Courses-Concepts-Graphs as a Tool to Measure the Importance of Concepts in University ProgrammesShow others and affiliations
2019 (English)In: 2019 18th European Control Conference (ECC), IEEE, 2019, p. 3076-3083Conference paper, Published paper (Refereed)
Abstract [en]
This paper investigates methods for quantitatively assessing the importance and relative importance of concepts taught in a university program. This assessment has many uses, e.g., to aid program design and inventory, and for communicating what concepts a course may rely on at a given point in the program. We propose to perform this quantitative assessment in two steps: first, representing the university program as an opportune graph with courses and concepts as nodes and connections between courses and concepts as edges; second, by quantitatively defining each concept's importance as its centrality as a node within the network. We thus perform two investigations, both leveraging a practical case - data collected from two engineering programs at two Swedish university: a) how to represent university programs in terms of graphs (here called Courses-Concepts Graph (CCG)), and b) how to reinterpret the most classical graph-theoretical node centrality indexes in the pedagogical term of concept centrality index.
Place, publisher, year, edition, pages
IEEE, 2019. p. 3076-3083
Keywords [en]
Courses Concepts Matrix, Courses Concepts Graph, University Program Design, Centrality Indexes
National Category
Didactics
Research subject
English and Education
Identifiers
URN: urn:nbn:se:ltu:diva-85976DOI: 10.23919/ECC.2019.8795910ISI: 000490488303018Scopus ID: 2-s2.0-85071590314OAI: oai:DiVA.org:ltu-85976DiVA, id: diva2:1573102
Conference
18th European Control Conference (ECC 2019), Naples, Italy, June 25-28, 2019
Funder
Luleå University of Technology
Note
ISBN för värdpublikation: 978-3-907144-00-8;
Finansiär: Uppsala University
2021-06-242021-06-242024-03-07Bibliographically approved