levels are also assigned by professional bodies, either based on a mapping betweenthe relevant BoKs and the profession’s agreed competency level (generally throughaccreditation of specific educational programmes), or through a ‘testing’ of an individual’sperformance against the levels. As a less well-known example of the latter, the ECDL (EuropeanComputer Driving Licence) is supported by the European Union Commission as aninternationally recognised standard of competence. The ECDL Foundation was establishedin 1997 by the Council of European Professional Informatics Societies (CEPIS). The ECDLis awarded on the successful completion of one test assessing theoretical competence, and sixtests assessing the candidate’s competence in using the computer (Mulder and Weert, 2000).Finally, competency levels may be assigned by industry bodies, again based on a mappingor individual testing. Certification such as that provided through vendors such as Microsoftfalls into this category.The most common assignment of competency levels is that undertaken by formal educationalinstitutions. This approach is a key element of the discussion in this document, and isdescribed later in this chapter.The purpose of the next subsection is to survey relevant BoKs and current model curriculain order to identify and establish a model which may define the Body of Knowledge required67