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COCA: Concept-Oriented Course Architecture Towards a Methodology for Designing and Teaching Information System Courses

COCA: Concept-Oriented Course Architecture Towards a Methodology for Designing and Teaching Information System Courses

Youcef Baghdadi
Copyright: © 2007 |Pages: 22
ISBN13: 9781599041148|ISBN10: 1599041146|ISBN13 Softcover: 9781616927554|EISBN13: 9781599041162
DOI: 10.4018/978-1-59904-114-8.ch016
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MLA

Baghdadi, Youcef. "COCA: Concept-Oriented Course Architecture Towards a Methodology for Designing and Teaching Information System Courses." Information Systems and Technology Education: From the University to the Workplace, edited by Glenn R. Lowry and Rodney L. Turner, IGI Global, 2007, pp. 327-348. https://doi.org/10.4018/978-1-59904-114-8.ch016

APA

Baghdadi, Y. (2007). COCA: Concept-Oriented Course Architecture Towards a Methodology for Designing and Teaching Information System Courses. In G. Lowry & R. Turner (Eds.), Information Systems and Technology Education: From the University to the Workplace (pp. 327-348). IGI Global. https://doi.org/10.4018/978-1-59904-114-8.ch016

Chicago

Baghdadi, Youcef. "COCA: Concept-Oriented Course Architecture Towards a Methodology for Designing and Teaching Information System Courses." In Information Systems and Technology Education: From the University to the Workplace, edited by Glenn R. Lowry and Rodney L. Turner, 327-348. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59904-114-8.ch016

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Abstract

This chapter introduces the concept-oriented course architecture (COCA); an architecture that utilizes IS concept as a fundamental building block to guide a methodology for designing and teaching IS courses. COCA aims at supporting rapid composition of IS course/curriculum out of a sound and complete set of IS concepts provided by well-specified business models, market or standardization organizations such as ACM and IEEE. COCA is defined, composed of three roles: (R1) concept providers, (R2) a concepts registry, and (R3) IS course/curriculum designers. These roles interact through four operations in order to design/teach an IS course/curriculum: (O1) publish, (O2) consider, (O3) validate, and (O4) teach. This methodology, based on a flexible, scalable, well-specified architecture of the IS concepts and their organization, will assist the complex and resource-consuming task of designing and teaching IS courses in the information age, where the IS tools, including management information systems (MIS) and information technology (IT) are rapidly evolving.

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