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Dissertations / Theses on the topic 'Course design'
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Sheppard, Christine. "Course design and student epistemology." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/603/.
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Wang, Pei. "Issues of online course design." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wangp.pdf.
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Sankey, Michael David. "Multimodal design for hybrid course materials : developing and evaluating a new paradigm for course delivery." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16363/1/Michael_Sankey_Thesis.pdf.
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In early 2003, in a major shift in policy, the University of Southern Queensland
(USQ) announced that its learning materials would progressively move from a
predominantly print-based mode of delivery to a new 'hybrid' mode of delivery
across all discipline areas. Central to this delivery would be a resource-rich CDROM
containing all study materials, supported with a range of multimedia based
enhancements, online support and selective print materials.
As this represented a fundamentally new approach to the delivery of materials
at USQ, it was essential to ascertain a clear understanding of about the implications
of this change for student learning. In implementing this policy it was necessary to
establish a range of pedagogically sound, cost effective delivery guidelines, for the
development of the course materials and the multimedia based enhancements. In
response to this need, this study has developed a set of 10 multimodal design
heuristics used to guide the development of these materials. In establishing these
guidelines, this thesis contextualises important issues associated with hybrid delivery
and considers how catering for a multiliterate clientele by using a combination of
multimedia based enhancements in an electronic environment may improve the
learning opportunities for students.
Two Faculty of Business courses delivered in 2004, ECO2000
'Macroeconomics for Business and Government' and MGT2004 'People
Development', were chosen to pilot the new hybrid mode of delivery. The
combination of qualitative and quantitative approaches was used to investigate how
students have utilised this new environment. This approach rendered a clear
indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment
their studies.
Analysis of the research data indicated a strong acceptance of the CD based
learning environment. This was particularly true for off-campus and international
students. On the whole, students reported a preference for a CD based resource,
though this acceptance was moderated by a desire to still receive some print-based
materials. Importantly, from this analysis it was possible to add a further four
multimodal design heuristics to the original set of ten which informed the design of
the multimedia based enhancements for each course.
This study demonstrates that higher levels of student engagement are possible
when integrating a range of multimedia based enhancements to cater for a range of
student learning modalities, whilst also maintaining a balanced environment for more
traditional learners1.
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Sankey, Michael David. "Multimodal design for hybrid course materials : developing and evaluating a new paradigm for course delivery." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16363/.
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In early 2003, in a major shift in policy, the University of Southern Queensland (USQ) announced that its learning materials would progressively move from a predominantly print-based mode of delivery to a new 'hybrid' mode of delivery across all discipline areas. Central to this delivery would be a resource-rich CDROM containing all study materials, supported with a range of multimedia based enhancements, online support and selective print materials. As this represented a fundamentally new approach to the delivery of materials at USQ, it was essential to ascertain a clear understanding of about the implications of this change for student learning. In implementing this policy it was necessary to establish a range of pedagogically sound, cost effective delivery guidelines, for the development of the course materials and the multimedia based enhancements. In response to this need, this study has developed a set of 10 multimodal design heuristics used to guide the development of these materials. In establishing these guidelines, this thesis contextualises important issues associated with hybrid delivery and considers how catering for a multiliterate clientele by using a combination of multimedia based enhancements in an electronic environment may improve the learning opportunities for students. Two Faculty of Business courses delivered in 2004, ECO2000 'Macroeconomics for Business and Government' and MGT2004 'People Development', were chosen to pilot the new hybrid mode of delivery. The combination of qualitative and quantitative approaches was used to investigate how students have utilised this new environment. This approach rendered a clear indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment their studies. Analysis of the research data indicated a strong acceptance of the CD based learning environment. This was particularly true for off-campus and international students. On the whole, students reported a preference for a CD based resource, though this acceptance was moderated by a desire to still receive some print-based materials. Importantly, from this analysis it was possible to add a further four multimodal design heuristics to the original set of ten which informed the design of the multimedia based enhancements for each course. This study demonstrates that higher levels of student engagement are possible when integrating a range of multimedia based enhancements to cater for a range of student learning modalities, whilst also maintaining a balanced environment for more traditional learners1.
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Lancaster, Audrey B. "Enhanced Cross Country Running Course Design: A Study of Historic and Recent Courses, Other Landscape-Based Sports, Athlete Psychology, and Course Elements." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/939.
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Literature suggests that the original and "pure" elements of cross country course design have faded through time; in order to wholly enhance course design the original elements must be preserved and united with desired modern course elements. "Pure" sport is defined by an athlete's struggle and persistence that occur amidst tough competition, rugged course elements, and physical pain. In addition to identifying the desired elements through literature review, case studies, and self-experience of cross country course design, it was necessary to confirm the desired elements through interviewing eight key informants. The key informants were renowned and accomplished NCAA cross country coaches selected to represent a wide geographic. These eight informants were interviewed to unveil which elements of cross country courses were desired, important, essential, would advance design, and are underutilized and present in their favored courses.
The results from the interviews confirmed a deep desire for enhanced course design by unionizing the elements present in the "pure" sport of cross country with contemporary desired elements. The new "pure" sport of cross country can be obtained through the utilization of the elements revealed within this thesis. Designing courses that will provide unchanged emotions from the "pure" sport of cross country, yet do not incorporate excessively rough course elements, will be the new "pure" sport of cross country.
Overall, the results show designing for the athlete, which includes safety, well defined routing and proper carrying capacity, an accomplished sense of place, advanced technologies and facilities, sport appropriate and safe footing and reasonable terrain, and spectator engagement, would considerably improve design. In order to preserve the "pure" sport of cross country while also integrating modern desired and necessary elements, course designers must use pioneering design methods in order to incorporate all of the desired elements.
The main objective of this research was accomplished and has established a foundation upon which subsequent research efforts may begin. This work serves as a catalyst to improving cross country course design by attaining the knowledge of proper, intensified, and innovative design.
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Calapa, Amy K. "Life designing in a collegiate career course: The post-course narratives of students who completed a life design career course." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604354223971716.
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Burris, Stephen A. "Course module for AA2021 : wing structural design project /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA283618.
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Thesis (M.S. in Aeronautical Engineering) Naval Postgraduate School, March 1994.Thesis advisor(s): Gerald Herbert Lindsey. "March 1994." Includes bibliographical references. Also available online.
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Varanasi, Archana. "Course grained low power design flow using UPF /." Online version of thesis, 2009. http://hdl.handle.net/1850/11768.
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Al, Khalidi Iman Jabbar Abbas Saleh. "Investigating the process of EAP course design by teachers at a tertiary level, English department, a private college in Oman from the perspectives of teachers and students." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25937.
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This study is addressing course design as an important process within the area of language curriculum development. The importance of course design lies in its being as the preparatory stage that contributes to shaping and guiding the subsequent stages of the whole process of course development-implementation and evaluation. The study aims at understanding the role of teachers at a tertiary context in Oman in designing the courses they teach based on their perspectives. It also aims at understanding how students conceptualize and evaluate theses courses. In addition, it aims at exploring what issues and factors have the greatest impact on course design and in what way from the teachers and students’ perspectives as course developers and course receivers, respectively. Based on its purpose, the study is conceived within the paradigm of interpretivism employing its epistemology and philosophy as an underpinning stance. On the basis of the participants’ perspectives and experiences, the qualitative approach has been chosen for determining the strategy and methods of sampling, and data collection and data analysis. In order to gain thick descriptions and information about the investigated phenomenon, the researcher used the method of semi-structured interviews with the teacher sample and focus group discussion with the student sample. In addition, the method of document analysis was also used as a supplementary tool for the teacher sample as it is concerned with the mechanism of course design. Findings of the study were categorized according to the five research questions of the study and the two types of data (teachers and students’ data). Interpretations of teachers’ data revealed that they conceptualize course design as a matter of prioritizing the key element- that is mainly students’ needs- that contributes to shaping and guiding the other components of a course. The students’ data, on the other hand, revealed a variety of perspectives involving their evaluation of single aspects of course design, particularly materials development and selection of the content of a course, with their major concern about course implementation. Among the major findings of this study is the identification of challenges confronted by teachers and students that were described in terms of problems impacting negatively the process of designing courses by teachers and the process of learning by students. Based on the findings of data analysis, the study offers a number of implications and suggestions that are of value for teachers who are involved in the process of course design and the institution where the study takes place. Teachers must have an active role in course design due to their direct contact with the learning situation. Teachers’ involvement in course design is considered as a major factor behind the stage of course implementation. For this, teachers need to be aware of the relationship between course design and its implementation and how they affect each other. Doubtlessly, teachers can play an active role in course design, yet the institution must provide external support such as professional development programs and establishing a professional curriculum committee in order to ensure the effectiveness of curriculum development.
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Proctor, Laura L. (Laura Lynne) 1975. "Graduate school introductory computational simulation course pedagogy." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55080.
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Thesis (S.M.)--Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2009.Vita. Cataloged from PDF version of thesis.
Numerical methods and algorithms have developed and matured vastly over the past three decades now that computational analysis can be performed on almost any personal computer. There is a need to be able to teach and present this material in a manner that is easy for the reader to understand and be able to go forward and use. Three popular course at MIT were without lecture notes; in this thesis the lecture notes are presented. The first chapter covers material taught in Numerical Methods for Partial Differential Equations (2.097/6.339/16.920) specifically the Integral Equation Methods section of this course, chapter two shows the notes for the course Introduction to Numerical Simulation (2.096/6.336/16.910), and chapter three contains the notes for the class Foundations of Algorithms and Computational Techniques in Systems Biology (6.581/20.482). These course notes give a broad overview of many algorithms and numerical methods that one can use to solve many problems that span many fields - from biology to aerospace to electronics to mechanics.
by Laura L. Proctor.
S.M.
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Tompkins, Abreena Walker. "Brain-based learning theory an online course design model /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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RODRIGUES, ROBERTA PORTAS GONCALVES. "DESIGN COURSE COMPLETION PROJECT - VISUAL COMMUNICATION: A CASE STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15113@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORPROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Observar o desenvolvimento de projetos de alunos em Design é um ótimo exercício na busca afinarmos as diretrizes de uma instituição de ensino com o real processo percorrido pelos alunos. A presente pesquisa é um estudo de caso realizado com alunos da disciplina Planejamento, Projeto e Desenvolvimento - Comuicação Visual Conclusão (PPD-CV Conclusão), última disciplina de projeto do curso de Design da PUC-Rio, habilitação Comunicação Visual, pertencente ao currículo em vigor para alunos que ingressaram por vestibular até 2007. Durante o segundo semestre de 2007 e o primeiro semestre de 2008, o desenvolvimento dos projetos dos alunos da turma da professora tutora Izabel de Oliveira foi observado com o objetivo de identificar nas etapas percorridas pelos alunos, lacunas que pudessem ser trabalhadas. No processo destacamos 4 projetos que são apresentados à luz de fundamentação teórica, trazendo um olhar crítico sobre os processos percorridos pelos alunos.
The development of projects by Design students is an excellent exercise when it comes to searching for the gaps to be covered in an attempt to finetune the guidelines of a teaching institution based on the real progress made by its students. This research involves a case study conducted with students of the PPD-CV Conclusion Course, the last subject in the Design course at PUC-Rio, Visual Communications Major, belonging to the curriculum prior to 2007. During the second semester of 2007 and the first semester of 2008, the researchers observed the development of the projects by students from the class of Tutor Professor Izabel de Oliveira with the objective of identifying the stages completed by the same as they develop their projects, gaps that could be worked. In order to ensure a critical perspective on the completed processes, the researchers highlight four projects that are presented based on a theoretical foundation.
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Sauter, Luke Michael 1979. "Satellite constellation design for mid-course ballistic missile intercept." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28888.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2004.Includes bibliographical references (p. 223-228).
This thesis will establish a conceptual approach to the design of constellations for satellite-based mid-course missile defense. The ballistic missile intercept problem leads to a new paradigm of coverage where interceptor "reachability" replaces line-of-sight coverage. Interceptors in this concept are limited in their time of flight and AV capabilities. Classical design approaches, based on ground coverage, are employed to provide a priori constellations for ballistic missile defense from a postulated North Korean attack. Both symmetric and asymmetric constellation types, designed for Earth coverage, provide bounds on the number of satellites required. A detailed parametric analysis is used to explore the constellation design space. Various constellation types are optimized to maximize missile defense coverage. Both genetic algorithms and gradient-based optimization techniques are employed. Satellite-based mid-course ballistic missile defense from a regional threat is achievable with as few as 21 satellites. Additional constellation intercept statistics, such as: the number of intercepts per missile, and interceptor closing velocities, are compiled to provide a lethality index. The effective capabilities of these constellations to defend CONUS, beyond the original regional threat, are also explored. It will be demonstrated that the constellations constructed in this work are capable of providing defense from an array of threatening states about the globe. This research illustrates how known design methods and astrodynamics techniques can be used to create new and viable methods of space-based missile defense.
by Luke Michael Sauter.
S.M.
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Geldenhuys, Catharina Maria. "Task-based course design for campus communication in isiXhosa." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6531.
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Thesis (MA (African languages))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic communication in isiXhosa on a university campus in South Africa within the framework of current second language theories of task-based language learning and teaching, and syllabus design for analysing those tasks, taking into account the needs of second language learners of isiXhosa in the context of campus communication. The study aims to explore questions relating to how meaning-based approaches to language teaching such as Task-based language learning and teaching have contributed to the teaching and learning of a second language in regard to the performance of the learner. One of the main aims of the task-based language learning and teaching (TBL and T) approach is to provide learners with input that are relevant to their everyday life in and outside of the language learning classroom. The aim is to further provide teachers with theorectical principles of teaching in order to influence the second language development and performance of the learner in an optimal manner. Thus the concern of TBL and T is to promote the motivation of the learner, negotiations of meanings among the learners and teacher in the classroom and optimal language development. The performance of the learners are thus positively influenced because they are now in more control of their own learning and the teacher no longer has to be the only provider of information and interaction to the language learning classroom. In order to explore the various possibilities that exist in the designing of tasks for the context of a university campus in regards to learning isiXhosa as a second language or additional language, this study investigates several components of tasks relating to cognitive and linguistic complexity, the effects the manipulation of these components might have on the language learning and elements and components of designing a syllabus, and how they influence the teaching and learning of the second language. Furthermore analyses regarding various complexity properties are conducted on the isiXhosa dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of isiXhosa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van hierdie studie behels die ondersoek in die natuur en eienskappe van kommunikasietake wat gevind word in generiese kommunikasietake in isiXhosa by ’n universiteit kampus in Suid-Afrika, binne die konteks van hedendaagse tweede taal teorieë van taakgebasseerde taalleer en onderrig sowel as syllabus ontwerp en die analisering van daardie take aan die hand van die behoeftes van tweede taal leerders van isiXhosa in die konteks van kampus kommunikasie. Die studie beoog om vas te stel hoe betekenis-gebaseerde benaderings tot taal onderrig soos byvoorbeeld taakgebaseerde taalleer en onderrig bydra tot die onderrig en leer van ’n tweede taal in verband met die werkverrigtinge en prestasies van die leerder. Die taakgebaseerde benadering tot die leer en onderrig van ’n tweede taal beoog om die leerders toe te rus met relevante en alledaagse temas wat leerders binne en buite die klaskamer ervaar. Verder beoog hierdie benadering om opvoeders toe te rus met die nodige teoretiese beginsels van onderrig sodat tweede taal ontwikkeling sowel as die prestasies en werkverrigtinge van die leerders in ’n optimale en positiewe wyse beinvloed word. Hierdie benadering tot die leer en onderrig van taal is veral gemoeid met die positiewe bevordering van die motivering van die leerder sowel as die interaksies en vrae van betekenis tussen die leerders en die opvoeders binne die omgewing van die klaskamer sodat optimale taal ontwikkeling plaasvind. Die werkverrigtinge en prestasies van die leerder word dus positief beinvloed omdat die leerder in beheer is van sy/haar eie leer en die opvoeder is nie meer die enigste bron van inligting en interaksie in die klakamer nie. Verder ondersoek hierdie studie verskeie komponente van take wat verband hou met kognitiewe en linguisities kompleksiteit, die effek van manipulasie op hierdie komponente met betrekking tot die taalleer en die elemente en komponente van sillabus ontwerp asook hoe hierdie komponente die leer en onderrig van ’n tweede taal beinvloed. Hierdie insigte op die komponente van take skep verskeie moontlikhede vir die ontwikkeling van take in die konteks van ’n universiteit kampus met betrekking tot die leer van isiXhosa as ’n tweede taal of additionele taal. Verder verskaf die studie ook ontledings met betrekking tot die kompleksiteitseienskappe van verskeie isiXhosa dialoeë sodat ’n kriteria vir sillabus ontwerpers geskep word waarvolgens hulle take kan gradueer en in volgorde plaas binne die taakgebaseerde leer en onderrig sillabus vir tweede taal leerders van isiXhosa.
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Downing, Jillian. "Applied learning design in an online teacher-education course." Thesis, Downing, Jillian (2015) Applied learning design in an online teacher-education course. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/30925/.
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The profile of students enrolled in higher education is changing rapidly. Compared to a generation ago, students are likely to be older, juggling study with work and personal commitments and may well be the first in their family to attend university. These students arrive at university with a significant store of life experience but often filled with trepidation about their capacity to succeed academically. Despite their classification as ‘non-traditional’ students it is usually assumed that they will engage effectively with traditional approaches in the learning and teaching environment. Yet the high attrition rate amongst this cohort suggests that providers should be considering new ways to engage and retain these students.
This study investigated an alternative pedagogical approach in a teacher-education course whose cohort consisted entirely of non-traditional students. Building on previous research on authentic learning, a set of applied learning design principles was created to guide the development and delivery of a course of fully online units in a four year undergraduate degree. Applied learning is a pedagogical approach often associated with vocational education and training but it has potential for greater application within the higher education sector. The applied learning design principles guiding the course aimed to enable students to directly apply what they were learning about to real-life contexts, in order to bring theory and practice together in meaningful ways. This study investigated the experiences of students over an eighteen month period using the iterative process of design-based research, to assess the influence and effectiveness of the applied learning design principles.
The findings of this study contribute new knowledge about the characteristics and needs of non-traditional students and their behaviour in the learning environment. The findings uncovered a vulnerability for self-doubt and withdrawal, sitting alongside a common desire to contribute altruistically to the learning community. Indeed, it appears the provision of opportunities to give meaningfully to the learning community may actually help students to address concerns over their worthiness and capability to succeed in higher education. The investigation concludes that an applied learning approach that respects and integrates the students’ lived experience can lead to positive, even transformational outcomes for students.
This study produced new understandings of an alternative pedagogical approach in a higher education context. The applied learning design principles can assist course developers in building an environment that links university study to the workplace more effectively and facilitates the development of graduate attributes. Additionally, the findings reveal ways for teaching staff to capitalise on the affordances of web-based technology to support geographically and characteristically diverse students. In an era of unprecedented growth in the numbers of non-traditional students embarking on higher education, this investigation provides a set of tested principles to guide the pedagogical design of online teacher-education and, potentially, more broadly in higher education.
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Almunive, Wejdan Ahmed. "The Design and Development of Guidelines for Interactive Course Organizers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97828.
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An Interactive Course Organizer (ICO) is an artifact that contains text and visual representation of a traditional course syllabus, it integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to show the sequencing and organization of major course topics while offering the user an actively controlled progression of the amount of course information covered. The goal of this research was to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines.Doctor of Philosophy
Interactive Course Organizer (ICO) is a tool that acts as a course syllabus. It combines both text and visual representation of a traditional course syllabus, and integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to help learners visually see the interrelationships between different parts of the course and how they all fit together. Its purpose is to provide visuals to assist learners in seeing the course and how it is organized "big picture". And by adding the interactivity feature, learners will navigate, access, and view the course content. It is a course framework to help students understand what it is they will be learning in the course. This research aimed to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines.
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Purcell, Roger C. "The impact of course design and delivery methods on student outcomes in the foundation surveying-geomatics course." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/52336.
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This research investigates the impact of course design and delivery methods on student outcomes in the Foundation Surveying-Geomatics (FSG) course. As indicated from current literature, fewer civil engineering students are taking surveying-geomatics courses, fewer students are pursuing surveying-geomatics as a career, practicing surveying professionals are retiring at an increasing rate and recently, surveyors are leaving the profession due to poor job opportunities & advancement resulting from poor economic conditions. These occurrences provide a mandate to encourage more students, traditional & non-traditional, and mobile & place-bound, to pursue surveying-geomatics education. Additionally, in order to make their required educational experience successful, educators must make surveying-geomatics coursework both effective & efficient as they train a new generation of surveyors. This research focuses on students taking the FSG course in an online platform. The importance of these students is highlighted by the knowledge that very few new surveying licenses are being issued. Further, in order to improve the success of these students in their subsequent college coursework and licensure exam performance, student outcomes in the FSG course were examined. In summary, this research was designed to fill some of the gaps in the understanding of how course design and delivery methods impact student outcomes and in the characterization of todayﾒs surveying-geomatics students. The identified objectives of this research included the following: ﾕ To design an assessment plan for the online foundation surveying-geomatics course that optimizes the application of the concept of ﾓassessment for learningﾔ including assessments and supporting applications. ﾕ To develop a data driven model to measure and validate student learning in the online foundation surveying-geomatics course. ﾕ To estimate the effectiveness of the proposed assessment plan using an experimental design that utilizes data from foundation surveying-geomatics course offerings and student input. ﾕ To propose a method based on pre-course student data and academic performance indicators to characterize online surveying-geomatics students and to predict the future performance of the students in the foundation surveying-geomatics course. To facilitate this investigation, an assessment plan including new course design and delivery methods was developed and applied. Additionally, a method to characterize online surveying-geomatics students and to predict their future performance in the FSG course was developed. This method was based on pre-course student data and pre-course academic performance metrics and predicted student performance in the FSG course. The results of this research indicate that student learning can be improved in the FSG course through the application of an assessment plan that includes course design and delivery tools that best match the student needs. Further, FSG students can be characterized to improve the understanding of the relationship between pre-course student data & pre-course academic performance metrics and the predicted student performance in the FSG course. This research is intended for civil engineering and surveying-geomatics educators and as such has provided knowledge of the impact of a viable assessment plan. In addition, it is hoped that these educators will find the methodology usable, illustrative and applicable to their coursework.
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Gokool, Roshni. "Principles of task-based course design for a Zulu second language course on socialization for businesss people." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50068.
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Thesis (MA)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: The concept of exploring principles for designing a Zulu language learning course for business people stemmed from the need that there is not enough course material available for learners wanting to learn a second language. The preliminary component of the thesis is based on the theoretical framework for language learning theory advanced by Naam Chomsky, which is theory-driven and derives from an in-depth analysis of the properties of languages in an effort to determine the highly abstract principles of grammar. This study reviews the different definitions of second language learning and teaching employed by various linguists, for example, Cook, Odlin and Sharwood-Smith. It presents the different kinds of grammar explored in the analysis of a second language. Following the discussion of principles of grammar, a broad definition of the term 'universal grammar' (UG), is explored and how this UG model relates to views on teaching of Zulu, is identified. The thesis demonstrates the relation between second language learning and language teaching and the influence that UG has on language teaching. It will be argued that the theory of Chomsky and the knowledge of second language acquisition is suitable as a framework for language teaching because it incorporates the essence of second language learning that may be useful to a second language educator. Finally, this study will present the principles of task-based course design which will be followed by a discussion of the types of syllabuses required for the construction of communicative Zulu tasks. It is hoped that the conclusions arising from this study will assist in the development of research material and teaching aids for second language Zulu task-based courses, thus providing the field of second language teaching with efficient and successful language teachers and researchers.
AFRIKAANSE OPSOMMING: Die konsep van die ondersoek van beginsels vir die ontwerp van 'n Zulu taalvaardigheidskursus vir sakemense het ontstaan uit die behoefte aan gepaste onderrigmateriaal vir Zulu-tweedetaal onderrig aan die sakemense. Die aanvangskomponent van hierdie tesis is gegrond op die teoretiese raamwerk vir taalaanleer soos voorgestaan deur Chomsky. Die Chomskiaanse teorie van taalkennis is ontwikkel uit 'n in-diepte analise van die eienskappe van taalkennis ten einde die hoogsabstrakte beginsels van taal te bepaal. Die studie bied eers 'n oorsig van verskillende definisies van tweedetaalleer en -onderrig soos aangewend deur verskillende taalkundiges soos Cook, Odlin en Sharwood-Smith. Daar word 'n bespreking gegee van die verskillende sieninge van die aard van grammatika in tweedetaalonderrig. Na die bespreking van die beginsels van grammatika-onderrig in tweedetaalleer en -onderrig word die implikasies van die Chomsky se Universele Grammatika benadering beskou vir die tweedetaalonderrig van Zulu. Die tesis ondersoek ook die verband tussen tweedetaalleer en -onderrig en die invloed wat Universele Grammatika op taalonderrig het. Daar sal aangevoer word dat die UG teorie van Chomsky en die verband daarvan tot tweedetaalonderrig gepas is as 'n raamwerk vir tweedetaalonderrig omdat die essensiële beginsels van tweedetaalleer wat bruikbaar kan wees vir die taalonderrigpraktisyn. Die studie sal, laastens, die beginsels van taakgebaseerde kursusontwerp ondersoek, wat gevolg sal word deur 'n bespreking van die tipes sillabusse benodig vir die konstruksie van kommunikatiewe take in Zulu. Die gevolgtrekkings wat voortspruit uit hierdie studie kan bydra tot die navorsing van tweedetaalonderrig vir Zulu en die ontwerp van taalonderrigmateriale vir taakgebaseerde kursusse vir Zulu. Hierdeur kan 'n bydrae gemaak word tot die lewering van bekwame navorsers en taalonderrigpraktisyns vir Zulu tweedetaalonderrig.
IQOQA ZULU: Umqondo wokuhlela izifundo zesiZulu zomabhizinisi wavezwa isidingo esikhombisayo ukuthi akukho obekulotshiwe maqondana nabafundi bolimi Iwesibili. Ingxenye yokuqala yophando igxile esakhiweni senqubo Iwazi yokufunda nokufundisa ulimi Iwesibili eyaqhutshwa nguNoam Chomsky, eqhutshwa yinqubolwazi futhi isukela ocwanigweni olunzulu zezilimi emizameni yokuthola imigomo enzulu yohlelo lolimi. Lolu cwaningo luhlola izincazelo ezehlukene zokufunda nokufundisa ulimi Iwesibili ezisetshenziswa abahlaziyilulimi esingabala kubona, uVivian Cook, Terence Odlin kanye noSharwood Smith. Lwethula izinhlobo ezehlukene zohlelo lolimi ezihlolwa ekucwaningweni kolimi Iwesibili. Kulandela izingxoxo ngemigomo yohlelo lolimi, incazelo ebanzi yetemu 'Universal Grammar' (UG) iyahlolisiswa nokuthi lemodeli ye-UG isetshenziswa kanjani esiZulwini. Loluphando lukhombisa ubudlelwano phakathi kokufundwa nokufundiswa kolimi Iwesibili nomthelela omuhle kumbe omubi we-UG ekufundiseni ulimi. Kuzobhekisiswa ukuthi inqubolwazi kaChomsky nolwazi lokufunda ulimi Iwesibili kulungile yini ukuba yisakhiwo senqubo yokufundisa njengoba luhlanganisa ingqikithi yokufundisa ulimi Iwesibili okungenzeka ukuthi ayijwayelekile kumfundisi wolimi Iwesibili. Okukugcina, lolu cwaningo luzokwethula imigomo yezifundo ezihlelelwe phezu komsebenzi othile kuyolandelwa ukuxoxisana ngezinhlobo zamasilabhasi ezidingekayo ukuhlanganisa imisebenzi yesiZulu yokuxhumana. Kuyathembakala ukuthi iziphetho eziyovuka kulolucwaningo ziyosiza ekuthuthukisweni kwezinto eziwusizo ophandweni kanye nezinsiza kufundisa zolimi Iwesibili zezifundo ezihlelelwe phezu komsebenzi othile wesiZulu, kanjalo bese ziletha kulendima yokufundisa ulimi Iwesibili othisha nabacwaningi abawenza ngempumelelo umsebenzi wabo.
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Sanders, Martha J. "Job design factors in the workplace that support successful aging for older workers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/685.
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Increasing numbers of older adults are expected to return to the labor force to reap both the financial and social rewards of paid employment. However, little is known about how the workplace supports older workers' successful aging process. The purpose of this study was to examine how the design of a job (opportunities for decision making, use of a variety of skills, coworker support, and supervisor support) influences successful aging (having a sense of control over life, social networks, emotional support, and opportunities for generativity) in older workers (aged 55 and older) in the home building industry. The study explored the relationship between two broad constructs: a model of successful aging and the demand control model of healthy job design. In a cross-sectional, survey design, a convenience sample of 109 older workers completed the Job Content Questionnaire, Social Network scale, Emotional Support scale, Mirowsky-Ross 2 X 2 Index of Sense of Control, and Loyola Generativity Scale. Results of multiple regression analyses indicated that job design influenced two measures of successful aging: generativity and personal sense of control. Job design contributed to 23% of the variance in generativity and 15.5% of the variance in personal sense of control. The job design characteristics of skill variety and coworker support were most important to successful aging. It was recommended that managers design jobs for older workers that incorporate opportunities to use a variety of skills, work collaboratively with others, and offer mentoring experiences. This study contributes to social change by promoting the workplace as a naturally occurring social institution that supports successful aging for older workers.
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Keller, Katharine. "Meaning Making and the Design Student:Fostering Self-Authorship in a Studio Based Design Course." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405604638.
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Yeomans, Richard Robin. "The foundation course of Victor Pasmore and Richard Hamilton, 1954-1966." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10007507/.
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This dissertation seeks to establish the context, and trace the development of the foundation course established by Victor Pasmore and Richard Hamilton at the University of Newcastle-on-Tyne between 1954 and 1966. The course at Newcastle was representative of certain aspects of the basic design movement which marked a radical change in art educational thinking in the post-war period. To some extent, basic design teaching represented a dissemination of Bauhaus thinking in post-war Britain, and Part 1 examines the pedagogy of Kandinsky, Klee and Itten, thus establishing a framework of ideas against which the subsequent pedagogy of Victor Pasmore and Richard Hamilton can be set. Part 2 begins with the impact of the Bauhaus on Britain during the thirties and the immediate post-war period when industrial reconstruction led to increased demand for design training, and basic courses, loosely formed on the Bauhaus model, were introduced by William Johnstone at the Central School of Arts and Crafts. From the Central School emerge Pasmore and Hamilton, two artists who represented polarities in their respective commitments to abstraction and figuration. Because the foundation course mirrors the issues in post-war abstraction and figuration, Part 2 seeks to establish the context of the work of Pasmore and Hamilton by examining the theoretical basis of Pasmore's abstraction, and the sources of Hamilton's ideas and imagery located in the natural and man-made world, and in his expression of contemporary society. Part 3 examines the evolution and philosophy of the foundation course with reference to other developments in basic design at Leeds College of Art and the Newcastle/Leeds collaboration on the Scarborough Summer Schools. The subsequent foundation course programme is analysed section by section, relating its various aspects to the interests, influences, and creative preoccupations of Pasmore and Hamilton. The conclusion presents a critical evaluation of the course and assesses its influence on, and relevance to current issues in art education.
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Unelsrød, Hans Fredrik. "Design and Evaluation of a Recommender System for Course Selection." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13914.
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In this thesis we will construct a recommender system for course selection in higher education (more specifically, at The Norwegian University of Science and Technology). Some of what makes our approach novel compared with existing solutions is that we weight each user in the collaborative filtering process based on their chosen degree subject (major) and wether or not the two users being compared are friends. Also we utilize both collaborative filtering and content-based recommendations in a hybrid solution. Another novel aspect of our solution is that we construct our system on top of an existing website for rating courses. This gives us unique access to a dataset containing thousands of user-ratings of courses.
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Sokolova, I. V. "English for Specific Purposes: English for Economic Cybernetics Course Design." Thesis, Publishing House Education and Science s.r.o.(Praha), 2005. http://essuir.sumdu.edu.ua/handle/123456789/62086.
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Матеріал містить вимоги щодо курсу з англійської мови для студентів Екномічної кібернетики"б завдання курсу та систему вправ. Крім того, в статті надаються результати аналізу потреб студентів.The article presents the requirements of English coures for Economic Cybernetics, the tasks of the course and the system of assignments. It also contains the results of students' needs analysis.
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Blackwell, Mary Alice. "An Undergraduate Theatre History Course Design Utilizing Problem-Based Learning." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1188.
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This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.
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Siripun, Komsun. "Characterisations of base course materials in Western Australia pavements." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/960.
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Western Australia (WA) has a road network of approximately 177,700 km, including a 17,800 km stage highway system (Main Roads Western Australia 2009). This infrastructure supports a population of only about two million, and road funds always have to be carefully considered when allocated to highway authorities or other organisations. Pavement design is a process intended to find the most economical combination of suitable materials and layer thicknesses for construction. The pavement must have a carefully-specified unbound granular base to further reduce construction costs, and must be surfaced with an approximately 30 mm asphalt surface in WA. High quality aggregates are therefore required for the base course layer of a pavement because of its proximity to the road surface. Traffic loads on the road surface result in high stress levels on the base course layer. Consequently, Hydrated Cement Treated Crushed Rock Base (HCTCRB) was developed.Current pavement analysis and design in WA is thought to be sub-standard. A number of highways and roads in WA are exhibiting extensive surface damage as a result of the increasing numbers of vehicles in use. Since pavement analysis and design in WA relies predominantly on empirical design, experience and basic experimentation, explanations for the damage occurring under present conditions are difficult to determine and assess.In most areas of the USA and Europe, pavement design and analysis has entered a new era with mechanistic design replacing empirical design. Unlike the empirical approach, a mechanistic approach seeks to explain pavement characteristics under real operational pavement conditions (loads, material properties of the pavement structure, and environments), and is based on design parameters derived from sophisticated tests which can simulate real pavement conditions in the test protocol (WSDOT 2008). The mechanistic approach to pavement design produces more relevant and useful results and these procedures, along with linear elastic analysis, were introduced into Australia by the 1987 NAASRA Guide (NAASRA 1987), of which the revised version became the AUSTROADS Guide (Austroads 2004) to the Structural Design of Road Pavements. AUSTROADS published a National Pavement Research Strategy which has been the keystone for the national co-ordination of pavement research, both within government and industry.Adaptation of the Cement Modified Crushed Rock Base concept has brought about an excellent road base material for Western Australia (WA) by the addition of a small amount of cement (1-2% by mass) to a fresh crushed rock material. The mix is stockpiled for a hydration period, and after that retreated before construction, unlike the traditional concept for cement modified/stabilised materials. This material is usually called Hydrated Cement Treated Crushed Rock Base (HCTCRB), a name established by Western Australia Mainroads (MRWA). More than 250,000 tonnes of HCTCRB has been used at a cost in excess of $10 million over the last eight years.Recently, as a result of early damage on new highways and roads in WA, MRWA and its contractors and organisations have attempted to identify the cause of this damage. HCTCRB, which is currently the best option for base course materials in WA, and Crushed Road Base (CRB), the original road base material, need to be re-examined to overcome the shortcomings in terms of analysis, design, and application. All of the factors involved in HCTCRB and CRB for today’s pavement conditions have been extrapolated far beyond the bounds of the original data, and current experience shows these require detailed re-investigation.This research aimed to study on the characteristics of CRB and HCTCRB and to determine reliable mathematical material models for the improvement in the current pavement design criteria. This study also investigated both elastic and plastic behaviour of CRB and HCTCRB. In this study, there were two relevant factors of both pavement materials which are considered in order to fulfil a lack of understanding in realistic conditions in pavements of the current pavement design. 1) The material strength which indicates the limitation and stability of pavement materials under traffic loads. This study employed the Mohr-Coulomb failure envelope to define the limitation of material implementation and also brought in the resilient modulus of materials to be the significant input parameter for multilayer finite element analysis to characterise the stress distribution in pavements. 2) The pavement failure of long term road performance relating to the design life of pavements. The permanent deformation behaviour and the shakedown concept under various stress conditions, simulated from repeated load triaxial (RLT) tests, therefore, were taken into account to investigate such long-term performance of HCTCRB and CRB and then the implementation of the findings was made to the current pavement analysis and design. Furthermore, more reliable mathematic models of base course materials for short and long term performance during their service life were established based on the laboratory test results of this study.
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Nordhoff, Helga Irene. "The design and implementation of a computer-based course using Merrill's model of instructional design." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022002-094043/.
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Parkinson, Alan Timothy. "Student perceptions of influences on their study experiences in a distance learning accounting course and implications for course design." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019909/.
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This thesis is located in the arena of a distance learning accounting course of a vocational nature delivered to working managers. It is concerned with identifying and exploring students' perceptions of influences upon their study experiences. The influences are drawn from elements of the course design, characteristics of the students, and their inter-action. Data is collected through semi-structured interviews from thirty eight past students. The data are explored using the techniques of content analysis, repertory grid analysis, and laddering. The exploration generates findings concerning the most significant influences, suggesting indicative associations between sets of student characteristics and elements of course design and course achievement measured through academic scores. Typologies of groups of students are identified and linked to those scores. Particularly influential, based on such associations, are domestic circumstances, nature of work in relation to budget management and financial decision making, and levels of maths and PC skills. Further exploration reveals a gender divide, with females performing less well than males, with domestic circumstances and nature of work being of great significance. This thesis contributes new insights into the student experience, with practical implications for course design.
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Buckland, Parker Holly. "Learning Starts with Design: Higher Education Faculty Explore the use of Universal Design for Learning (UDL) to Address the Needs of all Students." ScholarWorks @ UVM, 2013. http://scholarworks.uvm.edu/graddis/34.
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Today‘s college students, who are often referred to as ―Millennials‖, are entering college with different expectations for learning than students born before 1982 (Howe & Strauss, 2000). They expect to be able to access information instantly with their smart phones or laptop computers. At the same time, increasing numbers of students entering higher education have a disability of some kind. Some of these are observable disabilities that require specific accommodations to learning materials and the learning environment, such as ramps for students using wheelchairs and interpreters for students with hearing impairment. Students with learning disabilities represent a kind of ―invisible‖ disability in that their challenges may not be readily observable by faculty members, but must be accommodated through changes to curriculum materials and instructional approaches. One of the greatest challenges to meeting the needs of all students is the perception of negative faculty attitudes toward students with disabilities, and the subsequent choice made by many students not to disclose a hidden disability (Getzel & Wehman, 2005; Madaus, Scott, & McGuire, 2003; National Center for the Study of Postsecondary Educational Supports (NCSPES), 2000). Within the last 10 years, a new way of designing learning for K-12 students has emerged to address the needs of all the learners in the classroom. This framework for design is called Universal Design for Learning (Rose & Meyer, 2002). More recently, Universal Design for Learning (UDL) has begun to be introduced to faculty in higher education as a framework for course design that meets the needs of an increasingly diverse student body. This mixed methods study explored the promise of the UDL at a small New England research university where a faculty professional development model was implemented to enhance the use of UDL practices among faculty members. A baseline study of faculty attitudes was conducted in the fall of 2010. One hundred ninety-two faculty members responded to the survey, yielding a 30% return. In addition, four faculty who had participated in the UDL grant consultation team model and who taught classes of 65 students or more were interviewed for the purpose of gathering information on their perceptions of the effectiveness of the model. Results of the volunteer faculty survey revealed positive attitudes from the majority of respondents, with at least 60% indicating that they ―strongly agreed‖ with four of the five questions related to the provision of learning accommodations for students with disabilities. In contrast, less than 30% of respondents indicated they ―strongly agreed‖ with statements demonstrating their general knowledge of disabilities and/or knowledge of disability policy and law. Four main themes emerged from the data analysis of the faculty interviews. These themes addressed faculty members‘ descriptions of general course modifications made as a result of the UDL consultation team work, description of their course, reflections about the UDL consultation team model, and the processes through which faculty members chose to refer themselves for course design assistance from the UDL consultation team. Overall, results of the study suggest promising practices for professional development designed to increase use of UDL approaches in higher education. Further research is needed to determine the transferability of this model among a larger range of faculty and higher education institutions.
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Lambert, Daniel J. "Integrating sustainable landscape principles with golf course design : a case study demonstrating ecologically based recreation planning and design." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1074662.
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Golf course design, construction and maintenance began as a reflection of the natural landscape. Over time, however, golf course designs and settings sometimes have taken on artificial or unrealistic characteristics. Characteristics such as greens that can be mechanically moved to vary the difficulty of play (Hilton Head Country Club), traditional golf courses developed in the desert, and TPC (Tournament Players Championship) golf courses designed to accommodate additional spectators while limiting vegetation. Most of today's manicured courses also depend on the application of inorganic pesticides and fertilizers, deemed more efficient, but potentially harmful to golfers and the environment.This study examines three things: construction of a nine-hole golf course on a specified site without drastically changing current or natural conditions; on-going restoration efforts by a local area group/organization on that site; and the successful incorporation of additional user groups into the golf course setting.Through the use of four current site categories - Current Vegetation Survey, Slope Survey, Soil Survey, and Potential Hydrology Survey - determinations were made forproper hole location, potential wetland creation, adequate soil conditions for fairway creation, and vegetation succession. Each category was drafted on a clear 24" X 36" mylar sheet with the proposed site boundary drawn at 1"=200'-0" scale (for practical purposes concerning this creative project, the four 24" X 36" mylar sheets were reduced to an 8 1/2" x 11" format.) All four sheets (categories) were layed on top of each other in no particular order to produce a credible guide/map overlay of current site conditions of this sustainable and regenerative golf course design (see Appendix G, A58-A62 for the map overlay process used.) Location and design of the nine fairway holes successfully reflected all but a few of the standard golf layout practices. For example, golf holes to be laid out in a north/south direction, the inclusion of 'dog legs' and hole hazards, avoidance of steep slopes, and adherence to accepted lengths and sizes for greens, fairway holes and distances between holes.Creation of this unique golf course design was also contingent upon its accessibility to additional user groups and reduced golf car usage - unless golfers are physically challenged. These user groups include joggers, walkers, fishermen, cross-country skiers, campers, and hunters (when deemed appropriate.) The final Nine-Hole Golf Course Design Layout sheet included these additional user groups without intentionally interfering with the golfing activity. Thefinal design suggests adequate safety for those additional user groups according to the common precautions taken by golf courses. Such precautions include the location of signage displays to inform golfers of golf course safety policies, and buffer areas to protect persons in areas deemed most susceptible to stray golf shots. Standard golf course safety policies include: play at your own risk, the golfing establishment is not responsible/liable for personal injury induced by stray golf shots, and no joggers or walkers allowed on golf course. Further design study, perhaps, is needed to prevent any remote chance of injury from stray golf balls.To garner reaction towards the more sustainable/regenerative golf course, golfers self-described as average to good were asked to fill out a survey/questionnaire form. Approximately eighty forms were sent via mail and hand delivered to golfing establishments in Muncie, Indiana. Thirty-three responses were received. Results from the survey/questionnaire suggested that golfers would accept most of the aspects concerning natural/organic maintenance practices and the limited use of golf cars, but were concerned with the possibility of slower play due to increased roughs, wetlands and safety hazards. The survey/questionnaire also revealed that golfers had a negative response toward additional costs associated with organic maintenance practices and with safety for additional user groups. Nevertheless, respondents overall were very interested in ideas promoting a more ecologically safe golfing activity. Although the golfers who responded said they would participate on such a golf course setting, until such a golf course is designed and built, it remains to be seen whether they would accept such a venue.Department of Landscape Architecture
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Kiss, David J. "An Environmental Frame of Reference: Golf Course Design in Out-Of-Play Areas." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36683.
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Golf courses are part of the built environment. As such, they relate to the landscape and have impacts on the larger environment. This paper explores those relationships and impacts. Growing environmental awareness coupled with the projected construction of 400 courses per year in the United States, can produce significant impacts for both the golf industry and the environment. The aim of this thesis is to create an environmental design frame of reference for approaching out-of-play areas on the golf course. An extensive literature review identifies the major environmental issues involved. Interviews with three leading golf course architects explore those issues through soliciting opinions and experiences. Site visits to nine golf courses built by these architects correlate the initial findings to physical form. Through triangulating the three research vehicles, the literature review, interviews, and site visits, a frame of reference for out-of-play areas begins to take shape. Interpretations made and conclusions reached lead to an understanding that the relationship between golf and the environment is not a simple balancing act. An interplay of sometimes conflicting forces emanating from both golf and the environment determine the eventual configuration of the landscape. However, the overall findings support a view that sensitively designed out-of-play areas can have beneficial consequences for the environment. This paper further suggests other areas and methods of study to confirm and advance an environmental frame of reference for designing out-of-play areas on the golf course.Master of Landscape Architecture
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Sawyer, Paul R. Rutter Russell. "Evaluating the design and delivery of an online technical writing course." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819898.
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Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 29, 2006. Dissertation Committee: Russell Rutter (chair), James Kalmbach, Gerald Savage. Includes bibliographical references (leaves 158-162) and abstract. Also available in print.
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Hiscock, Pamela Ruth. "An investigation of the course design process used by university faculty." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ28321.pdf.
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Robinson, William Jeremy. "Design and Performance of Open Graded Friction Course Hot Mix Asphalt." MSSTATE, 2005. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312005-101655/.
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Open-graded friction course (OGFC) is a porous mix primarily used to improve pavement safety. OGFC is characterized by air voids ranging from 15 to 20 percent which allows surface water to drain through its structure and then laterally from the pavement structure. The ability of OGFC to drain water quickly results in less water ponding on the pavement surface, thereby reducing hydroplaning, reducing vehicle spray, and providing improved skid resistance. Research objectives were to evaluate the use of OGFC mixes containing 100 percent gravel and 50 percent gravel/50 percent limestone and to determine specifications to be employed by the Mississippi Department of Transportation (MDOT). Specimens were prepared at design asphalt binder content and evaluated for permeability, durability, stability, and moisture resistance. Research findings show mixes containing 100 percent gravel and 50 percent gravel/50 percent limestone perform comparably in laboratory testing.
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Butler, Herman Gustav. "A framework for course design in academic writing for tertiary education." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09112007-125845.
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LUCENA, CARLOS ALBERTO PEREIRA DE. "DESIGN, TELEMEDICINE AND COLLABORATIVE LEARNING: APPLICATION IN AN UNDERGRADUATE HEALTH COURSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24351@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEsta pesquisa trata da relação multidisciplinar de diferentes áreas do saber. Esclarece o enfoque do Design, sob o ponto de vista da construção de uma plataforma de aprendizagem colaborativa mobile orientada a usuários específicos, no campo da Telemedicina. Como sustentação para criação desta plataforma, foram levantados conceitos ligados aos principais temas abordados, seguidos pela escolha de ferramentas adequadas para sua implantação. A partir deste estudo inicial, foi possível aplicar uma dinâmica específica de aprendizagem colaborativa entre professor e alunos, baseada em uma plataforma disponível para uso em computadores e em dispositivos móveis. Esta experiência pôde ser registrada por meio de pesquisas exploratórias de contexto de uso e de seus usuários. De acordo com os resultados qualitativos levantados ao longo das etapas da pesquisa, baseados na relação entre a Telemedicina, a aprendizagem colaborativa e o Design, foi possível verificar benefícios sobre o processo de aprendizagem de temas ligados à Medicina. Tendo a tecnologia como elemento de sustentação desta iniciativa, os resultados apontam para o surgimento de novas possibilidades de aprendizagem colaborativa no campo da Telemedicina.
This research focuses on the multidisciplinary relation between different knowledge areas. It clarifies the Design approach, during the process of implementing a mobile collaborative learning platform built for specific users, in the field of Telemedicine. The gathering of concepts, related to the main elements approached, served as the foundation for the creation of the proposed platform. Searching for adequate desktop and mobile tools followed this process and established a relation with the specific collaborative learning dynamic created for the interaction between teacher and students. This experience was captured through exploratory researches about the context of use and the context of its users. According to the qualitative results gathered along the stages of the research, based on the relation between Telemedicine, collaborative learning and Design itself, it became possible to verify benefits to the learning process, related to Health. Having technology as the foundation of this initiative, the results presented indicate new possibilities for collaborative learning in the field of Telemedicine.
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Bergh, Petrus Lodewikus. "Complexity in task-based course design for Sepedi in police interviews." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2714.
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Thesis (MA (African Languages))--University of Stellenbosch, 2007.The purpose of this study is to apply existing theories with regard to second language acquisition in a South African context, in order to address specific needs of Sepedi second language learners in the South African Police Service, with specific focus on the Community Service Centre and within the guidelines of the Batho Pele principles. The study presents an overview on Universal Grammar and the roles it played within second language acquisition as well as the principles and parameters it presented for language development. It further analysed the acquisition processes of languages and the roles the learner plays as individual and part of a social interacting group. Form-meaning connections utilised by learners is defined as a fundamental aspect for both first and second language acquisitions are discussed broadly in the study, inclusive of the psycholinguistic consequences as well as other input factors that may influence form-meaning connections. The specific role of language instruction is also reviewed in this study. Specific focus is placed on the roles of implicit and explicit instruction and the effectiveness thereof in second language acquisitioning and noticing. Task-based theories were also evaluated, with the accent on the definition of tasks, task characteristics, task grading and other factors relating to tasks such as procedural factors. The role of tasks was further explored in second language acquisition, inclusive of the variables that need to be addressed. The definition of tasks into focussed and unfocused tasks are also scrutinized against the learner interaction in the acquisition process. The implementation of tasks and the impact thereof on comprehension and language acquisition is also reviewed. Different models of methods to design a focussed task are discussed. The successful acquisition of a second language will also be based on the correct collation of data and the sequencing thereof in such manners to allow learners the opportunity to comprehend it as sufficiently as possible. The study further focuses on the methodology of task-based teaching and the use of communicative tasks in second language acquisition. Finally the interviews between the community and the police officials are then analysed in respect of complexity models, against the cognitive and syntactic complexity for specific purposes as well against the genre-approach to second language teaching. The characterizing of such interviews will allow the defining and grading of tasks to ensure sound development of teaching models for second language learning.
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Peterson, Trent R. "Design and Implementation of Stewart Platform Robot for Robotics Course Laboratory." DigitalCommons@CalPoly, 2020. https://digitalcommons.calpoly.edu/theses/2124.
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A Stewart Platform robot was designed, constructed, and programmed for use in Cal Poly’s ME 423 Robotics: Fundamentals and Applications laboratory section. A Stewart Platform is a parallel manipulator robot with six prismatic joints that has six degrees of freedom, able to be defined in both position and orientation. Its purpose is to supplement parallel robot material covered in lecture. Learning objectives include applying and verifying the Stewart Platform inverse kinematics and investigating the Stewart Platform’s operation, range of motion, and limitations. The Stewart Platform geometry and inverse kinematics were modeled and animated using MATLAB. The platform was then built using linear actuators, magnetic spherical bearings, and acrylic plates. Control of the Stewart Platform is achieved using an Arduino Due and a custom HexaMoto shield. Users interact with the system using a GUI created with MATLAB’s App Designer.
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鄭尊仁. "Curriculum design of Chinese pronunciation course." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/22257405998834156958.
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Lee, Chao-Cheng, and 李朝丞. "Emulation-Based Open-Hardware Course Design." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/by735u.
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碩士國立臺灣師範大學
資訊教育研究所
107
This study developed task-specific software to emulate the behaviors of an open-hardware. Students could test-run their programs on the emulation software before transmit it into the hardware. The Quasi-experimental design was implemented and the participants were a class of 8th graders in a class with a total of 45 students. Among them, 23 students served as the experiment group using emulation in programming, whereas the other 22 students served as the control group without using emulation. The experiment lasted for five weeks with a total of 5 hours. Data collected for analysis including students’ achievement test, International Bebras Contest, attitude questionnaire, and class observation record. The findings show that the emulation-based open-hardware activities: (1) significantly improved students’ performance in problem decomposition, (2) had no effects on students’ performance in programming and their attitudes toward the learning activities, and (3) benefited students’ computational thinking. Future studies should extend the length of experiment time and design proper computational thinking evaluation tools.
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WU, ZHAO-MING, and 吳肇銘. "The design for a training course on industrial experimental designs." Thesis, 1989. http://ndltd.ncl.edu.tw/handle/71692879071327873247.
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LIU, Hua-chieh, and 劉華傑. "The Research of Vocational School Course of Design Education~ Focusing on the Course Syllabus of Advertisement Design Apartment." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/30771344096395850627.
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碩士國立雲林科技大學
視覺傳達設計學研究所
86
Vocational school is a cradle for cultivating technological human power for basic units. The development of the design education of vocational school concerns the supply and connection of the design technological human power of a country. In a modern society where abundant knowledge and technology exist, it is an important theme for today''s educators how to judge, select and integrate them into a package for students. However, it is time to review the course contents pertaining to educational quality after being arranged and implemented for many years. Hence, to study the processes and problems of the development of Advertisement Design Department of Vocational School, the author have collected the course syllabuses of eight schools from the North, Central and South areas of Taiwan. Four provincial and four private schools were selected for comparison. Also, the required professional subjects relating to the Advertisement Design Department of Vocational School and some electives will be compared and discussed. In addition to review how the teachers master the goal of courses and explain the outline of courses, we will examine the situation that the content of Fine Arts course being taught in junior high school as well. This will be helpful to understand the cognizance of each subject in the teachers'' mind. With the comparison of the course syllabuses from many schools, it is easier to find out the similarities of many schools to become the general principle of course cognizance. Finally, through the syllabuses, it was found that there are some problems exactly existing in the course arrangement and teaching implementation of the Advertisement Design Department of Vocational School. The problems needed to be discussed and amended are stated as follows: 1. In the aspects of form and design basic courses, they contain similar teaching areas. In order to solve the confusion caused by the content overlaps and names of these two courses, it is depending on the teachers'' professional knowledge and experiences couple with the talent of the related organizations in coordination function to clear up both lateral and longitudinal connections and divisions among these two courses. 2. Besides, the teaching materials of the three courses are overlapping each other and some are even duplicated. Since the present of related advertisement theoretical planning and media practice as well as the teaching contents relating to governing regulations are supposed to prove each other theoretically and practically. Furthermore, they should executed synchronously, not separately. 3. The implementation of courses of Advertisement Design Department of Vocational School should avoid the attitude of thinking nothing but entering a higher school and graduation presentation of arts influencing regular teaching. This may lead the courses of the third grade to become only one course left or disagree with the subjects designated by the Ministry of Education. Consequently, the graduation and connection of teaching may be affected.
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Barrett, Rolin Farrar Jr. "Mechanical engineering capstone senior design course textbook." 2005. http://www.lib.ncsu.edu/theses/available/etd-09072005-192056/unrestricted/etd.pdf.
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Wu, Chong-yue, and 吳崇岳. "Design of Cloud Multipoint Video Course Platform." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/my6d8a.
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碩士國立臺北科技大學
電機工程系所
100
Real-time e-learning is one of the popular applications on the Internet, but it’s not convenient for users. Although users can apply Skype, Google-talk to implement real-time e-learning system, it can’t synchronously store the content of e-learning system. In this thesis, webase on open software to design a multi-video course platform. The platform integrates multi-video system to content management system. The proposed system can solve inconvenient of traditional e-learning on the Internet.
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SHE, WEN-LING, and 佘玟伶. "Studying business sustainability attitude and course design." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/p8fg75.
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碩士國立高雄第一科技大學
運籌管理系企業管理碩士班
105
Little research in the past addressed the issue of reflecting industrial needs into sustainability-related curriculum design in higher education In order to narrow the gap and to provide students with better curriculums in business sustainability, we propose implementing concept mapping to extract the opinions and ideas of industrial professionals. As the first step in concept mapping, we invited 14 industrial professionals together to brainstorm the importance and difficulty of the topics in business sustainability and obtained 52 ones. To extract the 52 professional opinions into factors, we conducted multivariate statistical analysis and achieved five clusters of variables as factors which are environmental quality, corporate management and labor security, business sustainable management, employee rights and community management and legal awareness. With the importance - performance analysis, we can further divide the 52 variables into four kinds of curriculum and they are classified as the introductory course, fundamental course, advanced course and thematic course. We further “added” business sustainability into an existing curriculum to experiment if students have higher attitude toward sustainability. We found that some of the sustainability attitudes improved after adding business sustainability into the existing curriculum. Keywords: Sustainability attitude, Concept mapping, Curriculum design
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Jan, Yuh-Way, and 詹毓偉. "Web Course Development System with Design Patterns." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/25066175698418595928.
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碩士淡江大學
資訊工程學系
88
Recently, with the rapidly development of the Internet and WWW, Web technologies are used to commerce and education. Distance learning is one of the examples; Current distance learning is mostly based on Web technologies. It improves the traditional teaching method so that it can be suitable for the new trend of education. However, more and more computer — aided learning systems and courseware systems are combined with the hypermedia interface, so the representation of the content of the course is in nonlinear manner and learners can study the content in their favorite order. But the structure of the nonlinear manner which will cause the students to be in navigation missing situations. Moreover, course materials announced as Web documents do not have a normalized structure. It is difficult for students to realize where they are in a Web navigation graph. On the other hand, a textbook has a fixed structure, such as the hierarchy of chapters and the index. A textbook reader knows how to start searching for information with the common structure of books in his/her mind. If distance learning course materials are organized in one or two patterns, it is easier for an individual student to follow. Therefore, We investigate this approach, and propose a system for Web course designs with fixed patterns. This system also makes the learners to construct their knowledge-map learning environment. Through the activities of constructing their knowledge-map, they can organize the fragile knowledge again and prevent them from being missing in their Web navigating process. The “Course pattern” is divided into two parts: Structure pattern and Content template. These two kinds of pattern which have different architectures. The system also serves as a front end module of a Web learning environment which provides automatic assessment of student performance.
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Lin, Chih-Wen, and 林智文. "Development for Precision Stamping Die Design Course." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56701192103089981521.
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碩士國立高雄第一科技大學
機械與自動化工程研究所
100
This research aims at advancing precision stamping die design course. It embarks on developing an outline of a professional course of precision stamping die design. The outline and the content of precision stamping die design course, in this research, is developed on the ground of the assessment standard of the analyzer of precision stamping die design, which has been suggested in a previous research. Then the questionnaire titled as ‘the content of the professional course of precision stamping die design’ is designed, with the counsel from the specialists both in academic and industrial circle. The questionnaires are laid out to professionals from the relevant field, afterwards, which is proceeded on the basis of Delphi Method. The statistical analysis to the collected questionnaires then is done, in attempt to examine the practicability and the importance of the outline and the content of the course designed in the research. The result of the analysis is affirmative. The conclusion of this research can not only serve as the reference in developing precision stamping die design course, but also satisfy the require of cultivating the high-level professionals in the industry of precision stamping die design
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PENG, JHAO WEI, and 彭兆瑋. "Design and Implementation of Course Matching Platform." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9gff25.
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碩士國立臺北科技大學
資訊與財金管理系碩士班
105
The emergence of educational technology or MOOCs shows that there is a significant shift in the field of study, indeed, uploading digitized course content videos to the web not only allows more people to learn but also allows students to learn online at their own pace. “The traditional online teaching just put the classroom on the Internet, teachers teach conveniently, but students learn badly.” said Stephen Kosslyn, Minerva’s founding dean. Education is not simply uploading videos to the cloud, and its over. In this paper, we design the course matching platform and convey data from the course matching platform to AgilePoint platform via RESTful API. AgilePoint platform provides complete Business Process Management processing functions to handle the follow-up course audit process. The system is built on the Google Cloud Platform and implemented through open source code, including the PHP-based application framework - CodeIgniter and the front-end framework – Tocas UI. The purpose of the study is to provide a platform for students to speak to the school and set up a student-centered platform ecosystem.
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Buher, Melynda. "INVESTIGATING THE IMPACT OF INTERACTION DESIGN." Thesis, 2010. http://hdl.handle.net/1805/2140.
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Yang, Chao-Hsu, and 楊朝旭. "An Innovated Cloud-Based Course Design - Implemented with Spatial Cognition Course of Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/qhz5hr.
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碩士醒吾科技大學
資訊科技應用系
104
Integration the advantages of information technology and internet resources to improve the learning effectiveness is the trend of educational reform in recent years. However, in most classes, the teachers are still delivering instruction through oral presentations and facilitated with traditional charts and pictures. It’s difficult for students to link between textbook content and practical applications. According to surveys shown the spatial concept learning is a critical period in presenting spatial relationship and cognition for young learners. It will be reasonably to combine IT and internet resources to upgrade the learning effectiveness and improve the applications of interaction model. Therefore, in this study, we devise an innovated course plan, which aim to examine the impacts of geographical units in primary schools and combine with functions of 3D operation in Google Earth to improve the spatial cognition ability of students. The whole research will be implemented by a quasi-experimental design. The pretest were delivered for two group first, secondly, the devised course were implemented and followed with a posttest to compare the impacts of the cloud-based course in experimental group with the traditional approach in the control group. The research results were listed below: 1. Instruction integrated with cloud-based technology is effective in facilitating students’ learning as well as improving their geographical knowledge comprehension. 2. The progress from the outcomes of pretest to posttest has shown that the new instructional method has provided improving effects for curriculum practice. 3. The innovative instruction design provides the visualized geographical knowledge which would effectively promote students’ learning interests as well as reinforce students’ holistic linkage of geographical space concepts. Finally, an interview with the testing students was also administered to make sure the positive effects of the new method. The overall results of the study have shown that the innovative instruction method has significantly improved learning outcomes. It provides a new direction of developing social science instruction with practical applications as well.
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Hung, Stephen, and 洪晟勛. "Course Ware and Teaching Method Design with Creative Thinking for High School Programming Course." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/58201065150006939648.
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碩士東海大學
資訊工程學系
103
Programming learning is a complexity work, many students in the process of learning often encounter many problems and obstacles. Programming faces different programming language design, mathematical logic, database access and network communication barriers, therefore in the process of learning. Due to these different issues, Programming involves many cognitive skills and related factors. The teaching objective of programming is to teach the students using the programming language syntax, language structure and design technique to solve the problem. However, the traditional curriculum design and process, the computer program teaching methods mostly adopted the demonstration teaching, followed by demonstration teaching steps. Most of students were not able to the capability of problem solving. Therefore, how to incorporate creative thinking into the programming language teaching activities and to cultivate students learn problem solving skills is the main objective of this thesis. The objective of this thesis is to integrate creative problem solving training into programming teaching, through the method of observation, understand the problem first, fully thinking, and using the generating ideas concepts. We train students through a system software development project. It will involve comprehensive thinking using problem solving method as well as action planning practice, training students through a whole software development process. In addition to learning how to develop program, the concept of creative problem solving thinking is enhanced in the process. This thesis will have curriculum design, which will improve students learning motivation and study.