appskil project 55471 d4.2.1 curriculum structure and design … 1. executive summary this report is...

D4.2.1 “Curriculum structure and

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Project Number 55471 Page | 1 ERASMUS+ KA2

AppSkil Project – 55471

D4.2.1 Curriculum structure and design

Work Package: 4

Task: T.4.2

Version Date: 13 June 2016

Project Number: 55471

ERASMUS+ - KA2

Dissemination Level: Public use


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Contributor(s)

Main Contributor CFF (Giacomo Meula) Contributors CFF (Marianna Muin)

Control Sheet

Version Date Modified By

Draft 0.1 16 December 2015 Giacomo Meula

V1 31 May 2016 Giacomo Meula

Final 13 June 2016 Giacomo Meula

Partners

Participant no.

Participant organisation name Participant short name

Country

1 (Coordinator)

Coventry University Enterprises Ltd CUE UK

2 Department for Employment and Learning

DEL UK

3 NAACE NAACE UK

4 South West College / South Eastern Regional College

SWC/SERC UK

5 Centro Informazioni Mobilità ed Equivalenze Accademiche

CIMEA IT

6 AICA - Associazione Italiana Informatica e Calcolo Automatico

AICA IT

7 Consorzio Friuli Formazione CFF IT 8 Conseil régional de la Formation CRF BE 9 Agoria Agoria BE 10 Business Training BT BE

11 Department of Education. Government of Navarre

GFN ES

12 Asociación de Técnicos de Informática ATI ES 13 Florida Centre de Formació, S.C.V. FloridaU ES

14 The Association of Employment and Learning Providers

AELP UK


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Table of contents

1. Executive summary ......................................................................................................... 4

2. Introduction .................................................................................................................... 4

3. The Curriculum ............................................................................................................... 5

3.1 Etymology ....................................................................................................................... 5

3.2 Definitions and interpretations ...................................................................................... 5

4. Curriculum in VET ........................................................................................................... 7

4.1 Curriculum oriented to learning outcomes .................................................................... 9

4.2 Learner-centred approaches ........................................................................................ 11

4.3 Teaching and learning methodologies ......................................................................... 12

4.4 Assessment ................................................................................................................... 14

5. Curriculum structure .................................................................................................... 15

5.1 The Step 1: Diagnosis of needs. (What needs to be learnt?) ....................................... 16

5.2 The Step 2: Formulation of learning objectives and learning outcomes. (What

objectives and outcomes should be acquired?) ........................................................... 17

5.3 Step 3: Selection of content. (What information or data will be tackled) ................... 22

5.1 Step 4: Organization of content. How will the information be organized?.................. 24

5.2 Step 5: Selection of learning experiences. (What learning experiences {role play,

cooperative or team learning, lecture, etc.} will the instructor incorporate into the

subject approached?) ................................................................................................... 25

5.3 Step 6: Organization of learning experiences. (How will these learning experiences

be organized?) .............................................................................................................. 27

5.4 Step 7: Determination of what to evaluate and of the ways and means of doing it.

(How will learning be assessed?) .................................................................................. 28

6. References .................................................................................................................... 30


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1. Executive summary

This report is deliverable D4.2.1 “Curriculum structure and design”, which is

the second deliverable of Work Package 4 (WP4) ‘Joint curriculum design

and validation’ as described in the AppSkil Application Form. The main

precedent of this report is deliverable D3.1.2 “Skills demand validation report”,

which is the last deliverable of Work Package 3 (WP3) “Identification of sector

qualifications, skill needs and mismatch” as described in the AppSkil Application

Form. The main purpose of this report is to transform the results of reports

deliverable D3.1.2 “Skills demand validation report” and D4.1.1 "AppSkil VET

programme learning outcomes" in the curriculum structure and the learning

outcomes’ classification into modules and units“.

2. Introduction

In the context of the AppSkil project, the creation of a structure of the VET

curriculum is a fundamental part since, in this product, the specific details of the

modules and units to train mobile apps creators in the most appropriate way will

be defined and described. The AppSkil project aims indeed at forming a Sector

Skills Alliance that will deal with filling the mismatch between the sector skills

needs and the average skills set of mobile apps producers. This VET programme

is designed to reach this goal and is aimed at present and future ICT

professionals specialized in the mobile apps segment to progress in their careers

and enhance their employability.

The previous report on definition of learning outcomes of the VET programme

(T4.1) provided us with the specific learning objectives that must be addressed

in this course. These learning objectives were obtained according to the

conclusions remarked in previous Work Package 3, in which the required skills

to be addressed by the programme were defined. In more detail, the learning

objectives of the course must mainly address those skills that were identified as

1) most demanded by the labour market, 2) having the lowest degree of coverage

in the existing courses and programs. 3) less subject to obsolescence.

These skills were:

- Effective creation and commercialization of mobile apps

- Business enhancement

- User understanding

- Design skills.


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According to the learning objectives obtained in the previous task T4.1, the

objective of this report is to design the curriculum structure of the course in

order to address these learning objectives. To do this, the learning outcomes that

must be achieved in the course will be grouped into different modules, each

having specific aims. We will also provide teaching and learning methodologies

for effectively achieving these outcomes as well as assessment systems and

methods suitable for these methodologies. All this work will be carried out in the

context of the European recommendations and regulations, and by following the

specific guidelines for VET courses.

The rest of the report is organized as follows:

Section 2 presents the theoretical framework required for designing

curricula in the context of VET qualifications.

Section 3 details the curriculum of the course.

Finally, Section 4 presents some concluding remarks.

3. The Curriculum

3.1 Etymology

The word "curriculum" began as a Latin word which means "a race" or "the

course of a race" (which in turn derives from the verb currere meaning "to

run/to proceed"). The first known use in an educational context is in the

Professio Regia, a work by University of Paris professor Petrus Ramus published

posthumously in 1576. 1 The term subsequently appears in University of Leiden

records in 15822. The origins of the word appear closely linked to the Calvinist

desire to bring greater order to education3.

By the seventeenth century, the University of Glasgow also referred to its

"course" of study as a "curriculum", producing the first known use of the term in

English in 1633. By the nineteenth century, European universities routinely

referred to their curriculum to describe both the complete course of study (as for

a degree in surgery) and particular courses and their content.

3.2 Definitions and interpretations

Curriculum may include unplanned or unstructured activities.

1 Hamilton, David (2014). Towards a Theory of Schooling. p. 55. ISBN 9780415857086

2 Hamilton 2014, p. 7.

3 Hamilton 2014, p. 47.

https://en.wikipedia.org/wiki/Latin

https://en.wikipedia.org/wiki/University_of_Paris

https://en.wikipedia.org/wiki/Petrus_Ramus

https://en.wikipedia.org/wiki/University_of_Leiden

https://en.wikipedia.org/wiki/Calvinism

https://en.wikipedia.org/wiki/University_of_Glasgow

https://en.wikipedia.org/wiki/Curriculum#CITEREFHamilton2014


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There is no generally agreed upon definition of curriculum4. Some influential definitions combine various elements to describe curriculum as follows:

All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (John Kerr5)

Braslavsky states that curriculum is an agreement amongst communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn.6"

Outlines the skills, performances, attitudes, and values pupils are expected to learn from schooling. It includes statements of desired pupil outcomes, descriptions of materials, and the planned sequence that will be used to help pupils attain the outcomes.

The total learning experience provided by a school. It includes the content of courses (the syllabus), the methods employed (strategies), and other aspects, like norms and values, which relate to the way the school is organized.

The aggregate of courses of study given in a learning environment. The courses are arranged in a sequence to make learning a subject easier. In schools, a curriculum spans several grades.

Curriculum can refer to the entire programme provided by a classroom, school, district, state, or country. A classroom is assigned sections of the curriculum as defined by the school.

Through the readings of Smith7, Dewey8 and Kelly9 three curricula could be defined as:

o Explicit curriculum: subjects that will be taught, the identified "mission" of the school, and the knowledge and skills that the school expects successful students to acquire.

o Implicit curriculum: lessons that arise from the culture of the school and the behaviours, attitudes, and expectations that characterize that culture, the unintended curriculum.

o Hidden curriculum: things which students learn, ‘because of the way in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly, 2009). The term itself is attributed to Philip W. Jackson and is not always meant to be a negative. Hidden curriculum, if its potential is realized, could benefit students and learners in all educational systems. Also, it does not just include

4 Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopedia of informal education,

www.infed.org/biblio/b-curric.htm and Marsh, 2004. 5 Kelly, A. V. (2009). The curriculum: Theory and practice (pp. 1–55). Newbury Park, CA: Sage.

6 Braslavsky, C. (2003). The curriculum.

7 Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopedia of informal education

8 Dewey, John (1902). The child and the curriculum.

9 Kelly, A.V. (2009). The Curriculum: theory and practice (6th ed.)

http://www.infed.org/biblio/b-curric.htm


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the physical environment of the school, but the relationships formed or not formed between students and other students or even students and teachers (Jackson, 198610).

“Curriculum” has numerous definitions, which can be slightly confusing. What societies envisage as important teaching and learning constitutes the "intended" curriculum11. Since it is usually presented in official documents, it may be also called the "written" curriculum12. However, at classroom level this intended curriculum may be altered through a range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum13. What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes/learner competencies) constitutes the ‘achieved’ or ‘learned’ curriculum14. In addition, curriculum theory points to a "hidden" curriculum (i.e. the unintended development of personal values and beliefs of learners, teachers and communities; unexpected impact of a curriculum; unforeseen aspects of a learning process). Those who develop the intended curriculum should have all these different dimensions of the curriculum in view15. While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society. The "written" curriculum is usually expressed in comprehensive and user-friendly documents, such as curriculum frameworks; subject curricula/syllabuses, and in relevant and helpful learning materials, such as textbooks; teacher guides; assessment guides.

4. Curriculum in VET

The concept of curriculum is widely used in European qualifications. There is no

generally accepted definition for this term 16, but for this report, we can take the

one provided by Cedefop which defines curriculum as a normative document (or

a collection of documents) setting the framework for planning learning

experiences. Depending on the country, the type of education and training, and the

institution, curricula may define, among other learning outcomes, objectives,

contents, place and duration of learning, teaching and assessment methods to a

greater or to a lesser extent. The learning programme is a written document

planning learning experiences in a specific learning setting. It is developed on the

basis of the curriculum and takes into account the learners’ needs17.

10

Jackson, Philip (1986). Life in Classrooms. New York: Holt, Rinehart, and Winston. pp. 33–35 11

Kelly, A.V. (2009). 12

Kelly, A.V. (2009). 13

Kelly, A.V. (2009). 14

Kelly, A.V. (2009). 15

Kelly, A.V. (2009). 16

Cedefop. 2010. Learning outcomes approaches in VET curricula A comparative analysis of nine European countries. Luxembourg: Publications Office of the European Union, 2010. 17

Cedefop. 2010, pag. 9


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The curriculum can be seen as a dynamic framework used to guide the

teaching and learning processes and also can be seen as a mechanism for

quality18. Recent developments introduced by the Bologna and Copenhagen

processes provided changes focused on the adoption of learning outcomes for

the definition of qualifications (European Union, 2010; Cedefop, 2010; Cedefop,

2012; Werquin, 2012; Tam, 2014).

These changes made learning outcomes the core of for the curriculum design

and development, which is based on describing what a learner knows,

understands and is able to do on completion of a learning process, which

are defined as knowledge, skills and competences (European Parliament

and Council of the EU, 2008). In this definition, ’competence’ is understood as a

special capability which is not fully captured as knowledge or skill.

“Competence”, in this sense, is understood to refer to autonomy and

responsibility, values and attitudes.

When using learning outcomes to judge the learning of an individual, the

attention is directed towards what a learner knows, understands and is

able to do independent of the learning process followed.

In the literature (Cedefop, 2010; Cedefop, 2012; Lindberg-Sand, 2012) we can

find several reasons that influenced the curriculum reform to be more oriented

to learning outcomes. In particular, they are used at various levels to:

(a) characterise (at systemic level) overall aims for education and training;

(b) express the requirements or standards set by qualifications;

(c) clarify the intentions of curricula and learning programmes.

Furthermore, depending on the level at which they are used, learning outcomes serve a variety of purposes:

(a) to recognise prior learning;

(b) to award credit;

(c) to ensure quality;

(d) to improve credibility;

(e) to increase transparency (Cedefop 2009a, p. 10)

One of the key reasons for this curriculum reform is related to the recent

European developments in competences for lifelong learning (European

Parliament and Council of the EU, 2006; Adam, 2006; European Parliament and

18

Cedefop. 2010, pag. 1


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Council of the EU, 2010) and the implementation of the European

qualifications Framework (EQF) (European Parliament and Council of the EU,

2008a), which also had an important influence especially in the newer member

states (Cedefop, 2010). The use of the EQF allows the translation between

different qualification systems and their levels across Europe. This is necessary

to compare citizen’s qualifications, increasing their transparency and portability

in the different European countries. Therefore, the EQF contributes to

promote lifelong learning by increasing the mobility, employability, and

integration of workers and learners.

Another of the key reasons leading to the adoption of outcome-based curriculum

approaches is related to socioeconomic issues, aimed at establishing a better link

between VET and the labour market.

Research shows that there is some imbalance between the skills of the workers

in Europe and the skills demanded in the workplace (Cedefop, 2009c; Cedefop,

2009d; Berger & Pilz, 2012). Therefore, education and labour market need to

face the challenge of increasing the relationship between the VET systems and

the labour market (Frommberger & Krichewsky, 2012; Oates, 2013).

But beware, however, despite this optimistic scenario there is a real danger

of idealistic and overstated short-term expectations that the simple

adoption of learning outcomes cannot meet. Learning outcomes are a tool

and methodological approach that has to be combined with other reforms

and implemented over time.

The use of learning outcomes is just one method for defining the expectations of

learning. The necessary efforts of education and training professionals to deliver

high quality learning programmes are another way of looking at these

expectations. These teachers and trainers take it as their task to use their

knowledge and experience to interpret standards and broad aims to create the

right environment for the development of competent people. It can be argued

that learning outcomes alone cannot fully capture the qualities of the learner and

of the learning process delivered through programmes (Cedefop, 2011)

4.1 Curriculum oriented to learning outcomes

The use of learning outcomes for designing VET curricula is essential, as

statements of learning outcomes are close to predefined occupational standards.

Thus, the curriculum can be viewed as a relation between the demand of the

society and the interests of individuals, providing a common language between


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the competences that are acquired in learning processes and the needs of labour

market (Cedefop, 2009a; Cedefop, 2010, Cedefop, 201119).

Curricula oriented to learning outcomes are more readily applicable to VET than

other areas such as general or higher education, since vocational learning and

skills are more oriented to the labour market (Cedefop, 2011). Consequently,

reform plans have been oriented to include functional, competence, or learning

outcomes approaches. Due to these reform plans, the majority of European

countries are using learning outcomes approaches to define VET curricula

(Cedefop, 2008a).

According to Cedefop (2010), the previous step before determining the learning

outcomes that are required in a qualification is the definition of the learning

objectives that must be addressed.

Learning objectives are used to represent specific statements of teaching

intentions, indicating each of the specific areas that the teacher intends to cover

in the programme. Then, taxonomies such as the Bloom’s taxonomy are often

used as tools to determine the learning outcomes (Bloom & Krathwohl,

1954;Cedefop, 2010). In Cedefop (2010), a comprehensive comparison of the

curriculum design and the actors involved in this process among the different

European countries is presented.

As we stated above, the EQF focuses the definition of qualifications on learning

outcomes, which are divided into eight levels, each one representing different

criteria of the learning achieved. According to different authors (Adam, 2006;

European Parliament and Council of the EU, 2008a; Goncalves et al.,2013), a

learning outcome is defined as what a learner knows, understands and is able to

do on completion of a learning process, which is defined in terms of knowledge,

skills and competences. This is the most established way to define learning

outcomes in several countries such as France or Germany (European Union,

2008; Najjar et al., 2011). Although learning outcomes can be described without

explicit references to any of these three categories, the proposed differentiation

is helpful to create descriptors and clearly classify the level of qualifications.

Each one of these three dimensions is defined as follows:

Knowledge represents the result of the assimilated information through

learning. Conceptually, knowledge is the body of facts, principles, theories,

and practices that are developed in a specific area of work of study, and can

be theoretical or factual (European Parliament and Council of the EU, 2008a;

Goncalves et al., 2013).

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USING LEARNING OUTCOMES European Qualifications Framework Series: Note 4


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Skills are referred to those abilities to apply knowledge and use resources

acquired to complete tasks and solve problems. These skills can be cognitive

(including logical, intuitive, and creative thinking) or practical (including

manual abilities, the use of materials, tools, and instruments).

Competences are referred to the proven abilities to use knowledge, skills,

and personal, social and/or methodological abilities, in work or study

situations for the development of both professional and personal sides.

These competences can be viewed as responsibility and autonomy. In some

settings the EQF categories are subdivided further. For example, competence is

divided into personal and social competences and in another case: context,

role, learning to learn and insight.

The EQF covers the whole range of qualifications acquired in general, vocational,

academic, and training education, recognizing the diversity of the educational

and training systems across Europe. Thus, in order to develop qualifications that

are easily understandable and readable in the different European countries,

these qualifications should be described following the specification stated in the

EQF.

4.2 Learner-centred approaches

When designing VET curricula, an emphasis should be given to describe practical

learning outcomes that can be transferrable to real work situations. This

requires changing traditional methodologies in order to develop more learner-

centered methods that focus activity on the learner and away from the

teacher (Cedefop, 2009a). Related to this issue, the European Council

recommends using learner-centered approaches in the design of VET curricula

(European Parliament and Council of the EU, 2008b). These approaches facilitate

the development of practical skills and competences that can be transferrable to

real work situations. Therefore, the new role of the teacher can be viewed as a

facilitator of the learning process and actively involving the student in the

management of its own learning process, recognizing that the learning process

takes place outside the classroom and without the teacher’s presence.

According to Cedefop (2010), several elements have contributed to make VET

curricula more learner centered. One of these elements is related to the

autonomy of the teachers in order to fit the learning programs to the needs of the

learners. In this sense, learning outcomes can be used as final performances,

guiding principles to orient teaching and assessment practices. These final

performances correspond to skills, knowledge and competences, and the

teacher/trainer has the autonomy to


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determine the best way to achieve them (Cedefop, 2012). Another key element

to make VET curricula more learner-centered is related to pedagogic-didactic

purposes. In the last recent years, a change of paradigm with increasing

popularity of constructivist teaching and learning methods can be observed.

From this constructivist theory, learning is an active process in which learners

integrate new concepts on their current knowledge (Faraday et al. 2011).

Therefore, learning outcomes are related to a constructivist learning approach in

which the student is actively involved in his/her own learning process. This

active learning is promoted in some countries through project-based learning,

work-based learning, and formative assessment.

According to Faraday et al. (2011), in VET models that are derived from theories

of constructivism predominate, which require the collaboration of learners in

order to help each other to construct new knowledge and understand concepts.

Specially, these models are very useful for learning objectives related to solving

problems, addressing misconceptions, or constructing knowledge. Teaching and

learning models that are effective for achieving these types of learning objectives

are social, because learners work collaboratively and learn from each other.

Some of these teaching models include role play, dialogic teaching, group

problem solving, etc. (Joyce et al., 2008). Thus, in these social models, the

facilitator role of the teacher is crucial, since he/she is responsible for identifying

opportunities in which learners can address different topics.

Finally, the diversity is another element to be considered in the development of

VET curricula, as the needs of the learners may be diverse (Lucas et al., 2012).

This requires designing a flexible curriculum in order to adapt it depending on

the learners.

Therefore, learning approaches centered in the student require the use of

learning outcomes with the selection of appropriate teaching methodologies and

assessment techniques. The precise specification of the learning outcomes that

are required is crucial to determine which is the best way to achieve them (Lucas

et al., 2012). This should be carried out in the context of external reference

points, such as the EQF or the Common Quality Assurance Framework (CQAF)

(Cedefop, 2008c; Cedefop, 2009a; Cedefop, 2009e).

4.3 Teaching and learning methodologies

Learner-centered pedagogies comprise a range of teaching and learning

approaches which may be related to practical experiences, such as experimental

learning, reflective learning, project learning, open learning, dialogic learning,

group learning, practical learning, and active learning. In contrast to more


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traditional teacher-centered approaches, learner-centered approaches do not

conceive a model of whole-class teaching where the learning process is focused

on the teacher while the students just listen and write. Actually, national VET

agencies and vocational teachers of some European countries such as Germany,

Slovenia or UK promote active and learner-centered methods (Cedefop, 2012).

The autonomy given to the teachers/trainers in the outcome-based curricula can

be observed in the teaching and learning methodologies of the different

European countries. This autonomy also requires putting some more effort in the

definition of pedagogic and didactic methods. According to Cedefop (2010),

changes in teaching and learning methodologies related to competence-based

approaches are focused on different proposals such as the combination of

theoretical and practical learning and the greater involvement of the student in

the learning process (increasing the self-regulated learning). This more work-

connected kind of learning strengthens the motivation of the students and

increases the feeling of learning from realistic tasks.

The introduction of learning outcomes and the corresponding new teaching and

learning methodologies demands the ability of the learner to transfer knowledge

and skills from the educational environment to a work context (Cedefop, 2010).

Recent research reflected how European countries are carrying out this

transition of paradigm by shifting traditional teaching practices to more learner-

centered approaches (Cedefop, 2010). Among the different teaching and learning

methodologies analysed, we can remark the following considerations:

The learning is more individualised and also focused on small group

works, paying attention to the specific needs of the individual learners.

Specific real-life examples are used to develop more theoretical aspects,

starting with visualization before coming to more cognitive activities.

Learners are more actively involved in the class, for instance through a

collective problem-based approach.

Practice and theory is alternated.

Social competences are actively developed.

Evaluation is used to motivate students (e.g. by giving better marks at the

beginning of the training programme). Some teachers may use informal

professional marks (only pass or fail).

According to Faraday et al. (2011), one of the essential components of effective

vocational teaching and learning is related to the teaching models. The selection

of the appropriate teaching model (or models) is dependent on the learning

outcomes that must be achieved. However, in order to determine the most

appropriated methodologies for achieving the desired learning outcomes, we


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need a broad appreciation of the methods that are available. What is more, we

also need to know the learners and their personal skills as well as their attitudes

and barriers (Lucas et al. 2012).

Some learner-centered methodologies are usually used in vocational schools,

such as problem-solving, skills demonstration, learning by doing, project work,

group work, simulations, real-world problem-solving, role playing and practical

assignments (Faraday et al., 2011; Lucas et al. 2012). For each one, there is

significant literature that demonstrates its suitability in VET (Lucas et al. 2012).

These methodologies are really helpful to develop skills and competences that

are used in the workplace (Cedefop, 2012).

4.4 Assessment

Curriculum reform demands the alignment of the teaching and learning

methodologies with the corresponding assessment systems and mechanisms

(Cedefop, 2009a; Cedefop, 2010). The shift to outcome-based curricula has

several implications in the assessment methods. Two key aspects are important

in the design of outcome-based curricula. The first aspect is related to the

validity of assessment methods which integrate skills and knowledge and the

transferability of competences from educational to professional contexts. The

second aspect is referred to the importance of formative assessment for learner-

centered approaches and active learning methods (Cedefop, 2010).

Assessment can be defined as the process of evaluating knowledge, skills, and

competences according to predefined criteria, which are actually referred to the

achievement expectations of the learning outcomes (Cedefop, 2012). Assessment

can be focused on different purposes such as summative or formative purposes

(Parveva et al., 2009a; Cedefop2009b). On the one hand, assessment for

summative purposes is referred to the process of evaluating the achievement of

learning outcomes by the learner at a specific time. On the other hand,

assessment carried out for formative purposes is a reflective process between

teacher and learner to promote learning. The main objective of this type of

assessment is to identify specific learning needs and adapt teaching according to

improvements in learning and teaching. Feedback is a central element in

formative assessment since it provides information to improve performance

(Wilson, 2012). In this sense, students obtain feedback (usually described as

continuous and informal) of their own progress and performance from the

teachers.

In line with the recent curriculum reform in VET, we can observe different trends

related to assessment practices (Cedefop, 2010). First, there is a trend in

providing assessment methods that judge the ability of the learner to be


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competent in a work situation. As we stated above, this is crucial for the

development of VET systems. A second trend is related to the attention paid to

formative assessment in the context of learner-centred approaches and active

learning (Netherlands, Romania, and Slovenia). Finally, a third trend is to provide

assessment in a more flexible and progressive way rather than once.

According to Cedefop (2010) European countries are currently adopting new

assessment methods which are closely related to professional contexts in order

to ensure that observed skills and competences are transferable to the

professional context. Although some traditional methods are still used for

assessment in VET qualifications, innovative and trending approaches are more

oriented to put the emphasis on assessment approaches that are linked to tasks

and activities, in which students demonstrate different kind of evidences

(written projects or papers collected together into portfolios)(Cedefop, 2009a).

Assessment methods are receiving considerable attention in several countries

such as Germany, France, or UK, in order to integrate them in the outcome-based

curriculum design. In this sense, when considering assessment related to

learning outcomes approach, it is essential to describe this assessment as a

continuous tool that accumulates and demonstrates evidences (e.g. in a

portfolio). In contrast to upper secondary qualifications in which traditional

written examinations are widely used as assessment methods, VET qualifications

are more likely to adopt wider forms of assessment which are closely related to

learning outcomes (Cedefop, 2009a). As an example, VET courses in Finland

include assessment methods in which students demonstrate, by some outcome-

based method, the knowledge, skills, and competences acquired. In France,

assessment is continuous and at the end of the course and depending on the

learning outcomes, it can have both a written and practical orientation.

According to the above considerations, in the following sections, we present the

seven stages of definition of Curriculum structure and description of the

elements which the curriculum of the VET course comprises.

5. Curriculum structure

Producing and reviewing curriculum incorporates the following20 steps:

Step 1: Diagnosis of needs. (What needs to be learnt?)

Step 2: Formulation of learning objectives and learning outcomes.

(What objectives and outcome should be acquired?)

20

Smith, M. K. (1996, 2000) ‘Curriculum theory and practice’ the encyclopedia of informal education


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Step 3: Selection of content. (What information or data will be tackled

and where will it come from?)

Step 4: Organization of content. How will the information be organized?

Will it be in a textbook, using the internet, etc.?)

Step 5: Selection of learning experiences. (What learning experiences

{role play, cooperative or team learning, lecture, etc.} will the instructor

incorporate into the subject approached?)

Step 6: Organization of learning experiences. (How will these learning

experiences be organized?)

Step 7: Determination of content to be evaluated and the ways and

means of doing it. (How will learning be assessed?)

5.1 The Step 1: Diagnosis of needs. (What needs to be learnt?)

As societal mores and demographics change, the needs change. New needs

lead to technological developments to meet those needs. Every time a new

technology is developed, it creates a need for people who are familiar with

the technology to develop the technology further, develop practical

applications of the technology and also to troubleshoot them. Technology is

also used in teaching. In today’s age, obsolescence is a constant occurrence.

A clear foresight is needed to determine what the educational needs will be

a few years hence. Curricula need to be designed keeping in mind the

projected needs of the society.21

The competences -skills, knowledge and attitudes- for mobile applications

developers are explored and set out in the mind map in the AppSkil report

WP 3.1. In the AppSkil’s report 3.3.1, Existing Skills Supply, which set out

to document and analyse the business and technical skills required in

mobile apps creation development, it was concluded that mobile apps

developers, in the majority, possess almost all the necessary

technical skills. In terms of non-technical skills, IPR, resource planning,

social media and sales are amongst the less represented.

Potential mobile applications developers will be expected to have a good

level of technical knowledge and many employers, particularly software

houses, will expect a degree in a relevant subject, such as:

• business/management;

21

Chitralekha Potnis, Curriculum Design & Enhancement, Academics Manager Canadian Institute of Management & Technology


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• computer science/software engineering;

• information systems;

• mathematics;

• physical/mathematical/applied science.

Sometimes employers will waive the need for a degree if the job

candidate can show relevant experience and will offer conversion

courses for candidates at degree level.

5.2 The Step 2: Formulation of learning objectives and learning outcomes. (What objectives and outcomes should be acquired?)

As mentioned earlier, the previous step before determining the learning

outcomes that are required in a qualification is the definition of the learning

objectives that must be addressed.

The learning objectives are written for teachers and learning outcomes are

more easily understood by learners as well as teachers. Learning outcomes

are expressed in a way that, as the name suggests, are a manifestation of

learning, whereas learning objectives are written as a guide to the teaching

programme that might, or might not, lead to the desired learning22.

This distinction between learning outcomes and competence is made clear in the

EQF Recommendation. Here learning outcomes are defined as statements ’of

what a learner knows, understands and is able to do on completion of a

learning process…’ whereas competence means ’the proven ability to use

knowledge, skills and personal, social and/or methodological abilities, in

work or study situations and in professional and personal development…’.

Competences are therefore closer to characteristics of a person that are shown in

action.

In other words, when considering how learning outcomes should be

written so as to be useful, too detailed descriptions can be confusing, but

too general statements may become meaningless. In other words, a key

consideration, perhaps the most important consideration of all, is how to write

learning outcomes that are fit for purpose.

This step is critical because it provides guidance for the content (what is to be

learnt) and links the needs of the learner to the issue or problem. It also sets the

stage to evaluate or measure if the learner has attained the intended outcome,

22

22

USING LEARNING OUTCOMES European Qualifications Framework Series: Note 4


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(i.e., the impact of the project). By now it is obvious that "each step builds on the

previous." If the issue has been clearly defined, a statement of the problem

properly framed, and the needs of the target audience accurately assessed and

analysed, the next step leads to stating intended outcomes. Intended outcomes

should clearly state, in measurable terms, what the learner will be able to do as a

result of participation in planned activities designed to help the learner attain

knowledge, attitudes, skills aspirations, and behaviours to bring about change.

From the results specified in WP3 report, it was put in place a strategy for the

establishment of an effective curriculum able to consider the key elements that

emerged during the previous phase.

How to project: the WP3 data Analysis showed that non-technical skills, IPR,

resource planning, social media and sales are in great demand but are

amongst the less represented.

The consortium has shared that it is necessary to design an appropriate

curriculum for future mobile applications creators which will improve

business and design skills

The WP4 partners have defined the structure of the entire curriculum

based on teaching and learning principles applied in VET.

The partners have translated the required skills/competences into

learning outcomes of the VET programme and made sure that the learning

outcomes are linked with EQF and e-CF, thus ensuring that the curriculum

includes quality principles that facilitate recognition and transferability

across the European Union;

The European Qualifications Framework (EQF) acts as a translation device to

make national qualifications more readable across Europe, promoting workers'

and learners' mobility between countries and facilitating their lifelong learning.

The descriptors defining the levels of the EQF were developed between 2003 and

2008 in an extensive process built on research and widespread consultation

involving experts and policy-makers from all countries involved23. The

consensus reached on the EQF descriptors can be viewed as one of compromise

and acceptance rather than arriving at a perfect solution and total comfort. While

agreement on the categories of knowledge and skills was reached at an early

stage, the most challenging part of the exercise was related to the definition and

description of ‘competence’. Several countries see competence as an overarching

category referring to the ability of individuals to apply knowledge and skills in a

23

WORKING PAPER No 19 Analysis and overview of NQF level descriptors in European countries, Office of the European Union, 2013


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self-directed way; treating it as a subcategory would, it was claimed, give the

wrong signal. The consensus and compromise reached in 2008 was to operate

with a general definition of competence, stressing the overarching character of

the concept, but with descriptors limited to ‘autonomy’ and ‘responsibility’.

These discussions on the character of competence have continued in the years

following adoption of the EQF and point to differences in the way learning

outcomes are perceived in different countries.

The European e-Competence Framework (e-CF) is a reference of 40

competences that apply to the Information and Communication Technology

(ICT) workplace. It describes the competences, skills and knowledge

requirements of ICT professionals at five proficiency levels.

The e-CF is designed to meet the needs of both public and private organizations,

and gives clear definitions to support decision-making with regards to the

selection and recruitment of candidates, as well as the training and assessment

of ICT professionals.


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The e-CF has a sector specific relationship to the EQF; competence levels within

the e-CF provide a consistent and rational relationship to levels defined within

the EQF. The relativity between EQF learning levels and e-CF competence levels

has been systematically developed to enable consistent interpretation of the EQF

in the ICT workplace environment.


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The App Creator competences required for by the labour market in the

business and design field are characterized by descriptive components

(Knowledge, Skills, Competence) placed at EQF level 5 that corresponds to

an e-Cf level 2.

At first 90 learning outcomes were identified, then they were reduced to 40

and then to 21 to avoid repetition and streamline the curriculum structure

and make it more suitable to a VET program of 60 hours duration.

The learning outcomes are classified and grouped thematically into autonomous

modules and units.

The four key themes are:

1. Development of the App

2. Marketing Channels

3. Project Management

4. Business Management

The target group are people who want to work in app development or are

already working. They learn about the business and design non-technical skills


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(knowledge, skills and competences (personal and social skills) that are expected

of them because they already possess the technical skills . These people must

have a qualification at least at the level 4 of the EQF (European Qualification

Framework) and should seek a qualification at least at the level 5 of the EQF.

Nevertheless, these skills are also expected of professionals on the EQF Levels 6

to 7.

5.3 Step 3: Selection of content. (What information or data will be tackled)

After reviewing this step, curriculum developers are able to: identify the scope of

the content of the curriculum material, plan the sequence in which the content

will be presented, and outline the content, including knowledge, attitude, and

skills learners will be able to acquire through participating in the planned

curriculum activities.

Decisions about what contents are to be included in curriculum rest on

many things ranging from spur of the moment inspiration or even

desperation sometimes to painstaking deliberation.

Fortunately, there are criteria that can guide us in this regard. The experts

suggest that the content should include the following characteristics:

• validity

• significance

• interest

• learnability

• consistency with social reality

The classical problem of curriculum organization is that of establishing sequence

of cumulative learning or continuity, and of integration. Establishing a sequence

in curriculum can be viewed primarily as that of putting the content and

materials into some sort of order of succession.

Curriculum organization should preserve and protect both the logic of the

subject matter and the psychological sequence of the learning experience. No

matter how the content is put together, it is important that the basic ideas or the

patterns of relationships which are important should not be obscured or

falsified. Neither can one overlook the task of making the content learnable by

organizing the ways of learning according to a psychological sound sequence,

even in curricula in which the learning of content is the sole emphasis.

Perhaps the greater drawback to the usual organization of learning is the lack of

focus.

Whether the curriculum is organized by subjects, by topics, or by units, one

frequent characteristic is its vague nature which makes it difficult to decide


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which dimensions are important to pursue, which relationship of facts and ideas

should be submerged, and which one should stand out. To resolve it, it is

imperative to decide which element of curriculum can serve as a centre of

organization. Since as one formulates the central or core ideas to pursue, one can

speak of an organizing focus for study.

The logic of the core or central ideas or big ideas about the topic, a subject,

or a problem actually determines which dimensions of a topic need

emphasis, which details are relevant and which not, and in which relation

they are significant.

Usually core ideas as focusing centers serve several important functions. Some of

these functions are itemized below.

First they structure the units or the topics of the subject by giving

them a perspective of the dimensions of the content to be treated. If

these dimensions are clear, it is possible to make intelligent judgments

regarding which details to include, as well as to sample content on a

rational basis (by its logical dimensions).

Focusing the unit on core ideas will assure a fuller scope for the

development of the content.

Using ideas as centers of organizing content will also help with the

problem of “coverage”, the setting of limits to the amount of detail that

must be studied. If certain basic ideas are treated as the core of content it

would seem important to cover these ideas, but the detail could be

minimum necessary for understanding, or developing the core idea.

“covering” ideas but sampling detailed content releases time from

unproductive mastery of details and makes it available for a more

thorough study of that which is offered and for emphasis on such

objectives as learning how to handle resources, interpret data, and

develop and apply generalizations.

Finally, ideas as focusing centers can serve as threads for either a

vertical continuity or horizontal integration. They can provide the

structure for comparing and contrasting learning experiences which

otherwise bear no similarity to each other.

In order to determine the contents of this curriculum, the WP4 partners

have agreed to use the direct interview method to VET teachers, experts in

the field, engaged in the profession of App developers. Once formalized a

first hypothesis of correspondence learning outcomes – contents –

methodology, the document is transmitted to a trainers VET group of

relevance to the subject but not necessarily professionally involved in the

field.


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5.1 Step 4: Organization of content. How will the information be organized?

One of the most important respects in which a curriculum differs from the

informal and incidental learnings that take place on the street, on the

playground, or at other places outside the school is in the conscious effort

to organize the learning experiences of the curriculum. Without

organization, learning experiences are isolated, chaotic, and haphazard. No

matter how effective an individual learning experience may be, if it is not

followed up in subsequent phases, it is not likely that significant changes will

take place in the learner.

For the contents organization of this curriculum, the modules and units

structure was then developed after a careful analysis of the models already

used in already completed or ongoing Skills Alliance projects (see ACQUA-

Knowledge Alliance for Training Quality and Excellence in Automotive, Ecvet for

Elderly Care (EFEC), EFFIVET_TRANSFERING EUROPEAN VET STRUCTURES TO

COVER SKILL NEEDS IN ENERGY EFFICIENCY SECTOR, Sector Skills Alliances –

Tourism and Catering) and of the experts' position, in particular Cedefop,

addressing the issue.

TABLE 1

MODULE. 4

EQF 5

E-CF 2 LIV

Business Management - TITLE

A.6

. Ap

plic

atio

n D

esig

n

D.1

2. D

igit

al M

arke

tin

g

E.2

. Pro

ject

an

d P

ort

folio

Man

agem

ent

E.5

. Pro

cess

Imp

rove

men

t

Learning Outcomes (On completion of the learning module, the learner

knows, understands and is able to …):

> Identify the Direction of the Customer Needs (504)

> Explain the Context in which the App is used

> Explain the Business Benefits of the Mobile App and how this can add Value

and Provide Competitive Advantage

> Outline and Analyse the Effects of Implementations (114-115)

> Describe the Real Life Customers

> Identify and Evaluate, Quantitatively and/or Qualitatively the Impact of the

Mobile App on Business (113-115)

Contents:

Methodology:


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TABLE 2

MODULE.

4

EQF 5

E-CF 2

LIV

Business Management - TITLE

HOURS

12

Knowledges

(facts, principles

and concepts)

Skills

(cognitive and practical)

Competences

Autonomy

and

Responsibility

Personal and

Social

Competences

5.2 Step 5: Selection of learning experiences. (What learning experiences {role play, cooperative or team learning, lecture, etc.} will the instructor incorporate into the subject approached?)

The range of experiences available to the contemporary curriculum planner in

the ICT field is infinite. However, due to the changing nature of societal needs in

the ICT field, and the rapid obsolescence of previously assumptions about ICT

services and the role of App developers, selection of experiences requires

creativity and well defined criteria for judgment. Those suggested in this paper

are validity, comprehensiveness, pattern, balance, relevance and continuity.

In this project, two main teaching methods have already been identified that

derive from:

1) the nature of the course that is delivered in MOOC

2) the choice to apply the methodology of the case studies

Distance learning: is defined as 'any form of teaching and learning in which the

teacher and learner are not in the same place at the same time' (Gilbert, 1995).

Obviously, information technology has broadened our concept of the learning

environment. It has made it possible for learning experiences to be extended

beyond the confines of the traditional classroom. Distance learning technologies


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take many forms such as computer simulations, interactive

collaboration/discussion, and the creation of virtual learning environments

connecting regions or nations. Components of distance learning such as email,

list serves, and interactive software have also been useful additions to the

educational setting.

Case Method. Providing an opportunity for students to apply what they learn in

the classroom to real-life experiences has proven to be an effective way of both

disseminating and integrating knowledge. The case method is an instructional

strategy that engages students in active discussion about issues and problems

inherent in practical application. It can highlight fundamental dilemmas or

critical issues and provide a format for role playing ambiguous or controversial

scenarios.

Course content cases can come from a variety of sources. Many faculties have

transformed current events or problems reported through print or broadcast

media into critical learning experiences that illuminate the complexity of finding

solutions to critical social problems. The case study approach works well in

cooperative learning or role playing environments to stimulate critical thinking

and awareness of multiple perspectives.

It has however the problem, not addressed in the application stage, of what

teaching method to use for the development of personal and social skills

(attitudes) that under research have been considered strategic by

employers.

For the development of Personal and Social Competences identified in

WP3, WP4 technical group, on the basis of experience gained in VET,

partners proposed to use the “Cooperative learning”.

The Cooperative learning is an educational approach which aims to organize

classroom activities into social learning experiences. There is much more to

Cooperative Learning than merely arranging students into groups, and it has

been described as "structuring positive interdependence”. Unlike individual

learning, which can be competitive in nature, students learning cooperatively can

capitalize on one another’s resources and skills (asking one another for

information, evaluating one another’s ideas, monitoring one another’s work,

etc.). Furthermore, the teacher's role changes from giving information to

facilitating students' learning. Everyone succeeds when the group succeeds. Ross

and Smyth (1995) describe successful cooperative learning tasks as intellectually


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demanding, creative, open-ended, and involve higher order thinking tasks. 24Five

essential elements are identified for the successful incorporation of cooperative

learning. The first and most important element is Positive Interdependence. The

second element is individual and group accountability. The third element is (face

to face) promotive interaction. The fourth element is teaching the students the

required interpersonal and small group skills. The fifth element is group

processing.

However other strategies also used are:

– workplace projects

– community projects

– mini-companies or practice firms

– use of critical incidents to focus discussion and problem-solving

– investigation or enquiry-based learning

– problem-solving learning

– project learning

– reflective learning and workplace practice

5.3 Step 6: Organization of learning experiences. (How will these learning experiences be organized?)

Organization of educational experiences is to produce a cumulative effect, so

they must be organized in a way that they reinforce each other.

There are three criteria that need to be met when you are trying to build an

effectively organized group of learning experiences:

- Continuity, which is the vertical reiteration of major curriculum

elements.

- Sequence, which is a criterion emphasizing the importance of having

each successive experience build upon the preceding one but going more

broadly and deeply into the matters involved.

- Integration, which is the horizontal relationship of curriculum

experiences.

The learning experiences identified in this first technical phase will be

systematized according to these three criteria later and adapted to users

involved.

24

Ross, J.,& Smythe, E. (1995). Differentiating cooperative learning to meet the needs of gifted learners: A case for transformational leadership. Journal for the Education of the Gifted


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5.4 Step 7: Determination of what to evaluate and of the ways and means of doing it. (How will learning be assessed?)

These learning outcomes are written to be measurable through assessment. If

one of these assessment criteria is not met, a decision needs to be made about

whether the learning outcome itself has been demonstrated. It is the evidence for

the assessment criteria (taken together) that may be threshold, average or best.

Different evaluation tools are considered to provide assessment methods in line

with the outcomes oriented curriculum, which provide a continuous and

formative assessment by evaluating the ability of the learners in work situations.

According to this, the teacher will evaluate the level of achievement of each

student all along the course by using the following evaluation resources.

Formative assessment, including diagnostic testing, is a range of formal and

informal assessment procedures conducted by teachers during the learning

process in order to modify teaching and learning activities to improve student

attainment. It typically involves qualitative feedback (rather than scores) for

both student and teacher that focuses on the details of content and performance.

It is commonly contrasted with summative assessment, which seeks to monitor

educational outcomes, often for purposes of external accountability.

Formative assessment vs. summative assessment

The type of assessment that people may be more familiar with is Summative

assessment. The table below shows some basic differences between the two

types of assessment


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pedagogic development.

D4.2.1 “Curriculum structure and design” Annex 1 – Modules and Units

Project Number 55471

MODULE 1 EQF 5

E-CF 2 LIV DEVELOPMENT OF THE APP

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Learning Outcomes (On completion of the learning module, the learner knows, understands and is able to …)

> Collect and Report Adequate Information to Decision Makers

> Identify the Required Technical Attributes and Capabilities of the App, Especially from an Architecture and Integration Point of View

> Utilize Agile Methodologies (feature driven development, compliance with SCRUM, use of the Extreme Programming methodology) and associated items

> Conduct a Test Driven Development (create and conduct a test plan, monitor and evaluate the test process, conduct tests, report and analyse results, prepare and

conduct actions)

Contents: Interface design principles Languages for formalising functional specification Applications and related architecture Mobile technologies Threat modelling techniques Functional & technical designing Rapid Application Development (RAD) Modeling technology and languages Techniques, infrastructure and tools for testing process The lifecycle of a testing process The different sorts of tests (functional, integration, performance, usability, stress etc.) Web, cloud and mobile technologies and environmental requirements TDD cycle and TDD development styles Methodology: Case Method Distance learning

HOURS 18

Knowledges (facts, principles and concepts)

Skills (cognitive and practical)

Competences

Autonomy and Responsibility

Personal and Social Competences

knows and understands: -Requirements modeling and need analysis techniques -Software developments Methods and their rationale (e.g. prototyping, agile methods, reverse engineering, etc.)

able to: -identify customers, users and stakeholders collect, formalize and validate functional and no-functional requirements -Evaluate the use of prototypes to support requirements validation

Be precise and aware of details Seek, Organise and Synthesize Develop Decision Making and Problem Solving Soft Skills



-User interface design principles -Languages for formalizing functional specification -Existing applications and related architecture -Mobile technologies threat modeling techniques -Functional & technical designing -State of the art technologies -Rapid Application Development (RAD) -Modeling technology and languages -Security -Techniques, infrastructure and tools to be used in the testing process -The lifecycle of a testing process -The different sorts of tests (functional, integration, performance, usability, stress etc.) -Web, cloud and mobile technologies and environmental requirements

-Design functional specification starting from defined requirements -Evaluate the suitability of different application development methods for the current scenario -Establish systematic and frequent communication with customers, users and stakeholders -Explain and communicate the design / development to the customer -Perform and evaluate test in the customer or target environment -Cooperate with development team and with application designers -Create and manage a test plan -Manage and evaluate the test process -Design tests of ICT systems -Prepare and conduct tests of ICT systems -Report and document tests and results -Data flow and data analysis -Requirements analysis -Development Planning -Set the milestones/indicators of the development process -Define Functional specs -Identify when is possible to use Agile Development principles and how to apply it - Create and build functional tests

Communicate Good and Bad News to Avoid Surprises Commit to Continuous Improvement Including Self-Improvement and Continuous Learning through Non-Formal Learning and Researching Keep an Open Approach to Continuous Changes



MODULE 2 EQF 5

E-CF 2 LIV MARKETING CHANNELS

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> Describe the Use the App in the Context of Social Media

> Have knowledge of Marketplaces to Sell, Promote and Publish the App

> Use and Interpret Mobile App Analytics (Market Analysis)

> Evaluate and Monitor the Customers Review / Feedback Process

Contents: Marketing strategy Mobile marketing (e.g. Pay Per Click) Social media marketing E-mail marketing Display marketing (e.g. ads, banners, alert) Legal issues/requirements Methods, tools and procedure applied within the organization and where they should be applied App Analytics tools Tools for feedback process from Customers Methodology: Case Method Distance learning

HOURS 10



Competences



knows and understands:

-Marketing strategy -Mobile marketing (e.g. Pay Per Click) -Social media marketing -E-mail marketing -Display marketing (e.g. ads, banners, alert) -Legal issues/requirements -Methods, tools and procedure applied within the organization and where they should be applied -App Analytics tools

able to:

-Understand how social media can be used for marketing purposes

-Understand user centric marketing

-Be able to use and interpret web analytics

-Understand the on-line environment

-Monitor, understand and act upon quality indicators

-Illustrate the distincitve feature and characteristic of the main app marketplaces

-Explain the publishing process of the app

-Develop Decision Making and Problem Solving Soft Skills

-Develop Project Management Soft Skills (Presentation and moderation Skills,…)

-Commit to Continuous Improvement Including Self-Improvement and Continuous Learning



-Tools for managing feedback from Customers marketplaces

-Describe the different App promotion systems within the marketplaces

-Publishing an App

-Promote an App within a marketplace

-Analyze and interprets Mobile App Analytics

-How to manage the Customer Review

-Interpret customer review (how to identify fake review)

through Non-Formal Learning and Researching



MODULE 3 EQF 5

E-CF 2 LIV PROJECT MANAGEMENT

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> Evaluate the Time/Money/Quality Triangle

> Predict and Assess Risks during Development & Deployment

> Monitor the Change Request Process (analyse the impact of changes on users, predict all actions required to mitigate the impact of changes - training,

documentation, new processes...)

> Monitor and Report on Project Activities and Progress Against the Project Plan

> Monitor Software Quality Assurance of Products for Usefulness and Impact

> Monitor, Assess and Conduct Actions upon Quality Indicators

> Deploy the App : Organise and Monitor Trial Days, Submit App to the Store

Contents:

Triangle Management (Scope, Time, Cost/Time, Money, Quality)

App sustainability, development cost, quality

Risk management in App development

App Software Quality Assurance

APP Quality Indicators

Metrics related to application development

Mobile technologies

IPR issues

Security

Software packaging and distribution methods and techniques

The impacts of deployment on the current architecture

The technologies and standards to be used during the deployment

Web, cloud and mobile technologies and environmental requirements

Which methods, tools and procedure are applied within the organisation and where they should be applied

The IS internal quality audit approach

Methodology: Case Method Distance learning



HOURS 20



Competences



knows and understands: -Metrics related to application development -Mobile technologies -Ipr issues -Security -Software packaging and distribution methods and techniques -The impacts of deployment on the current architecture -The technologies and standards to be used during the deployment -Web, cloud and mobile technologies and environmental requirements -Which methods, tools and procedure are applied within the organisation and where they should be applied -The IS internal quality audit approach

able to: -Identify customers, users and stakeholders -Apply estimation models and data to evaluate costs of different software lifecycle phases -Design, organise and monitor the overall plan for the design of application -Establish systematic and frequent communication with customers, users and stakeholders -Ensure that controls & functionality are built in to the design -Explain and communicate the design / development to the customer -Manage and guarantee high levels of cohesion and quality -Cooperate with development team and with application designers -Organise deployment workflow and product roll-out activities -Organise and plan beta-test activities, testing solution in its final operational environment -Configure components at any level to guarantee correct overall interoperability -Organise population of data bases and manage data migration -Illustrate how methods, tools and procedures can be applied to implement the organisation's quality policy -Evaluate and analyse process steps to identify strengths and weaknesses -Monitor, understand and act upon quality indicators -Evaluate the project sustainability -Identify the risks in APP developlment and apply remedial actione -Monitor the product correspondence with Software Quality Assurance -Evaluate the product according Quality Indicators

Develop Decision Making and Problem Solving Soft Skills Communicate Good and Bad News to Avoid Surprises Commit to Continuous Improvement Including Self-Improvement and Continuous Learning through Non-Formal Learning and Researching Keep an Open Approach to Continuous Changes



MODULE 4 EQF 5

E-CF 2 LIV BUSINESS MANAGEMENT

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> Identify the Direction of the Customer Needs

> Explain the Context in which the App is used

> Explain the Business Benefits of the Mobile App and how this can add Value and Provide Competitive Advantage

> Outline and Analyse the Effects of Implementations

> Describe the Real Life Customers

> Identify and Evaluate, Quantitatively and/or Qualitatively the Impact of the Mobile App on Business

Contents: Modeling and need analysis techniques Interface design principles Mobile technologies Marketing strategy Mobile marketing Social media marketing Company business strategy and business processes Financial plans and budgets principles Market technological trends Customer needs Methodology: Case Method Distance learning

HOURS 12



Competences



knows and understands:

-Requirements modeling and need analysis techniques -User interface design principles -Mobile technologies -Marketing strategy -Mobile marketing (e.g. Pay Per Click) -Social media marketing -Company business strategy and business

able to:

-Identify customers, users and stakeholders -Establish systematic and frequent communication with customers, users and stakeholders -Use and interpret web analytics identify project risks and define action plans to mitigate -Communicate project progress to all relevant parties reporting on topics such as cost control, schedule achievements, quality control, risk avoidance and changes

Develop Decision Making and Problem Solving Soft Skills Develop Project Management Soft Skills (Presentation and moderation Skills,…) Learning and Researching Keep an Open Approach to Continuous Changes



processes -Development and compliance to financial plans and budgets

to project specifications Optimise project portfolio timelines and delivery objectives by achieving consensus on stakeholder priorities -Know and analyse Market Technological trends -Analyse and deploy the customer needs -Identify the advantages for the final customer or for the company -Analyse long term effects of the App development -Analyse real life usage of the App / Success stories and failures -Evaluate the ROI (Return On Investment) from the app development process: economic, financial, technologic and brand return, ecc.

appskil project 55471 d4.2.1 curriculum structure and design … 1. executive summary this report is...

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