Abstract:

Recent literature show that most employers believe that new employees are insufficiently prepared for work and only about half of students believe that their studies have improved their employment opportunities.

The introduction of Knowledge Graphs by Google in 2012 as triplets entity#property#entity was quickly adopted to define semantic relationships. The goal of this paper is to introduce a new method for assessing the competence coverage of individual courses based on the materials it includes.

The approach requires to define the Competence Knowledge Graph (CKG) as defined from the ambition of the course as input from the course design. The methodological approach to be implemented is based on microlearning, by navigating the CKG from the bottom to the top.

Based on the current characteristics of students, more motivated with media contents and as the attention span of human beings begins to shrink, and we become more reliant and accustomed to leveraging mobile technology in our everyday lives, condensing and delivering information into smaller formats is more effective. However, whether it is for use in the academic environment or corporate training, there are certain strategies and elements that make microlearning programs successful.

Because there is only not much time allocated for each individual training session, CKG designers must be strategic in their approach to digital content development. Therefore, challenges are because of the content development itself, but also because of the independent assessment of the consistence between materials and the CKG built.

Data management over the tests used to assess the microlearning blocks can help in this latest engagement.

Deeply, this work aims to present a new design of Industrial Engineering and Management for one module as an example for the concepts identified, after the research work carried out inside the IE3 Erasmus+ project.

The methodology adopted for the analysis is the action research, which combines the survey approach used in the IE3 project with the inductive method proposing the knowledge graph and the microlearning configuration adopted.

The main outcome for the paper is the design for the educational module in terms of content, as well as the configuration for competence development and assessment methods.

The implementation is explicitly out of the scope of the paper, because content creation will be carried out in the coming months and course piloting will take place by the next academic year. At that time, it means for the next academic year, evidences from the new experience will be presented.

Keywords:

Competence, knowledge graph, higher education, Industrial Engineering and Management.