A Framework to Assist in Didactic Planning at Undergraduate Level

Abstract

In the teaching-learning process under the competency-based educational model, the instructor is a facilitator and seeks to generate a flexible and adaptable environment for student learning. One of the first tasks of the facilitator is the structuring of didactic planning. Didactic planning includes strategies for teaching and learning, evidence gathering, and choice of evaluation instruments. In this paper, we propose a framework based on natural language processing techniques with the support of an ontology grounded in the experience of instructors and university level course plans in the information systems area. We employ Bloom’s taxonomy in the ontology design, producing an ascending structure for didactic planning, which allows the student to learn gradually. The developed framework can analyze the key elements that a didactic plan must contain and identify inter-related areas. Evaluation results with Cohen’s kappa coefficient between expert judgement and our framework show that is possible to assist instructors in structuring their didactic planning. Out of the nine processes analyzed with the framework, an almost perfect kappa level was achieved in five processes, a substantial level in three processes, and a moderate level for one process.