COCA

Concept-oriented course architecture towards a methodology for designing and teaching information system courses

Research output: Chapter in Book/Report/Conference proceedingChapter

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.

Original languageEnglish
Title of host publicationInformation Systems and Technology Education: From the University to the Workplace
PublisherIGI Global
Pages327-348
Number of pages22
ISBN (Print)9781599041148
DOIs
Publication statusPublished - 2007

Fingerprint

information system
methodology
Teaching
curriculum
MIS
information technology
organization
market
resources

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Baghdadi, Y. (2007). 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 (pp. 327-348). IGI Global. https://doi.org/10.4018/978-1-59904-114-8.ch016

COCA : Concept-oriented course architecture towards a methodology for designing and teaching information system courses. / Baghdadi, Youcef.

Information Systems and Technology Education: From the University to the Workplace. IGI Global, 2007. p. 327-348.

Research output: Chapter in Book/Report/Conference proceedingChapter

Baghdadi, Y 2007, 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. IGI Global, pp. 327-348. https://doi.org/10.4018/978-1-59904-114-8.ch016
Baghdadi Y. 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. IGI Global. 2007. p. 327-348 https://doi.org/10.4018/978-1-59904-114-8.ch016
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. IGI Global, 2007. pp. 327-348
@inbook{0e2e0534ece542668e511a0add62d1a1,
title = "COCA: Concept-oriented course architecture towards a methodology for designing and teaching information system courses",
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.",
author = "Youcef Baghdadi",
year = "2007",
doi = "10.4018/978-1-59904-114-8.ch016",
language = "English",
isbn = "9781599041148",
pages = "327--348",
booktitle = "Information Systems and Technology Education: From the University to the Workplace",
publisher = "IGI Global",

}

TY - CHAP

T1 - COCA

T2 - Concept-oriented course architecture towards a methodology for designing and teaching information system courses

AU - Baghdadi, Youcef

PY - 2007

Y1 - 2007

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84901533195&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84901533195&partnerID=8YFLogxK

U2 - 10.4018/978-1-59904-114-8.ch016

DO - 10.4018/978-1-59904-114-8.ch016

M3 - Chapter

SN - 9781599041148

SP - 327

EP - 348

BT - Information Systems and Technology Education: From the University to the Workplace

PB - IGI Global

ER -