A modular approach to using computer technology for education and training

This paper describes the approach taken to prepare Old Dominion University' s undergraduate computer engineering curriculum for technology-based delive ry. In order to improve on methods for student learning, technology is now being developed for use in both the classroom and for distance education. T o accomplish this, the curriculum content is organized into learning module s that are more fine-grained 'chunks' of learning materials than a three-cr edit college course. By carefully designing these learning modules-ensuring , for example, well-defined learning objectives, a precedence relationship with other modules, assessment measures, and notational and structural cons istency among modules-the modules can easily be reorganized to satisfy a va riety of learning objectives. Once produced, a module can br used in a sync hronous environment to support student learning in a traditional context, o r be part of an asynchronous delivery system such as the Web. The key advan tage of this modular structure lies in its flexibility. The investment made to produce the modules may now be recouped by using the modules in both on -campus and distance learning degree and non-degree activities, or by using the modules for performance support. Other advantages include the ability to easily update information in the curricula and the ability to use the be st experts for a specific area. In this paper, this modular approach is des cribed in more detail as applied to an undergraduate computer engineering p rogramme.