A Framework for Designing Contextualized Computing Curriculum

Contextualized computing is a two-decades-old approach to providing foundations in computer science. The intent has always been to promote a diversity of approaches and to cast a wide net through which to bring under-represented groups into the field. Much of the curriculum design is ad hoc. This experience paper presents a disciplined model for curriculum design that provides a structure and methodology for integrating computing with another discipline. A framework for analysis is presented that abstracts the curriculum development process. It is grounded in 50 years of scholarship on instructional design. It extends established practice to concurrently develop goals, objectives, activities, and assessments across at least two domains. The methodology is applied in two non-traditional domains: an industry-based work-integrated learning program at a `software as a service' company, and in an alternative high school mathematics class for students at risk. This approach is unique in its emphasis on promoting a principled framework for curriculum design. It extends traditional instructional design by applying methodologies of agile development to identify, execute, and assess instructional computing.