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A standardized curriculum in informatics for adult education
A STANDARDIZED INFORMATICS FOR HELXT
BALZERT’
CURRICULUM IN ADULT EDUCATION and WARTNT
HILLE’
‘Fachbereich tnformatik. Cnibersitat Kaiserslautern, Pfaffenbergstrasse. 6750 Kaiserslautern ‘PIdagogische Arbeitsstelle des DVV. Holzhausenstrasse 21. #GO Frankfurt-am-Main. West Germany
and
Abstract--In Xlarch 1976 a conference was held in Frankfurt-am-Main to discuss a st~:ndard~zed curriculum in informatics to be used in adult education institutes (Volkshochschuien) in West Germany. Courses lead to an .Adult Education Certificate and the Following were included in the learning aims: a. Problem solving using a computer (computer as a tool. description of algorithms). h. Structure and funcrion of a computer (computer as a subject of teaching). c. Social implications of EDP (informatics and society!. d. DP organization (EDP in business and administration).
Adults might attend such courses because: they come into contact with EDP at work: they want a solid grounding in informatics for further specialized training; their Lvork involves EDP but they lack basic knowledge: they work in education hut have no other opportunity to learn about informatics. The first results from pilot courses held in several German towns show that this classification of course participants is Cofrect.
I,
INFOR.MA-fICS
COURSES
FOR
ADULTS
Since 1971 the West German adult education institutes (VHS) have offered special courses in various subjects for adults. The level of attainment in these courses is prescribed in a catalogue of learning aims, and an adult education certificate (VHS-Zerti~kat) is issued to those who pass a nationally validated objective examination. The certificate. which is recognized internationally. is issued by the examining board of the West German Association of Adult institutes (DVV). and confirms that a candidate has the necessary competence, knowledge and skills defined in the catalogue of learning aims. In mathematics and science-related subjects there are courses leading to the VHS certificates in the following subjects: ~fathemati~s A (basic); Mathematics B (differential and integral calculus): Statistics A (descriptive statistics); Statistics B (inductive statistics); lnformatics: Electrotechnics; Electronics; and Chemistry. These courses have been designed as modules within a unit/credit system of further vocational training. The following is a description of the reasons for and the development of an informatics curriculum for adults. which was supported by the West German Federal Ministry for Education and Science.
An analysis of the courses offered by VHS-carried out by the Padagogische Arbeitstelle-revealed that in recent years ta’o courses in data processing,‘informatics were offered per VHS each year. This astonishing number of courses is a direct result of the increasing role which EDP plays in life both at work and at home: this in turn influences the type of qualifications required of many employees. Uncertain of a future where EDP is so important. many people turn to a VHS course. However. the courses offered were often unsuitable in that they did not lead to skills or qualifications which participants could use professionally. An analysis of the course statistics for the academic year 1975/‘76 showed the followingC7J: 707; of all courses offered consisted of less than sixty teaching hours; this is too short to impart skilfs or knowledge which participants can use professionally. 46Y; of the courses offered were presented by the VHS as part of a general education pro~amme; only 35”,, of the courses were offered as part of a vocational training programme. An analysis of the occupations of the course participants showed quite clearly the main vocational groups: 4%; commercial and administrative; 21% technical: 5% senior management; 12% students. trainees and apprentices. 189
Ht LW
190
T B-\LZI.KT and HARTW T HILLI
The overwhelming majority of all courses (71”,) were introductory and basic courses. Short orientation courses of up to 30 h made up 2Y’<,of the courses. More advanced c‘ourses (excluding courses for programmers) represented I9”,,: these generally had a commercial bias. .md had titles such as ‘DP Organization*. The apparent total number of courses being more than I NY’,, is because of uncertainty by the VHS in classifying courses as orientation or t-nsic courses. Twenty-two percent of the courses were courses in programming. the majority offerin, u FORTRAN or COBOL. The details of the analysis are provided in the report [ I].
The DIEBOLD company. commissioned by the Federal Ministry of Education and Science (BMBW). has been examining the use of data processing and the need for EDP specialists in West Germany for some time. The data gamed led a committee on ‘The Training of EDP Specialists’ to recommend in 1975[3] that “a raising in the standard of qualifications is necessary for the majority of regarding vocational training the committee especially recommended that “a uniEDP-personnel”; form certificated course system of modules should be developed for EDP specialists tuldjiv sprciulisrs fi-om other discipliws”.
The DVV took up these recommendations aimed at the following target groups: participants who EDP participants who tions participants who edge participants who the deficit in the
do not work in EDP-related see the VHS certificate work in EDP-related are still undergoing teaching programme
;I
and developed
professions.
VHS certificate
but who come into contact
as the basis for further professions.
course in informatics
professional
training
but who need to supplement
with and use and qualifica-
their basic knowl-
their initial traming and use the V’HS certificate of schools and colleges.
to counteract
The quantitative need for such courses was established in a special study[-I]. This showed that in the commercial and administrative fields approximately 20.000 employees require further education in EDP. This figure is most likely an underestimate. hovvever. when one bears in mind the rapid increase in the use of EDP in administration in recent years, the dislocation of hitherto specialist EDP tasks into other subject areas and the hesitant increase in courses offering initial training in EDP.
2. TESTING 2.1 The catalogue
of /earning
THE
CATALOGL’E
OF
LEARNING
AIMS
aims
The special feature of the VHS certificate courses for adults is that the curriculum sets out the basic information which all course participants need-from joining the course to a later evaluation of the relevance of the course to their professional needs. Further. the examination requirements are described in detail. broken down into sub-sections; these requirements are uniform nationwide. Expert groups from all parts of the Federal Republic were consulted during the development of a pilot catalogue of learning aims-EDP specialists. scientists. experts in didactics. course tutors and others. A first model was presented[j] at an initial meeting of experts in March 1976. and this was developed further by project groups. With the attainment of the learning aims the participant should be able to use the computer as a tool as well as be aware of the basic functions of the hardware and software used in computing. The special qualifications required by the groups outlined in section 1.2 were listed separately. A revised pilot catalogus of aims was presented in autumn. 1976. and included the following sections: a. b. c. d.
Problem solving using EDP (computer as a tool). Structure and Function of an EDP system (computer as a subject of teaching). Social implications of EDP (informatics and society). DP organization (EDP in business and administration).
The required time for the target groups teaching hours.
to attain
the listed learning
aims was calculated
to be 120
2.2 Trial courses in 1976177 Seven trial courses took place in Berlin, Darmstadt. Frankfurt. Kaiserslautern was necessary to check whether the anticipated target group would respond courses. and whether their requirements regarding EDP had been accurately
and Nuremberg. It to the offer of the assessed. A detailed
.-\ skmdardizrd
curriculum
in iniormatics
for adult education
191
study [A] established that of the 3.8 million employees in junior or middle positions in commerce and administr~ttion some one hundred thousand are. or expect to be, in contact with EDP: this refers only to employees under 35 years. Sixty-six per cent of the 137 participants (average age 30 years) on the trial courses did indeed work in commerce or administration. A further X0, of trial course participants worked in areas of production where automation involved data processing techniques. Oni! 13”” of the participants had no direct professional interest in EDP--students and housewives. In the field of commerce the participants were in the main middle grade employees (qualified after a three-year ~~pprenticeship) from industry. banking or administration or graduate senior management. In the technical field most of the participants were machine engineering technicians. who after further qualifications were working as method planners. As far as familiarity with EDP went. 10’; of all participants had direct contact with EDP at work: 39”, had indirect contact: 19’a expected to come into contact with EDP in the near future; the remaining + 32”” had no contact with EDP. The trial courses showed that the estimated course time of 110 teaching hours was somewhat too short; particularly for practical work mare time should be available. In January 1977 a conference was held to discuss the examination for the pilot courses. The main of discussion concerned the selection of the optimum objective testin g techniques and a consideration the most suitable examination tasks which would reflect the course aims. The examinations for the pilot courses took place in April and June 1977.
Practical work involving programming and computers was not included in the catalogue of learning aims as an area to be tested in the examinations-the differences between the various systems and computer languages would have made that impossible. Nevertheless practical work with computers was undertaken in all the trial courses. An inquiry was carried out to establish the extent to which VHS in West Germany had access to computers for practical exercises[?]. In the academic year 1975/K. 4%; of the courses included practical work with a computer. but in fact only in 297;; of the courses were participants able to work independently with a system-that is. carry out practical work. However. the average amount of time available, taking all 450,; of courses into account, was I I h per participant. This is remarkably high. considering that the average length of the courses was 60 h. However one may value the didactic value watching computer demonstrations. it is ciear that only by carrying out practical exercises themsetves can participants hope to reach the level of attainment defined in the catalogue of learning aims; this is particularly true of Section A of the informatics curriculum. We can assume that those courses which do offer practical work are likely to lead to better success by the participants. Nevertheless, 79% of VHS which had no access to computers expect to have access in the future (their remarks ranged from ‘most likely’ to ‘could be’). This was confirmed by the many reports of newly-acquired access to computers which we received from VHS after our inquiry was concluded.
3. FURTHER
DEVELOPMENTS
IN
THE
CURRICULUM
3. I The cntrrlogrrr of lrrrrrrirtgaims for 1977/Z The experience and data gained from the pilot courses was used during a revision of the catalogue of learning aims. A particular aim of the revision was to clarify the degree of competence and level of skill which should be attained if a candidate successfully passes the VHS certificate examination. A more detailed description of the revised list of aims is given in the next chapter. Section B in the catalogue was structured differently: Structure and Function of an EDP system (the computer as a subject of teaching). In the new formulation the functional aspects of the system had priority over the technical explanations of how computers functioned. This was for two reasons; the rapid developments in technology made it difficult for technical components of a course to remain up-to-date. Secondly, the interests of most of the course participants-as revealed by the studies mentioned above-showed a primary concern for the possibilities in applying EDP; this was far more relevant to the course participant than a knowledge of how computers worked. The aims of Section C Social Implications of EDP (society and informatics) were also changed. Successful completion of this component of the course enabIed participants to appreciate the role of EDP in rationalizing work processes, and be aware of the social implications which this rationalization has. This includes an understanding of the economic factors involved, as well as matters of efficiency; a further point is problems which arise in keeping data-easily gathered and stored and retrieved-confidential and restricted.
192
HTLMLT BALZERT and HARTHCT HILLY
These points are listed in the catalogue of aims, and there are tips ‘tvailable for teachers about introducing these matters in class for discussion. 3y preparin, * the lesson modules centrally. and making these discussions an obligatory part of the syflabus. the danger was avoided that classwork should be aimed exclusively at preparation for the examinations(6-J. The catalogue of learning aims-in common with those from other subjects-is supplemented with examples of examination questions. outlines of lesson models. advice concerning course organisation. and important hints for course plannin, Q This material is published in brochure form. and is intended to help teachers prepare VHS certificate courses in informatics for the coming year. In 1977/78 forty courses in inform~ltics were held at VHS in West Germany.
Examinations for adults have to avoid the sterility of artificial test situations. hlost course participants in their work have access to reference manuals. bibliographies and the like when confronted with problems. and for this reason reference works were allowed in the examination. The various catalogues in the VHS curriculum were able to serve not only as reference books during the planning of lessons and during the lessons themselves. but also in the examinations. In scope and content this VHS publication goes beyond the usual collections of formulae and the like. but cannot replace a textbook: it does not contain explanatory material. exercises. or other explicitly didactic material. Preparation of a glossary of terms to accompany the informatics curriculum could not keep pace with the development of the curriculum. Two of the main reasons were: the difficulty in finding exact and generally valid definitions for key-words such as Systematic problem solving or ‘Stepwise Refinement’. which occur in Section A: the rapid alterations in the structure and functions of computers meant that information listed became outdated within two years. A glossary was prepared for l977!78 which contained definitions. key facts and tips on teaching methodology which related to the key words. Further. working aids were offered to help the translation of algorithms produced in the classroom into the required computer language. Acting on feedback from the VHS. these aids were produced for FORTRAN. COBOL. PLI and BASIC.
1. THE
INFORMATICS
CURRICULUM
4. I Grttertrl rrmarks The results of the pilot courses and the subsequent revision of the catalogue of learning aims meant that it was now ciearer to all concerned which skills course participants should acquire. The courses attracted people from the following groups: employees in commercial, administrative and technical fields who had completed their initial specialist training: people with diKerent levels of education and from differing age groups; people with little common experience or indeed no experience of EDP systems; participants who wanted to acquire a basic grounding in EDP and informatics. The implications of this for the course design included the following: no knowledge of mathematics or EDP systems couid be assumed; no separation could be made among participants with a commercial or technical background; courses could not restrict themselves to one computer family; the course content had to remain relevant for a long period of time after the course: firm foundations for possible further study had to ta created. In the following section a model is presented which attempts to implement these points, taking into account the nature of the course participants. 4.2 Thrmrs The course participants will acquire knowledge. abilities and skills which they can apply in their professional and personal lives. and which allow them to place EDP and informatics in a proper social perspective. The reasons underlying the choice of themes are perhaps best explained by analogy to driving a car. At the beginning of the automobile age a detailed knowledge of the construction and operation of a car was necessary in order to start it and be able to drive it. The technology of a car determined and limited the uses of a car. The development of automobile technology simplified the operation and servicing of cars; improved methods of production reduced their cost. and the number of car owners increased. In order to use a car, learners had to know how to drive and operate the vehicle. and understand the system of trafhc regulations: they did not need to learn how a car works. Technical knowledge was limited to the functions of each control. and the construction of the main components of the car (bodywork. engine, steering, brakes, lights) and their inter-operation. Today learners quaiify to drive a car by taking driving lessons and passing a test of theory and practice. which allows them to obtain a driving licence. The knowledge. abilities and skills necessary to get this licence are in general sufficient to ensure that a person will drive a car responsibly. The licence,
however.
does not
especial abilities As long
consequential expansion motorways.
traffic
policies.
The developments frequently nology.
freedom.
it is important
small problems. cannot.
of the individual
This corresponds
to learning
This is the core and starting presumably
make a bad truck
important. solving
Inseparably
of problems
at least simple grammes drive
using
a car’by
theory
and
and DP
minds[
in their I].
today.
and its application a computer
as
to
and what
tool)
a
will
driver).
doing
be understood
As in driving
a
practical
car.
imperative
their
and preparing
understanding
should
be folloued
of EDP
goods
vehicles
are
into
will
is most
is the actual do solve
their
own
(one cannot
by some insight
of a car). and
to heavy
experience solving
that all course participants
own analysis
to the vvorkings
abilities
(a bad car driver
of the processes of problem
It is therefore
(corresponding
Tech-
In informatics
uses of EDP
(computer
fields of study
These basic skills
there is
infancy.
The better and more carefully
(corresponding
and
car. The tirst theme is therefore:
u,tin an overall so that they EC
organization
stage: in education
what can be done aith
to the understanding
alone).
hardware
in mobility.
of old vocations).
of the whole curriculum.
computer.
;I
of the potential
The
by roads
the other
usin g a computer.
problems
requires
far-reaching
(increase
are still
of everyone’s
using EDP
or omnibus
related
for implementation.
software analysis
point
in this field the better
solving
a
and exerted
the disappearance
in informatics
to explain
to drive
(A) Problem
developed
aware
it is important
by problems.
passed the kindergarten
is in the forefront people
To do this
spoilin, 0 of the countryside
of ncvv vocations.
have likeuise
to make
Moreover.
omnibus.
an
as well as on society
pollution.
that the developments detail.
or
low. then the effects of the c;1r were slight.
accompanied
uas
environmental
in informatics
with all its confusing
however.
cars remained
the creation
still the impression
vehicle
qualifcations.
as
car. hosever.
effects on the situation
of personal
heave_ goods
;I
well
as
of motor
of the motor
use
to drive
one
the number
as
increasing
allou
and experience.
into
pro-
learn to computer
the basics of systems
and omnibuses).
This
is the
second theme:
I(B) Hardware The purpose software
and Software
of this theme
and hardware
and the functioning The majority however,
tool for the user (function
a
is to make
the participant
system. Basic knowledge
of this system. should
of course
participants
be aware of how software
awareness third
as
of the existence
familiar
with
of the construction
and software
the computer
systems)
I
as a combined
of a DP system at various
levels.
be taught.
will not work
with
systems are planned
of heavy
of hardware
goods
vehicles
DP as their
main
profession.
and put into operation
and omnibuses).
They
should.
(corresponding
to the
These aims are realized
in the
theme:
(C) Basics of systems analysis
This information For example,
will enable participants
if in a concern
to give an informed driver
account
of a car has to know
braking
distance-in
In judging
order
to cope when involved
the management what a truck
on society
EDP
then the participant
should
the EDP
is and what their characteristics
of the car one considers and on the economy.
business and society
not only There
by a ring diagram:
of the use of EDP
matters. be able
department are-eg.
(the longer
the car in isolation,
are parallels
a connection
A meaningful
gradually
extended.
approach
is explained
by subordinate
with
the other
appears
in the following targets.
(informatics
Two half rings are placed around
the range of vision of A in two different directions.
methods.
Each theme
in more complicated
but
in informatics,
theme is:
The themes can be represented areas and provides
in business)
to be able to cope in traffic).
(D) Effects on the individual.
which expand
automated,
(informatics
area, as well as liaise with
or omnibus
and assessing the phenomenon
and thus the fourth
is highly
of his own specialist
also its effects on the individual.
specifically
and DP organization
The outer ring
areas. The ring diagram
possible firstly
via area A. from by an overall
which
and society) the nucleus A.
D encircles all other
also gives an indication
of
the range of vision can be
educational
target.
and then more
Ht,LmT 5.4~Lt.RT and HARTMCT HILLF
SOCIETY
Target:
Ability
lem setting, form
and skill
the solution
and
document
the computer
and structured
plans
they
and to carry
aspect of this section
procedure
for solving
is the conveying
use with
In addition
the problem
must
a computer.
ability
.md skills
to imparting
in syntax
which
a systematic a knowledge
and semantics.
of problems
The
vvhcn there are no bk ths target.
of this is that
possess the attributes
to
deployment.
area is limited
The result
and prob-
in structured
must also convey
language
the treatment
the computer. they
for
this course component
In informatics
processes have to be algorithms-i.e.
selectton
to represent
of knowledge.
problems.
speech embraces
to be run through
EDP,
are suitable
of a problem-orientated
in colloquial
for the solutions.
the solution
using
out and assess its subsequent
problems.
basic elements
solving’
of action
requires
so that
setting
to be used as a tool for solving
of the most important term ‘problem
the help of examples-problem
of problem
formulation
the solution.
The most important allow
to analyse-with
to assess the treatment
the problem
which solving
and characteristics
of algor-
ithms. The treatment
of the most important
about
algorithms
EDP.
The course
problem
make possible
solving
of a problem
programming
sub-targets
language language
through
a computer.
concern
one special language
features
of that language;
Yet although
the learning
manner
influence
programming The
zentral
his consideration
of the basic structure programming
related
to the problem
of an algorithm
The
better
language
importance.
the
first isarned
will have
to choose
are those
languages concepts
of a course.
by the peculiar
can be expressed.
in a
at hand.
Sub-turyrr
I
The most important
elements
lem (such as input
and output
between
the algorithm
v\ill be inadequate.
is not of primary
programming
is a
of the
of algorithms.
progress is impeded
language
g style.
course
aid to running
The programming
programmin
of the
point
even at the beginning
of one particular
all the important
use of
sub-stage
import.mt
of the nature
important.
aspects of training.
is very important.
(each
of a programnmg
the most
process and the concept though
of statements
the e:cnomical
courses do not Ie~ci to the attain-
feature
there is the danger that the learner’s
in which
including
characteristics;
a necessary.
important
on subsequent
is closely
as uell as the discussion
solving.
can be seen schematically
Traditional
solving is only
language
for the beginner which
process
and its particular
If the most
choice of programming a decisive
of algorithms
aims set out in the targets.
given is the problem
The programming
designed
solving
process is annotated).
ment of the learning special
attributes
the assessment of problem
them
relevant
ified and formally Sub-taryd
of information values.
to the problem)
and
in a given
prob-
the relationships
are to be sifted.
ident-
described.
2
At least one solution
plan to a problem
must & developed.
example
the problem
separate
by dividing
into
smaller
for
prob-
lems. Sth-taryrr
3
Proceeding problem algorithmic
I
represented language.
from a worked
solving
method
solutions
out solution (e.g. stepwise
must
in a structured
plan with
the aid of a
retinement).
systematic
be developed manner.
for
solutions.
and
using a problem-orientated
Prepared problem solutions
in a problem-orientated
program-
ming language must be applied to examples (what problems does the algorithm
solve’?). attributes
checked (lack of ambiguity.
of algorithms
termination).
must
be
and relevant state-
ments must be made about problem solving (ethciency. conditions necessary for algorithms
to uork
correctly).
Programs
must be tried out on a computer and the results
to apply
the conclusions
to the solution
whether the intended problem solving
formula
used
(checking
has been realized. cor-
recting mistakes). Of the available problem-orientated in informntics.
languages Pascal appears to be the most suitable for training
Pascal provides short. coherent and intelligible
definition
in the form of syntax
grams; it matches the modern standards in the structure of programming. data and control: is based on didactic concepts; it is used in teaching internationally; solutions
lastly-, Pascal allows
dia-
its design probfem
to be formulated in accordance with the nature of the problem.
Compilers
are avaiIable.for all computers of a reasonable size. They are at present being developed
for mini-computers.
Target:
Ability
to characterize the problem areas of software and hardware systems
programs. programming criteria for the functional
languages. system programs. operating systems and CPU; structure.
overall organisation
with user to develop
and different levels of operation. and
apply these to examples: and to differentiate between the hardware and software realisations
of
aleorithms. The aim of this section is to provide insights
into and a knowledge of DP systems using hardware
and software. The central feature is the structural organizational
unravelling
of tasks
and functional composition
using such DP
systems.
Technological
sidered. Course participants should recognize that a DP system consists
of a DP system and the detail will
not be con-
of levels of virtual
machines.
and should be able to appreciate which level should carry out which task when handling a job. The sub-targets are related to the various
levels in the DP system.
user programs programming
languages
system programs operation systems i central unit
The ability to identify and illustrate
by example typical features of user programs (programs related to
the special problems of the user: program packages; libraries);
to describe the software environment
which is embedded in a user program: to outline by example the interaction of user programs. system programs and operation systems. Srrh-tctrgrt
I
The ability
to describe the features and typical areas of application of the most common program-
ming languages: to characterize the differences between problemand to explain the compilation Suh-ttrrqrt
of a problem-oriented
and machine-oriented
languages.
language for transfer to a machine operation.
3
The ability to describe by example the uses and features (type. extent. scope) of system (compiler. assembler. linker. foader. complex I 0 functions. logical file handling).
programs
Siib-t~lr~l~f 4 The ability
to estabish by example which forms
of operation
systems
are suitable for which uses
(single and batch processing. time sharing. real time processing. tele processing) and to describe which organizational ming. I:0 C.A.E.
4,3--o
and technical measures should
channels).
be used to meet these requirements
(multiprogram-
The ability
to explain
storage system-and
Target:
the function
and constructton
of the CPL--includinp
processor
to describe by example the correct sequence oi tnstructions
.Abtlity to characterize and isolate the different
development of DP systems:
and main
required.
features of the individual
to allocate suitable DP systems to ptven problems:
phases of
to describe the
significant features of data and outline data flow: to explain the most important features of data base systems and information
systems:
_eiven examples;
criteria for Judging the the economy and value of using a DP
to establish
to devise possible process and data security systems for system
This
section should enable course participants
today. as well as methods of system analysis into their proper organisational
_I
to gatn an understanding
and DP organization.
context. In systems
analysts
of the procedures in use
and to put the solutions
produced
more than the data processing aspects
Mill be considered. The sub-targets are. as in Section A above. presented analogously
to the stages of a
systems development process
r
The
ability
to describe and apply by esample
necessary to carry out feasibility tem to be used. description aration
draft alternative
the activities
studies (definition
of limits
solutions.
of the sys-
to other systems. rough
estimates
prep-
of time-
scak. costs and value).
c
The ability to nominate and apply by example the methods and processes involved in carrying
out a problem analysis.
produce a rough plan (current system analysis.
and to
hardware and
software loads. cost profit considerations)
Q
The ability processes
realization
gramming.
to name and apply to cuamples the methods and of realising
DP
systems
(detail
organization.
pro-
testing. selection of suitable processes for identify-
ing. understanding
and transporting
data. and the development
of suitable security and control systems)
The ability
to describe by example the measures necessary to
introduce (implementation)
implementation
;I nw. system (LISSof available files.
personnel training)
. The ability
I
Target:
I
This
to describe the tasks
system operation (post-process
&I tending
The ability
I
inclusion
of modi-
fications)
to assess the effects of EDP individual.
on the private and professional
life of the
on business. and on societv
section is to enable the course participant
to perceive the effects of new technology.
recopnise these effects and to consider them against the background particular the phenomenon ‘data processing political context.
and activities necessary in a
calculations.
of his personal
situation.
is to be seen in its proper personal. social. cultural
to In and
A standardized
curriculum
in informatlcs
for adult
197
sducatton
I
Srrh-i,wyrt
The ability to describe the reasons for introducing EDP as a means of rationalization. typical areas of use. and to describe the consequences. Sub-tcrryrt
to nominate
2
The ability to describe efficiency. Sub-tcuyrt
the relevant
social aspects
of the use of EDP as an economy
with regard lo
3
The ability to assess the effects of the use of EDP on the employment situation. with particular respect to the redundancy of smplo)ees and the change in professional qualification requirements. Sub-tmget
4
The ability to appreciate the fact that EDP has been the c;Iuse of controversy concerning invasion privacy. and to take account of the Data Protection Act (in West German!) when using EDP.
of
4.k i~~od~r/lrrjb~rrldntioll .systrm The present course model can serve as the foundation tics.
-
of a modular
system of training
in informa-
- __
Foundation cour5e I” informotics
A suitable specialized
choice of themes study.
in the elementary
(foundation)
course can provide
the basis for further
4.5 Resume The model outlined here for an elementary course in informatics EDP for adults fulfils the target learning aims listed above. It takes into account new developments in informatics. and imparts to the learners a basic yet solid knowledge of the most important concepts of informatics. The choice of themes for the elementary stage-chosen with one eye on future developments in informatics-means that the knowledge. abilities and skills gained by the participants will not be quickly outdated as computer technology advances. The material outlined in this paper is suit+ble for a teaching programme of some I20 h. which should include 30 h of practical work with a computer.
5. ILLUSTRATIVE
EXAMPLE
It can be readily seen that the sub-targets detailed previously provides only a rough description of the knowledge and skills which a course participant is expected to acquire at a VHS course. So that learners, as well as tutors and the designers of the federal examination, have a reliable framework of reference. the sub-targets are also specified in terms of operational targets. Each operational target should describe as clearly as possible the type of problem which participants would be expected to solve. An example is given in the following. Example:
“Examining
Operatiorlal
an algorithm
target 1.3 taken Jrotn sub-target
regarding
4 outlined
conditions for validity. termination. expenditure”
Exercise: The following program has a text where the blanks are removed printed out again. The last character of the input must be 9. BLANK = ‘U’; cur TEXTI. TEXTZ: string: ZI. Z2: integer;
program
consr CHAR
in Sectiorl A ahoce
and time, storage
and which subsequently
is
HI t,rttr
198
BALZI KT and HAKTHLT
HILLI
begin
READ(TEXT1); 21: = I: 27: = I: hi/r TEXT1 [Zl] + ‘5’ do begin ifTEXT [Zl] + CHAR then begin TEXT2 [ZZ]: = TEXT1 [Zl] z2: = z2 + I rntl Zl:=ZI + I
rnti WRITE (TEXTZ): end. The number of allocations within the w&/r repeat corresponds to (A) Number of characters in the text, (B) 2* (number of characters in the text), (C) Number of characters in the text + 2* (number of blanks in the text). (D) Number of characters in the text + 2* (number of print characters in the text). REFERENCES Balzert H.. Auswertungen van VHS-Kursankiindigungen im Lernbereich lnformatik (Interpretation of VHS course announcements in the field of informatics). PAS-.lrbeit.srxrpirr 6011.75 (1975). Hille H.. Benutzung van Datenverarbeitungsanlagen in DV-lnformatik-Kursen .an Volkshochschulen. (Utilization of data processing systems in EDP!informatics courses at Volkshochschulen). !Mtrrrriu/ien x ~/err VHS-Zerrifikuren No. 30. Frankfurt (1977). Bundssministcr fiir Forschung und Technologie. Empfehlungen fur den Ausbau der DV- Ausbildung (Federal Minister for Research and Technology. Recommendations for the extension of EDP training) Bonn (1975). Blumr D. and Bosler U.. Vorstudie zur Bedarfsanalyse fur dss VHS-Zertifikat Informatik (Pre-study for the -II den C’HS-Zt,rri/ikurrn NO. 28. analysis of need for the VHS certificate in informatics). .!lurrriulierr Frankfurt (1976). Balzert H.. Ubcrlegungen zu einem Kurs Informatik in der Erwachsenenbildung (Considerations for an informatics course in adult education). Lrrrl_ieloric,,lrirrr~,r L’rlfcrriclrf 3. I?--23 (1976). Hille H.. Gcsellschaftliche Auswirkungen des Einsatzes van DV-Anlagen als Bestandteil des Lernzielkatalogs zum VHS-Zertifikat lnformatik (Social implications of EDP as part of the catalogus of learning aims for the VHS certificate course in informatics). Er~~crrhsm~tthild[r,ty Zwischen Wissenschifi und Unrurrichtspm\-is. Westermann. Braunschweig (1977).
BALZERT’
CURRICULUM IN ADULT EDUCATION and WARTNT
HILLE’
‘Fachbereich tnformatik. Cnibersitat Kaiserslautern, Pfaffenbergstrasse. 6750 Kaiserslautern ‘PIdagogische Arbeitsstelle des DVV. Holzhausenstrasse 21. #GO Frankfurt-am-Main. West Germany
and
Abstract--In Xlarch 1976 a conference was held in Frankfurt-am-Main to discuss a st~:ndard~zed curriculum in informatics to be used in adult education institutes (Volkshochschuien) in West Germany. Courses lead to an .Adult Education Certificate and the Following were included in the learning aims: a. Problem solving using a computer (computer as a tool. description of algorithms). h. Structure and funcrion of a computer (computer as a subject of teaching). c. Social implications of EDP (informatics and society!. d. DP organization (EDP in business and administration).
Adults might attend such courses because: they come into contact with EDP at work: they want a solid grounding in informatics for further specialized training; their Lvork involves EDP but they lack basic knowledge: they work in education hut have no other opportunity to learn about informatics. The first results from pilot courses held in several German towns show that this classification of course participants is Cofrect.
I,
INFOR.MA-fICS
COURSES
FOR
ADULTS
Since 1971 the West German adult education institutes (VHS) have offered special courses in various subjects for adults. The level of attainment in these courses is prescribed in a catalogue of learning aims, and an adult education certificate (VHS-Zerti~kat) is issued to those who pass a nationally validated objective examination. The certificate. which is recognized internationally. is issued by the examining board of the West German Association of Adult institutes (DVV). and confirms that a candidate has the necessary competence, knowledge and skills defined in the catalogue of learning aims. In mathematics and science-related subjects there are courses leading to the VHS certificates in the following subjects: ~fathemati~s A (basic); Mathematics B (differential and integral calculus): Statistics A (descriptive statistics); Statistics B (inductive statistics); lnformatics: Electrotechnics; Electronics; and Chemistry. These courses have been designed as modules within a unit/credit system of further vocational training. The following is a description of the reasons for and the development of an informatics curriculum for adults. which was supported by the West German Federal Ministry for Education and Science.
An analysis of the courses offered by VHS-carried out by the Padagogische Arbeitstelle-revealed that in recent years ta’o courses in data processing,‘informatics were offered per VHS each year. This astonishing number of courses is a direct result of the increasing role which EDP plays in life both at work and at home: this in turn influences the type of qualifications required of many employees. Uncertain of a future where EDP is so important. many people turn to a VHS course. However. the courses offered were often unsuitable in that they did not lead to skills or qualifications which participants could use professionally. An analysis of the course statistics for the academic year 1975/‘76 showed the followingC7J: 707; of all courses offered consisted of less than sixty teaching hours; this is too short to impart skilfs or knowledge which participants can use professionally. 46Y; of the courses offered were presented by the VHS as part of a general education pro~amme; only 35”,, of the courses were offered as part of a vocational training programme. An analysis of the occupations of the course participants showed quite clearly the main vocational groups: 4%; commercial and administrative; 21% technical: 5% senior management; 12% students. trainees and apprentices. 189
Ht LW
190
T B-\LZI.KT and HARTW T HILLI
The overwhelming majority of all courses (71”,) were introductory and basic courses. Short orientation courses of up to 30 h made up 2Y’<,of the courses. More advanced c‘ourses (excluding courses for programmers) represented I9”,,: these generally had a commercial bias. .md had titles such as ‘DP Organization*. The apparent total number of courses being more than I NY’,, is because of uncertainty by the VHS in classifying courses as orientation or t-nsic courses. Twenty-two percent of the courses were courses in programming. the majority offerin, u FORTRAN or COBOL. The details of the analysis are provided in the report [ I].
The DIEBOLD company. commissioned by the Federal Ministry of Education and Science (BMBW). has been examining the use of data processing and the need for EDP specialists in West Germany for some time. The data gamed led a committee on ‘The Training of EDP Specialists’ to recommend in 1975[3] that “a raising in the standard of qualifications is necessary for the majority of regarding vocational training the committee especially recommended that “a uniEDP-personnel”; form certificated course system of modules should be developed for EDP specialists tuldjiv sprciulisrs fi-om other discipliws”.
The DVV took up these recommendations aimed at the following target groups: participants who EDP participants who tions participants who edge participants who the deficit in the
do not work in EDP-related see the VHS certificate work in EDP-related are still undergoing teaching programme
;I
and developed
professions.
VHS certificate
but who come into contact
as the basis for further professions.
course in informatics
professional
training
but who need to supplement
with and use and qualifica-
their basic knowl-
their initial traming and use the V’HS certificate of schools and colleges.
to counteract
The quantitative need for such courses was established in a special study[-I]. This showed that in the commercial and administrative fields approximately 20.000 employees require further education in EDP. This figure is most likely an underestimate. hovvever. when one bears in mind the rapid increase in the use of EDP in administration in recent years, the dislocation of hitherto specialist EDP tasks into other subject areas and the hesitant increase in courses offering initial training in EDP.
2. TESTING 2.1 The catalogue
of /earning
THE
CATALOGL’E
OF
LEARNING
AIMS
aims
The special feature of the VHS certificate courses for adults is that the curriculum sets out the basic information which all course participants need-from joining the course to a later evaluation of the relevance of the course to their professional needs. Further. the examination requirements are described in detail. broken down into sub-sections; these requirements are uniform nationwide. Expert groups from all parts of the Federal Republic were consulted during the development of a pilot catalogue of learning aims-EDP specialists. scientists. experts in didactics. course tutors and others. A first model was presented[j] at an initial meeting of experts in March 1976. and this was developed further by project groups. With the attainment of the learning aims the participant should be able to use the computer as a tool as well as be aware of the basic functions of the hardware and software used in computing. The special qualifications required by the groups outlined in section 1.2 were listed separately. A revised pilot catalogus of aims was presented in autumn. 1976. and included the following sections: a. b. c. d.
Problem solving using EDP (computer as a tool). Structure and Function of an EDP system (computer as a subject of teaching). Social implications of EDP (informatics and society). DP organization (EDP in business and administration).
The required time for the target groups teaching hours.
to attain
the listed learning
aims was calculated
to be 120
2.2 Trial courses in 1976177 Seven trial courses took place in Berlin, Darmstadt. Frankfurt. Kaiserslautern was necessary to check whether the anticipated target group would respond courses. and whether their requirements regarding EDP had been accurately
and Nuremberg. It to the offer of the assessed. A detailed
.-\ skmdardizrd
curriculum
in iniormatics
for adult education
191
study [A] established that of the 3.8 million employees in junior or middle positions in commerce and administr~ttion some one hundred thousand are. or expect to be, in contact with EDP: this refers only to employees under 35 years. Sixty-six per cent of the 137 participants (average age 30 years) on the trial courses did indeed work in commerce or administration. A further X0, of trial course participants worked in areas of production where automation involved data processing techniques. Oni! 13”” of the participants had no direct professional interest in EDP--students and housewives. In the field of commerce the participants were in the main middle grade employees (qualified after a three-year ~~pprenticeship) from industry. banking or administration or graduate senior management. In the technical field most of the participants were machine engineering technicians. who after further qualifications were working as method planners. As far as familiarity with EDP went. 10’; of all participants had direct contact with EDP at work: 39”, had indirect contact: 19’a expected to come into contact with EDP in the near future; the remaining + 32”” had no contact with EDP. The trial courses showed that the estimated course time of 110 teaching hours was somewhat too short; particularly for practical work mare time should be available. In January 1977 a conference was held to discuss the examination for the pilot courses. The main of discussion concerned the selection of the optimum objective testin g techniques and a consideration the most suitable examination tasks which would reflect the course aims. The examinations for the pilot courses took place in April and June 1977.
Practical work involving programming and computers was not included in the catalogue of learning aims as an area to be tested in the examinations-the differences between the various systems and computer languages would have made that impossible. Nevertheless practical work with computers was undertaken in all the trial courses. An inquiry was carried out to establish the extent to which VHS in West Germany had access to computers for practical exercises[?]. In the academic year 1975/K. 4%; of the courses included practical work with a computer. but in fact only in 297;; of the courses were participants able to work independently with a system-that is. carry out practical work. However. the average amount of time available, taking all 450,; of courses into account, was I I h per participant. This is remarkably high. considering that the average length of the courses was 60 h. However one may value the didactic value watching computer demonstrations. it is ciear that only by carrying out practical exercises themsetves can participants hope to reach the level of attainment defined in the catalogue of learning aims; this is particularly true of Section A of the informatics curriculum. We can assume that those courses which do offer practical work are likely to lead to better success by the participants. Nevertheless, 79% of VHS which had no access to computers expect to have access in the future (their remarks ranged from ‘most likely’ to ‘could be’). This was confirmed by the many reports of newly-acquired access to computers which we received from VHS after our inquiry was concluded.
3. FURTHER
DEVELOPMENTS
IN
THE
CURRICULUM
3. I The cntrrlogrrr of lrrrrrrirtgaims for 1977/Z The experience and data gained from the pilot courses was used during a revision of the catalogue of learning aims. A particular aim of the revision was to clarify the degree of competence and level of skill which should be attained if a candidate successfully passes the VHS certificate examination. A more detailed description of the revised list of aims is given in the next chapter. Section B in the catalogue was structured differently: Structure and Function of an EDP system (the computer as a subject of teaching). In the new formulation the functional aspects of the system had priority over the technical explanations of how computers functioned. This was for two reasons; the rapid developments in technology made it difficult for technical components of a course to remain up-to-date. Secondly, the interests of most of the course participants-as revealed by the studies mentioned above-showed a primary concern for the possibilities in applying EDP; this was far more relevant to the course participant than a knowledge of how computers worked. The aims of Section C Social Implications of EDP (society and informatics) were also changed. Successful completion of this component of the course enabIed participants to appreciate the role of EDP in rationalizing work processes, and be aware of the social implications which this rationalization has. This includes an understanding of the economic factors involved, as well as matters of efficiency; a further point is problems which arise in keeping data-easily gathered and stored and retrieved-confidential and restricted.
192
HTLMLT BALZERT and HARTHCT HILLY
These points are listed in the catalogue of aims, and there are tips ‘tvailable for teachers about introducing these matters in class for discussion. 3y preparin, * the lesson modules centrally. and making these discussions an obligatory part of the syflabus. the danger was avoided that classwork should be aimed exclusively at preparation for the examinations(6-J. The catalogue of learning aims-in common with those from other subjects-is supplemented with examples of examination questions. outlines of lesson models. advice concerning course organisation. and important hints for course plannin, Q This material is published in brochure form. and is intended to help teachers prepare VHS certificate courses in informatics for the coming year. In 1977/78 forty courses in inform~ltics were held at VHS in West Germany.
Examinations for adults have to avoid the sterility of artificial test situations. hlost course participants in their work have access to reference manuals. bibliographies and the like when confronted with problems. and for this reason reference works were allowed in the examination. The various catalogues in the VHS curriculum were able to serve not only as reference books during the planning of lessons and during the lessons themselves. but also in the examinations. In scope and content this VHS publication goes beyond the usual collections of formulae and the like. but cannot replace a textbook: it does not contain explanatory material. exercises. or other explicitly didactic material. Preparation of a glossary of terms to accompany the informatics curriculum could not keep pace with the development of the curriculum. Two of the main reasons were: the difficulty in finding exact and generally valid definitions for key-words such as Systematic problem solving or ‘Stepwise Refinement’. which occur in Section A: the rapid alterations in the structure and functions of computers meant that information listed became outdated within two years. A glossary was prepared for l977!78 which contained definitions. key facts and tips on teaching methodology which related to the key words. Further. working aids were offered to help the translation of algorithms produced in the classroom into the required computer language. Acting on feedback from the VHS. these aids were produced for FORTRAN. COBOL. PLI and BASIC.
1. THE
INFORMATICS
CURRICULUM
4. I Grttertrl rrmarks The results of the pilot courses and the subsequent revision of the catalogue of learning aims meant that it was now ciearer to all concerned which skills course participants should acquire. The courses attracted people from the following groups: employees in commercial, administrative and technical fields who had completed their initial specialist training: people with diKerent levels of education and from differing age groups; people with little common experience or indeed no experience of EDP systems; participants who wanted to acquire a basic grounding in EDP and informatics. The implications of this for the course design included the following: no knowledge of mathematics or EDP systems couid be assumed; no separation could be made among participants with a commercial or technical background; courses could not restrict themselves to one computer family; the course content had to remain relevant for a long period of time after the course: firm foundations for possible further study had to ta created. In the following section a model is presented which attempts to implement these points, taking into account the nature of the course participants. 4.2 Thrmrs The course participants will acquire knowledge. abilities and skills which they can apply in their professional and personal lives. and which allow them to place EDP and informatics in a proper social perspective. The reasons underlying the choice of themes are perhaps best explained by analogy to driving a car. At the beginning of the automobile age a detailed knowledge of the construction and operation of a car was necessary in order to start it and be able to drive it. The technology of a car determined and limited the uses of a car. The development of automobile technology simplified the operation and servicing of cars; improved methods of production reduced their cost. and the number of car owners increased. In order to use a car, learners had to know how to drive and operate the vehicle. and understand the system of trafhc regulations: they did not need to learn how a car works. Technical knowledge was limited to the functions of each control. and the construction of the main components of the car (bodywork. engine, steering, brakes, lights) and their inter-operation. Today learners quaiify to drive a car by taking driving lessons and passing a test of theory and practice. which allows them to obtain a driving licence. The knowledge. abilities and skills necessary to get this licence are in general sufficient to ensure that a person will drive a car responsibly. The licence,
however.
does not
especial abilities As long
consequential expansion motorways.
traffic
policies.
The developments frequently nology.
freedom.
it is important
small problems. cannot.
of the individual
This corresponds
to learning
This is the core and starting presumably
make a bad truck
important. solving
Inseparably
of problems
at least simple grammes drive
using
a car’by
theory
and
and DP
minds[
in their I].
today.
and its application a computer
as
to
and what
tool)
a
will
driver).
doing
be understood
As in driving
a
practical
car.
imperative
their
and preparing
understanding
should
be folloued
of EDP
goods
vehicles
are
into
will
is most
is the actual do solve
their
own
(one cannot
by some insight
of a car). and
to heavy
experience solving
that all course participants
own analysis
to the vvorkings
abilities
(a bad car driver
of the processes of problem
It is therefore
(corresponding
Tech-
In informatics
uses of EDP
(computer
fields of study
These basic skills
there is
infancy.
The better and more carefully
(corresponding
and
car. The tirst theme is therefore:
u,tin an overall so that they EC
organization
stage: in education
what can be done aith
to the understanding
alone).
hardware
in mobility.
of old vocations).
of the whole curriculum.
computer.
;I
of the potential
The
by roads
the other
usin g a computer.
problems
requires
far-reaching
(increase
are still
of everyone’s
using EDP
or omnibus
related
for implementation.
software analysis
point
in this field the better
solving
a
and exerted
the disappearance
in informatics
to explain
to drive
(A) Problem
developed
aware
it is important
by problems.
passed the kindergarten
is in the forefront people
To do this
spoilin, 0 of the countryside
of ncvv vocations.
have likeuise
to make
Moreover.
omnibus.
an
as well as on society
pollution.
that the developments detail.
or
low. then the effects of the c;1r were slight.
accompanied
uas
environmental
in informatics
with all its confusing
however.
cars remained
the creation
still the impression
vehicle
qualifcations.
as
car. hosever.
effects on the situation
of personal
heave_ goods
;I
well
as
of motor
of the motor
use
to drive
one
the number
as
increasing
allou
and experience.
into
pro-
learn to computer
the basics of systems
and omnibuses).
This
is the
second theme:
I(B) Hardware The purpose software
and Software
of this theme
and hardware
and the functioning The majority however,
tool for the user (function
a
is to make
the participant
system. Basic knowledge
of this system. should
of course
participants
be aware of how software
awareness third
as
of the existence
familiar
with
of the construction
and software
the computer
systems)
I
as a combined
of a DP system at various
levels.
be taught.
will not work
with
systems are planned
of heavy
of hardware
goods
vehicles
DP as their
main
profession.
and put into operation
and omnibuses).
They
should.
(corresponding
to the
These aims are realized
in the
theme:
(C) Basics of systems analysis
This information For example,
will enable participants
if in a concern
to give an informed driver
account
of a car has to know
braking
distance-in
In judging
order
to cope when involved
the management what a truck
on society
EDP
then the participant
should
the EDP
is and what their characteristics
of the car one considers and on the economy.
business and society
not only There
by a ring diagram:
of the use of EDP
matters. be able
department are-eg.
(the longer
the car in isolation,
are parallels
a connection
A meaningful
gradually
extended.
approach
is explained
by subordinate
with
the other
appears
in the following targets.
(informatics
Two half rings are placed around
the range of vision of A in two different directions.
methods.
Each theme
in more complicated
but
in informatics,
theme is:
The themes can be represented areas and provides
in business)
to be able to cope in traffic).
(D) Effects on the individual.
which expand
automated,
(informatics
area, as well as liaise with
or omnibus
and assessing the phenomenon
and thus the fourth
is highly
of his own specialist
also its effects on the individual.
specifically
and DP organization
The outer ring
areas. The ring diagram
possible firstly
via area A. from by an overall
which
and society) the nucleus A.
D encircles all other
also gives an indication
of
the range of vision can be
educational
target.
and then more
Ht,LmT 5.4~Lt.RT and HARTMCT HILLF
SOCIETY
Target:
Ability
lem setting, form
and skill
the solution
and
document
the computer
and structured
plans
they
and to carry
aspect of this section
procedure
for solving
is the conveying
use with
In addition
the problem
must
a computer.
ability
.md skills
to imparting
in syntax
which
a systematic a knowledge
and semantics.
of problems
The
vvhcn there are no bk ths target.
of this is that
possess the attributes
to
deployment.
area is limited
The result
and prob-
in structured
must also convey
language
the treatment
the computer. they
for
this course component
In informatics
processes have to be algorithms-i.e.
selectton
to represent
of knowledge.
problems.
speech embraces
to be run through
EDP,
are suitable
of a problem-orientated
in colloquial
for the solutions.
the solution
using
out and assess its subsequent
problems.
basic elements
solving’
of action
requires
so that
setting
to be used as a tool for solving
of the most important term ‘problem
the help of examples-problem
of problem
formulation
the solution.
The most important allow
to analyse-with
to assess the treatment
the problem
which solving
and characteristics
of algor-
ithms. The treatment
of the most important
about
algorithms
EDP.
The course
problem
make possible
solving
of a problem
programming
sub-targets
language language
through
a computer.
concern
one special language
features
of that language;
Yet although
the learning
manner
influence
programming The
zentral
his consideration
of the basic structure programming
related
to the problem
of an algorithm
The
better
language
importance.
the
first isarned
will have
to choose
are those
languages concepts
of a course.
by the peculiar
can be expressed.
in a
at hand.
Sub-turyrr
I
The most important
elements
lem (such as input
and output
between
the algorithm
v\ill be inadequate.
is not of primary
programming
is a
of the
of algorithms.
progress is impeded
language
g style.
course
aid to running
The programming
programmin
of the
point
even at the beginning
of one particular
all the important
use of
sub-stage
import.mt
of the nature
important.
aspects of training.
is very important.
(each
of a programnmg
the most
process and the concept though
of statements
the e:cnomical
courses do not Ie~ci to the attain-
feature
there is the danger that the learner’s
in which
including
characteristics;
a necessary.
important
on subsequent
is closely
as uell as the discussion
solving.
can be seen schematically
Traditional
solving is only
language
for the beginner which
process
and its particular
If the most
choice of programming a decisive
of algorithms
aims set out in the targets.
given is the problem
The programming
designed
solving
process is annotated).
ment of the learning special
attributes
the assessment of problem
them
relevant
ified and formally Sub-taryd
of information values.
to the problem)
and
in a given
prob-
the relationships
are to be sifted.
ident-
described.
2
At least one solution
plan to a problem
must & developed.
example
the problem
separate
by dividing
into
smaller
for
prob-
lems. Sth-taryrr
3
Proceeding problem algorithmic
I
represented language.
from a worked
solving
method
solutions
out solution (e.g. stepwise
must
in a structured
plan with
the aid of a
retinement).
systematic
be developed manner.
for
solutions.
and
using a problem-orientated
Prepared problem solutions
in a problem-orientated
program-
ming language must be applied to examples (what problems does the algorithm
solve’?). attributes
checked (lack of ambiguity.
of algorithms
termination).
must
be
and relevant state-
ments must be made about problem solving (ethciency. conditions necessary for algorithms
to uork
correctly).
Programs
must be tried out on a computer and the results
to apply
the conclusions
to the solution
whether the intended problem solving
formula
used
(checking
has been realized. cor-
recting mistakes). Of the available problem-orientated in informntics.
languages Pascal appears to be the most suitable for training
Pascal provides short. coherent and intelligible
definition
in the form of syntax
grams; it matches the modern standards in the structure of programming. data and control: is based on didactic concepts; it is used in teaching internationally; solutions
lastly-, Pascal allows
dia-
its design probfem
to be formulated in accordance with the nature of the problem.
Compilers
are avaiIable.for all computers of a reasonable size. They are at present being developed
for mini-computers.
Target:
Ability
to characterize the problem areas of software and hardware systems
programs. programming criteria for the functional
languages. system programs. operating systems and CPU; structure.
overall organisation
with user to develop
and different levels of operation. and
apply these to examples: and to differentiate between the hardware and software realisations
of
aleorithms. The aim of this section is to provide insights
into and a knowledge of DP systems using hardware
and software. The central feature is the structural organizational
unravelling
of tasks
and functional composition
using such DP
systems.
Technological
sidered. Course participants should recognize that a DP system consists
of a DP system and the detail will
not be con-
of levels of virtual
machines.
and should be able to appreciate which level should carry out which task when handling a job. The sub-targets are related to the various
levels in the DP system.
user programs programming
languages
system programs operation systems i central unit
The ability to identify and illustrate
by example typical features of user programs (programs related to
the special problems of the user: program packages; libraries);
to describe the software environment
which is embedded in a user program: to outline by example the interaction of user programs. system programs and operation systems. Srrh-tctrgrt
I
The ability
to describe the features and typical areas of application of the most common program-
ming languages: to characterize the differences between problemand to explain the compilation Suh-ttrrqrt
of a problem-oriented
and machine-oriented
languages.
language for transfer to a machine operation.
3
The ability to describe by example the uses and features (type. extent. scope) of system (compiler. assembler. linker. foader. complex I 0 functions. logical file handling).
programs
Siib-t~lr~l~f 4 The ability
to estabish by example which forms
of operation
systems
are suitable for which uses
(single and batch processing. time sharing. real time processing. tele processing) and to describe which organizational ming. I:0 C.A.E.
4,3--o
and technical measures should
channels).
be used to meet these requirements
(multiprogram-
The ability
to explain
storage system-and
Target:
the function
and constructton
of the CPL--includinp
processor
to describe by example the correct sequence oi tnstructions
.Abtlity to characterize and isolate the different
development of DP systems:
and main
required.
features of the individual
to allocate suitable DP systems to ptven problems:
phases of
to describe the
significant features of data and outline data flow: to explain the most important features of data base systems and information
systems:
_eiven examples;
criteria for Judging the the economy and value of using a DP
to establish
to devise possible process and data security systems for system
This
section should enable course participants
today. as well as methods of system analysis into their proper organisational
_I
to gatn an understanding
and DP organization.
context. In systems
analysts
of the procedures in use
and to put the solutions
produced
more than the data processing aspects
Mill be considered. The sub-targets are. as in Section A above. presented analogously
to the stages of a
systems development process
r
The
ability
to describe and apply by esample
necessary to carry out feasibility tem to be used. description aration
draft alternative
the activities
studies (definition
of limits
solutions.
of the sys-
to other systems. rough
estimates
prep-
of time-
scak. costs and value).
c
The ability to nominate and apply by example the methods and processes involved in carrying
out a problem analysis.
produce a rough plan (current system analysis.
and to
hardware and
software loads. cost profit considerations)
Q
The ability processes
realization
gramming.
to name and apply to cuamples the methods and of realising
DP
systems
(detail
organization.
pro-
testing. selection of suitable processes for identify-
ing. understanding
and transporting
data. and the development
of suitable security and control systems)
The ability
to describe by example the measures necessary to
introduce (implementation)
implementation
;I nw. system (LISSof available files.
personnel training)
. The ability
I
Target:
I
This
to describe the tasks
system operation (post-process
&I tending
The ability
I
inclusion
of modi-
fications)
to assess the effects of EDP individual.
on the private and professional
life of the
on business. and on societv
section is to enable the course participant
to perceive the effects of new technology.
recopnise these effects and to consider them against the background particular the phenomenon ‘data processing political context.
and activities necessary in a
calculations.
of his personal
situation.
is to be seen in its proper personal. social. cultural
to In and
A standardized
curriculum
in informatlcs
for adult
197
sducatton
I
Srrh-i,wyrt
The ability to describe the reasons for introducing EDP as a means of rationalization. typical areas of use. and to describe the consequences. Sub-tcrryrt
to nominate
2
The ability to describe efficiency. Sub-tcuyrt
the relevant
social aspects
of the use of EDP as an economy
with regard lo
3
The ability to assess the effects of the use of EDP on the employment situation. with particular respect to the redundancy of smplo)ees and the change in professional qualification requirements. Sub-tmget
4
The ability to appreciate the fact that EDP has been the c;Iuse of controversy concerning invasion privacy. and to take account of the Data Protection Act (in West German!) when using EDP.
of
4.k i~~od~r/lrrjb~rrldntioll .systrm The present course model can serve as the foundation tics.
-
of a modular
system of training
in informa-
- __
Foundation cour5e I” informotics
A suitable specialized
choice of themes study.
in the elementary
(foundation)
course can provide
the basis for further
4.5 Resume The model outlined here for an elementary course in informatics EDP for adults fulfils the target learning aims listed above. It takes into account new developments in informatics. and imparts to the learners a basic yet solid knowledge of the most important concepts of informatics. The choice of themes for the elementary stage-chosen with one eye on future developments in informatics-means that the knowledge. abilities and skills gained by the participants will not be quickly outdated as computer technology advances. The material outlined in this paper is suit+ble for a teaching programme of some I20 h. which should include 30 h of practical work with a computer.
5. ILLUSTRATIVE
EXAMPLE
It can be readily seen that the sub-targets detailed previously provides only a rough description of the knowledge and skills which a course participant is expected to acquire at a VHS course. So that learners, as well as tutors and the designers of the federal examination, have a reliable framework of reference. the sub-targets are also specified in terms of operational targets. Each operational target should describe as clearly as possible the type of problem which participants would be expected to solve. An example is given in the following. Example:
“Examining
Operatiorlal
an algorithm
target 1.3 taken Jrotn sub-target
regarding
4 outlined
conditions for validity. termination. expenditure”
Exercise: The following program has a text where the blanks are removed printed out again. The last character of the input must be 9. BLANK = ‘U’; cur TEXTI. TEXTZ: string: ZI. Z2: integer;
program
consr CHAR
in Sectiorl A ahoce
and time, storage
and which subsequently
is
HI t,rttr
198
BALZI KT and HAKTHLT
HILLI
begin
READ(TEXT1); 21: = I: 27: = I: hi/r TEXT1 [Zl] + ‘5’ do begin ifTEXT [Zl] + CHAR then begin TEXT2 [ZZ]: = TEXT1 [Zl] z2: = z2 + I rntl Zl:=ZI + I
rnti WRITE (TEXTZ): end. The number of allocations within the w&/r repeat corresponds to (A) Number of characters in the text, (B) 2* (number of characters in the text), (C) Number of characters in the text + 2* (number of blanks in the text). (D) Number of characters in the text + 2* (number of print characters in the text). REFERENCES Balzert H.. Auswertungen van VHS-Kursankiindigungen im Lernbereich lnformatik (Interpretation of VHS course announcements in the field of informatics). PAS-.lrbeit.srxrpirr 6011.75 (1975). Hille H.. Benutzung van Datenverarbeitungsanlagen in DV-lnformatik-Kursen .an Volkshochschulen. (Utilization of data processing systems in EDP!informatics courses at Volkshochschulen). !Mtrrrriu/ien x ~/err VHS-Zerrifikuren No. 30. Frankfurt (1977). Bundssministcr fiir Forschung und Technologie. Empfehlungen fur den Ausbau der DV- Ausbildung (Federal Minister for Research and Technology. Recommendations for the extension of EDP training) Bonn (1975). Blumr D. and Bosler U.. Vorstudie zur Bedarfsanalyse fur dss VHS-Zertifikat Informatik (Pre-study for the -II den C’HS-Zt,rri/ikurrn NO. 28. analysis of need for the VHS certificate in informatics). .!lurrriulierr Frankfurt (1976). Balzert H.. Ubcrlegungen zu einem Kurs Informatik in der Erwachsenenbildung (Considerations for an informatics course in adult education). Lrrrl_ieloric,,lrirrr~,r L’rlfcrriclrf 3. I?--23 (1976). Hille H.. Gcsellschaftliche Auswirkungen des Einsatzes van DV-Anlagen als Bestandteil des Lernzielkatalogs zum VHS-Zertifikat lnformatik (Social implications of EDP as part of the catalogus of learning aims for the VHS certificate course in informatics). Er~~crrhsm~tthild[r,ty Zwischen Wissenschifi und Unrurrichtspm\-is. Westermann. Braunschweig (1977).