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- All Subjects: Economics
- Creators: Department of Information Systems
are constantly changing, and adapting to these changes in an academic curriculum
can be challenging. Given a specific aspect of a domain, there can be various levels of
proficiency that can be achieved by the students. Considering the wide array of needs,
diverse groups need customized course curriculum. The need for having an archetype
to design a course focusing on the outcomes paved the way for Outcome-based
Education (OBE). OBE focuses on the outcomes as opposed to the traditional way of
following a process [23]. According to D. Clark, the major reason for the creation of
Bloom’s taxonomy was not only to stimulate and inspire a higher quality of thinking
in academia – incorporating not just the basic fact-learning and application, but also
to evaluate and analyze on the facts and its applications [7]. Instructional Module
Development System (IMODS) is the culmination of both these models – Bloom’s
Taxonomy and OBE. It is an open-source web-based software that has been
developed on the principles of OBE and Bloom’s Taxonomy. It guides an instructor,
step-by-step, through an outcomes-based process as they define the learning
objectives, the content to be covered and develop an instruction and assessment plan.
The tool also provides the user with a repository of techniques based on the choices
made by them regarding the level of learning while defining the objectives. This helps
in maintaining alignment among all the components of the course design. The tool
also generates documentation to support the course design and provide feedback
when the course is lacking in certain aspects.
It is not just enough to come up with a model that theoretically facilitates
effective result-oriented course design. There should be facts, experiments and proof
that any model succeeds in achieving what it aims to achieve. And thus, there are two
research objectives of this thesis: (i) design a feature for course design feedback and
evaluate its effectiveness; (ii) evaluate the usefulness of a tool like IMODS on various
aspects – (a) the effectiveness of the tool in educating instructors on OBE; (b) the
effectiveness of the tool in providing appropriate and efficient pedagogy and
assessment techniques; (c) the effectiveness of the tool in building the learning
objectives; (d) effectiveness of the tool in document generation; (e) Usability of the
tool; (f) the effectiveness of OBE on course design and expected student outcomes.
The thesis presents a detailed algorithm for course design feedback, its pseudocode, a
description and proof of the correctness of the feature, methods used for evaluation
of the tool, experiments for evaluation and analysis of the obtained results.
In the 21st century economy, life moves pretty fast, and change is happening all around us. For example, it was common to drive to shopping malls with your friends or family and spend the whole afternoon browsing through hundreds of items until you found the perfect purchase. Or, only a few months ago, the entire world was put on lockdown to stop the spread of COVID-19, which caused a recession when consumers stopped spending as much to start saving. Americans also used to enjoy their loud, gas-guzzling cars and trucks to get them from place to place. Now what changed, and why? The study of economics justifies how we, as human, fundamentally live and make choices every day. As we notice the results of our choices, we may continue to do the same the next day, temporarily go another route, or alter our behavior permanently. This framework presents the concept of innovation. By applying this logic to the business world, I will attempt to analyze and defend why the innovations of e-commerce, COVID-19 vaccines, and electric vehicles were the natural cause of society changing perspective to move forward toward a better tomorrow.