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A Semi-automated Approach to Categorise Learning Outcomes into Digital Literacy or Computer Science

Abstract : Computer science related curricula, standards and frameworks are designed and implemented in many countries to incorporate informatics education in schools, already starting with kindergarten and primary education. A recurring point of discussion addresses the focus of those educational models concerning the different fields of computer science - the topics related to the scientific subject of computer science, or digital literacy (the set of skills and competencies needed in everyday life in the digital age). In this paper, we present a semi-automated approach to categorise learning outcomes of computer science related curricula into one of those two categories. Categorisation is performed with linguistic metrics computed for nouns and verbs of representative curricula of each category. The categorisation is compared against classifications of nine experts of computer science teaching and research. The results show a matching categorisation for 70% of all learning outcomes and 90% of learning outcomes uniformly classified by the experts.
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Submitted on : Tuesday, November 19, 2019 - 4:12:58 PM
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Stefan Pasterk, Max Kesselbacher, Andreas Bollin. A Semi-automated Approach to Categorise Learning Outcomes into Digital Literacy or Computer Science. Open Conference on Computers in Education (OCCE), Jun 2018, Linz, Austria. pp.77-87, ⟨10.1007/978-3-030-23513-0_8⟩. ⟨hal-02370911⟩



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