Relevant bibliographies by topics / Curriculum design; Expert systems

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum design; Expert systems'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Curriculum design; Expert systems"

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Bowen, John, and David Clinton. "Expert Systems: Implications for Educators." Hospitality Education and Research Journal 12, no. 2 (1988): 175–83. http://dx.doi.org/10.1177/109634808801200218.

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This paper discusses the relevance of expert systems to hospitality educators. A brief overview of expert systems is provided followed by current applications in the hospitality industry as well as other business applications. Three major implications for educators are then presented. Educators should include the concept of expert systems in their curriculum. Expert systems can be used to design teaching tools. Finally, expert systems provide the opportunity for educators to lead industry by becoming the knowledge engineers of their field.
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WiLcox, Lyle C. "Invited paper The role of expert systems in integrated curriculum design." Expert Systems with Applications 11, no. 1 (1996): 1–11. http://dx.doi.org/10.1016/0957-4174(96)00001-2.

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Hodhod, Rania, Shamim Khan, and Shuangbao Wang. "CyberMaster: An Expert System to Guide the Development of Cybersecurity Curricula." International Journal of Online and Biomedical Engineering (iJOE) 15, no. 03 (2019): 70. http://dx.doi.org/10.3991/ijoe.v15i03.9890.

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The growing number of reported cyber-attacks pose a difficult challenge to individuals, governments and organizations. Adequate protection of information systems urgently requires a cybersecurity-educated workforce trained using a curriculum that covers the essential skills required for different cybersecurity work roles. The goal of the CyberMaster expert system is to assist inexperienced instructors with cybersecurity course design. It is an intelligent system that uses visual feedback to guide the user through the design process. Initial test executions show the promise of such a system in addressing the enormous shortage of cybersecurity experts currently available for designing courses and training programs.
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Oluwatimilehin, Ariyo Samson, Udogu Kingsley Chimezia, and Mamman Danladi. "Integration of Automobile Mechatronics Technology into the Curriculum of Automobile Trades Programmes at the Technical Colleges in Nigeria." Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, no. 1 (2021): 1–9. http://dx.doi.org/10.33258/biolae.v3i1.404.

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The purpose of this study was to examine the perceptions of automobile industries workshop craftsmen in relation to the integration of automobile mechatronics technology into the curriculum of automobile trade programmes in technical colleges in Nigeria. Three research questions guided the study. A survey research design was adopted for the study. The population for the study is 31 comprising 23 automobile industries workshop craftsmen who are currently working in automobile companies in Enugu state, and eight (8) automobile trades’ technical teachers in technical colleges in Enugu state. A structured questionnaire titled Instrument for Integrating Automobile Mechatronics Sub-systems (IIAMS) was used for data collection. Two experts from the Department of Industrial Technical Education, University of Nigeria, Nsukka, and one expert from Anambra Motor Manufacturing Company (ANAMCO) face validated the instrument. The reliability co-efficient of the instrument was found to be 0.87 using Cronbach Alpha. Data collected were analyzed using mean and standard deviation for the research questions, while t-test was used to test the null hypotheses. The results of the study indicate that that automobile craftsmen find difficulties in servicing some automobile mechatronics sub-systems, while 16 mechatronics sub-systems were agreed on to be integrated into the automobile curriculum. It was recommended that these mechatronics sub-systems should be integrated into technical college curriculum and that technical colleges should partner with automobile industries for effective training of craftsmen. The study will contribute positively to the understanding of automobile mechatronics technology, and how it can be integrated into the curriculum.
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Oluwatimilehin, Ariyo Samson, Udogu Kingsley Chimezia, and Mamman Danladi. "Integration of Automobile Mechatronics Technology into the Curriculum of Automobile Trades Programmes at the Technical Colleges in Nigeria." Randwick International of Education and Linguistics Science Journal 2, no. 1 (2021): 20–28. http://dx.doi.org/10.47175/rielsj.v2i1.195.

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The purpose of this study was to examine the perceptions of automobile industries workshop craftsmen in relation to the integration of automobile mechatronics technology into the curriculum of automobile trade programmes in technical colleges in Nigeria. Three research questions guided the study. A survey research design was adopted for the study. The population for the study is 31 comprising 23 automobile industries workshop craftsmen who are currently working in automobile companies in Enugu state, and eight (8) automobile trades’ technical teachers in technical colleges in Enugu state. A structured questionnaire titled Instrument for Integrating Automobile Mechatronics Sub-systems (IIAMS) was used for data collection. Two experts from the Department of Industrial Technical Education, University of Nigeria, Nsukka, and one expert from Anambra Motor Manufacturing Company (ANAMCO) face validated the instrument. The reliability co-efficient of the instrument was found to be 0.87 using Cronbach Alpha. Data collected were analyzed using mean and standard deviation for the research questions, while t-test was used to test the null hypotheses. The results of the study indicate that that automobile craftsmen find difficulties in servicing some automobile mechatronics sub-systems, while 16 mechatronics sub-systems were agreed on to be integrated into the automobile curriculum. It was recommended that these mechatronics sub-systems should be integrated into technical college curriculum and that technical colleges should partner with automobile industries for effective training of craftsmen. The study will contribute positively to the understanding of automobile mechatronics technology, and how it can be integrated into the curriculum.
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Dumitru, Daniela Elena. "Reorienting higher education pedagogical and professional development curricula toward sustainability – a Romanian perspective." International Journal of Sustainability in Higher Education 18, no. 6 (2017): 894–907. http://dx.doi.org/10.1108/ijshe-03-2016-0046.

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Purpose This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability. Design/methodology/approach A qualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed. Findings The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one’s teaching career. Research limitations/implications As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum. Practical implications The new curriculum has clear and practical implications, providing the answer to the question “how can we make pedagogical training better?”. Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact. Originality/value A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration.
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Rahimah, Widiya, Muhammad Zaini, and Bunda Halang. "Work Sheet Development of High School Students Biology Based on Critical Thinking Skills on the Motion Systems Concept." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 2, no. 2 (2020): 100. http://dx.doi.org/10.20527/bino.v2i2.8474.

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One of the demands in 21st-century education is critical thinking skills that are considered still lacking. The 2013 curriculum learning process includes three domains, namely affective (attitude), cognitive (knowledge), and psychomotor (skills). One of the learning tools that need to be improved to achieve the 2013 curriculum goals is LKPD. This study aims to develop a student worksheet that is valid, practical, and effective. The research method used is the Tessmer design includes expert review, one-to-one, and small group evaluation. The validation subjects were three experts, the individual test subjects were three students of class XI SMAN 6 Banjarmasin, and the smalls group test subjects were six students of class XI SMAN 6 Banjarmasin. The results showed that LKPD obtained an average score of 3.25 (valid), the practicality of the content has an average score of 3.82 (good), the practicality of expectations obtained an average score of 90.48% (very good), and the effectiveness of the expectations has a very good category and good category. The score of interpersonal skills 86.17% (very good), and scores of intrapersonal skills 84.33% (very good).AbstrakSalah satu tuntutan dalam pendidikan abad ke-21 ialah keterampilan berpikir kritis yang dianggap masih kurang. Proses pembelajaran kurikulum 2013 mencakup tiga ranah, yaitu afektif (sikap), kognitif (pengetahuan) dan psikomotorik (keterampilan). Salah satu perangkat pembelajaran yang perlu diperbaiki agar tercapai tujuan kurikulum 2013 ialah LKPD. Penelitian ini bertujuan untuk mengembangkan LKPD yang valid, praktis, dan efektif. Metode penelitian yang digunakan yaitu desain Tessmer meliputi expert review, one-to-one, dan small group evaluation. Subjek validasi adalah 3 orang ahli, subjek uji perorangan adalah 3 orang peserta didik kelas XI SMAN 6 Banjarmasin, dan subjek uji kelompok kecil adalah 6 orang peserta didik kelas XI SMAN 6 Banjarmasin. Hasil penelitian menunjukkan LKPD memperoleh skor rata-rata 3,25 (valid), kepraktisan isi memperoleh skor rata-rata 3,82 (baik), kepraktisan harapan memperoleh skor rata-rata 90,48% (sangat baik), dan keefektifan harapan memperoleh kategori sangat baik dan kategori baik. Skor keterampilan interpersonal 86,17% (sangat baik), dan skor keterampilan intrapersonal 84,33% (sangat baik).
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Woo, HoSung, JaMee Kim, and WonGyu Lee. "Development of Curriculum Design Support System Based on Word Embedding and Terminology Extraction." Electronics 9, no. 4 (2020): 608. http://dx.doi.org/10.3390/electronics9040608.

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The principles of computer skills have been included in primary and secondary educated since the early 2000s, and the reform of curricula is related to the development of IT. Therefore, curricula should reflect the latest technological trends and needs of society. The development of a curriculum involves the subjective judgment of a few experts or professors to extract knowledge from several similar documents. More objective extraction needs to be based on standardized terminology, and professional terminology can help build content frames for organizing curricula. The purpose of this study is to develop a smart system for extracting terms from the body of computer science (CS) knowledge and organizing knowledge areas. The extracted terms are composed of semantically similar knowledge areas, using the word2vec model. We analyzed a higher-education CS standards document and compiled a dictionary of technical terms with a hierarchical clustering structure. Based on the developed terminology dictionary, a specialized system is proposed to enhance the efficiency and objectivity of terminology extraction. The analysis of high school education courses in India and Israel using the technical term extraction system found that (1) technical terms for Software Development Fundamentals were extracted at a high rate in entry-level courses, (2) in advanced courses, the ratio of technical terms in the areas of Architecture and Organization, Programming Languages, and Software Engineering areas was high, and (3) electives that deal with advanced content had a high percentage of technical terms related to information systems.
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S. Desai, Mayur, and Ronald A. Johnson. "Integrated systems oriented student-centric learning environment." Campus-Wide Information Systems 31, no. 1 (2013): 24–45. http://dx.doi.org/10.1108/cwis-01-2013-0002.

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Purpose – The purpose of this paper is to propose a framework that serves as a guide to develop a curriculum and instructional strategy that is systems oriented and student-centric. Design/methodology/approach – The framework is based on the theories in the field of education by prominent researchers. The framework is divided into four sub-systems, input, process, output, and feedback. While the input, process, and output sections discuss basic elements critical in students’ learning, the feedback section suggests how the learning environment can be controlled and corrected based on student learning outcomes. Findings – The paper presents a framework for the student to graduate transformation process in institutions of higher education based on fundamental premise that this process is an ecosystem consisting of several interlinked and interacting sub-systems. A key driver of the transformation process should be a feasible set of expected competencies that the global market place for talent expects of college graduates. These market-valued competencies can be used to define the success of the curriculum, course design, and instructional techniques and determine the sufficiency of the resource allocation by the institution of higher education to specific academic and supporting programs. Originality/value – The framework that is based on integration of well-grounded theories in the field of education. Thus it adds value to the development of curriculum that is needed by the education institutions to excel and compete in the global and dynamic academic environment.
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Wahyuni, Nina, and Lufri Lufri. "SCIENCE MODULE DEVELOPMENT BASED ON SCIENTIFIC APPROACH FOR LIFE ORGANIZATION SUBJECT IN JUNIOR HIGH SCHOOL." Jurnal Atrium Pendidikan Biologi 6, no. 1 (2021): 20. http://dx.doi.org/10.24036/apb.v6i1.10697.

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The 2013 curriculum focuses on active learning by scientific approach. Students are expected to be able to construct an understanding of the subject matter through scientific steps, namely observing, asking questions, gathering information, associating and communicating. This is inseparable from the teaching materials used in the learning process. Based on this, this research was conducted to develop a science module based on a scientific approach on the material of life organization systems for grade 7th junior high school students. This type of research is research and development (R and D) using the Plomp development model which consists of the preliminary research stage, the development or prototyping phase and the assessment phase. The initial investigation stage includes curriculum analysis, problem analysis and learning, and analysis of teaching materials. The development stage includes the design and development of a prototype, and the assessment stage includes practicality and effectiveness testing. However, in conducting research in the current Covid-19 pandemic season, researchers have limited it to the stage of developing prototypes that are validated by experts (expert validity). The research data is primary data obtained from a validity questionnaire and analyzed descriptively. Based on the research that has been done, a valid science module based on a scientific approach has been produced on the material of life organization systems for grade 7th junior high school students with a validity value of 95.6%. Thus, it can be concluded that the science module based on the scientific approach developed by the researcher has very valid criteria.
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Dissertations / Theses on the topic "Curriculum design; Expert systems"

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Borges, Mario Neto. "The design and implementation of a knowledge-based system for curriculum development in engineering." Thesis, University of Huddersfield, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386200.

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This work presents a novel and pragmatic approach to Curriculum Development by combining theoretical knowledge with expertise in the form of practical rules within a Knowledge-Based System. As a broad generalisation, the literature on Curriculum Development tends to focus on theoretical issues and fails to address the practical needs of course designers in engineering, particularly in countries with developing educational systems. The main achievements of the present research are: " demonstration that Knowledge-Based Systems can be successfully applied to Curriculum Development. Reports of Verification and Validation by experts and end-users are presented. " an innovative approach to Curriculum Development by providing course designers in engineering with sound advice concerning their specific needs (by combining built in expertise with their own data as input from the keyboard) in the subdomains of Introduction to Curriculum Development, Methods of Curriculum Content Identification, Course Structure, Learning Outcomes and Student Assessment. This approach has led to the representation of expertise through practical and numerical rules which has never been published. "a framework for building Knowledge-Based System which incorporates a novel strategy for knowledge acquisition using several experts. This was the result of devising the concepts of Boundaries, Limits, Inputs and Outputs which ensured that the size and integration of the knowledge base were kept under control and prevented the conflict of expertise. " an element for training in Curriculum Development by developing an Explanation Network which provides the end-user with concepts and principles relevant to the curriculum theory. This vehicle for training, which comes in addition to the advice given in the main consultation, is also a novel feature in the development of Knowledge-Based Systems. Indeed the research has shown that there is scope for acquiring expertise on Curriculum Development yet a wide variety of techniques of knowledge elicitation were needed to acquire specific rules from the Curriculum Development experts. The research also has demonstrated that these rules can be implemented in a portable, standalone system. The work concludes with a reflective discussion about the major findings of this research which underpins the recommendations about the use and dissemination of this Knowledge-Based ystem.
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Ajayi-obe, Yomi. "Expert systems in process design." Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293247.

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Erturk, Alper. "An expert system for reward systems design." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA383532.

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Thesis (M.S. in Information Technology Management and M.S. in Systems Management) Naval Postgraduate School, Sept. 2000.<br>Thesis advisor(s): Jansen, Erik; Nissen, Mark E. Includes bibliographical references (p. 93-94). Also available online.
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Akladios, Magdy. "Safety by design-- an expert systems approach /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1033.

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Thesis (Ph. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains xi, 238 p. : ill. (some col.) Includes abstract. Includes bibliographical references (p. 231-238).
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Felmban, Samir M. N. "Expert systems in the design of auditoria." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400199.

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Geng, Peggy Wenping. "Directed computer aided design using expert systems techniques." Thesis, University of Canterbury. Mechanical Engineering, 1994. http://hdl.handle.net/10092/6479.

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The work reported here is an examination into the interfacing of software. The general objective of the study was to investigate the methods of communication between software packages in a local environment. The software packages discussed have been grouped into four areas: language; database/spreadsheet/word processor; CAD and CAM. The study specifically follows a design process to illustrate methods of collecting and transferring data between user and CAD/CAM software packages which deal with specific aspects in the design process, such as drawing, analysis and manufacturing. The design of a shaft and its associated components was deliberately chosen for investigation because shaft design is one of the most common steps in machine design. The shaft design assistant system was developed based on the MicroStation environment and most parts are written in MicroStation Development Language which is another area of interest explored in this study. Incorporated into the shaft design is the framework of a knowledge-based module which assists the designer in the selection of suitable bearings. This design process was developed in Prolog to provide an example of communication between MDL applications and programs written in other languages. This module also shows the basic concept of how knowledge based systems are applied to engineering component selection. The interface issues were addressed along with the development of the shaft design assistant system.
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Brennan, Michael. "Automating the MMIC design process using expert systems." Thesis, Queen's University Belfast, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333787.

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Farmani, Maryam. "Object-oriented expert system design TEXPERT /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2054.

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Thesis (M.S.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains xii, 121 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 118-121).
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Hurst, Kenneth Stell. "Selection of engineering design concepts : an expert systems approach." Thesis, University of Hull, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242431.

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Curtis, Gary James. "Object-oriented design for knowledge acquisition in expert systems." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293353.

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Books on the topic "Curriculum design; Expert systems"

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Durkin, John. Expert systems: Design and development. Prentice-Hall, 1994.

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Expert systems: Design and development. Prentice-Hall International, 1994.

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Expert systems: Design and development. Macmillan, 1994.

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Michael, Gargano, ed. Expert systems design and development using VP-Expert. Wiley, 1989.

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Huang, Guo Q. Cooperating expert systems in mechanical design. Research Studies Press, 1993.

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Introduction to expert systems: The development and implementation of rule-based expert systems. McGraw-Hill, 1991.

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Erturk, Alper. An expert system for reward systems design. Naval Postgraduate School, 2000.

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Debenham, John K. Knowledge systems design. Prentice Hall, 1990.

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Debenham, John K. Knowledge systems design. Prentice Hall, 1989.

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Tebbutt, Colin. Expert aided control system design. Springer-Verlag, 1994.

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Book chapters on the topic "Curriculum design; Expert systems"

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Vibet, C. "Symbolic Computation for Robot Design." In Expert Systems and Robotics. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-76465-3_30.

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Takagi, Shigeru. "Logic Design Expert System." In Handbook of Advanced Semiconductor Technology and Computer Systems. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-011-7056-7_23.

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Allen, R. H. "Design Guidelines for Expert Systems." In Applications of Artificial Intelligence in Engineering Problems. Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-662-21626-2_52.

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Maher, M. L. "Expert Systems for Engineering Design." In Optimization and Artificial Intelligence in Civil and Structural Engineering. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-017-2492-0_2.

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Baligh, Helmy H., Richard M. Burton, and Børge Obel. "Chapter 3. Creating an Expert System to Design Organizations: DESIGN 6." In Organization, Management, and Expert Systems, edited by Michael Masuch. De Gruyter, 1990. http://dx.doi.org/10.1515/9783110869088-004.

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Guida, Giovanni, and Marina Zanella. "Knowledge-Based Design Using the Multi-Modeling Approach." In Second Generation Expert Systems. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-77927-5_10.

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Rovetta, Alberto, Elio Zamponi, Vitor F. Romano, and Remo Sala. "Evaluation of Applicative Assembly Design, Supported by Expert Systems." In Expert Systems and Robotics. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-76465-3_38.

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Tzafestas, Spyros, and Alex Adrianopoulos. "Knowledge Acquisition for Expert System Design." In Expert Systems in Engineering Applications. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-84048-7_2.

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Nagai, Yasuo, Satoshi Terasaki, Takanori Yokoyama, and Hirokazu Taki. "Expert System Architecture for Design Tasks." In Fifth Generation Computer Systems 1988. Springer London, 1988. http://dx.doi.org/10.1007/978-1-4471-3156-4_30.

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Duhovnik, J., and R. Žavbi. "Expert Systems in Mechanical Engineering Design." In Applications of Artificial Intelligence in Engineering VI. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3648-8_3.

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Conference papers on the topic "Curriculum design; Expert systems"

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Micco, Mary. "An undergraduate curriculum in expert systems design or knowledge engineering." In the 15th annual conference. ACM Press, 1987. http://dx.doi.org/10.1145/322917.322923.

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Hallinan, Kevin, Kelly Kissock, and Margaret Pinnell. "Teaching Sustainable Engineering Throughout the Mechanical Engineering Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68882.

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The natural world has long been impacted by technological society; however, in recent years environmental impacts and constraints are increasingly on the global, rather than local or regional, scale. Moreover, the interconnectivity of biological systems with energy and material flows is increasingly evident. Today, it is well understood that climate change, energy constraints and biological degradation are largely a consequence of technological production and energy use. In this context, one would expect engineering education to have evolved to prepare engineers to be capable of addressing these issues. Rather, excluding the resurgence in design education, we see a curriculum that remains largely unchanged. In this context, we propose an integrated mechanical engineering curriculum that emphasizes sustainable engineering and whole-system design. The curriculum provides mechanical engineering students with a deeper understanding of the broader impact of the products and processes they design, the tools to assess that impact, and the system level thinking to design technologies for a sustainable future.
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Sichterman, Bo, Mariecke Schipper, Max Verstappen, Philippine Waisvisz, and Stan van Ginkel. "The Impact of Computer-Mediated Delayed Feedback on Developing Oral Presentation Skills: an Experimental Study in Virtual Reality." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.48.

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Previous studies emphasize that feedback is essential for acquiring presentation skills. However, it remains unknown whether computer-mediated delayed feedback, provided in Virtual Reality (VR) without the intervention of the teacher, impacts students’ public speaking skills. Recent technological developments allowed to convert quantitative information from VR-systems into qualitative feedback messages that directly relate to the standards for high-quality feedback. This experimental field study, therefore, focuses on the impact of automated, qualitative feedback messages in a VR-system on students’ presentation skills development (n = 60). The effects are compared with a validated condition in which the delayed VR-feedback is delivered by an expert. Mixed methods, including validated rubrics and self-evaluation tests, are used for data collection. This study aims to refine educational design principles concerning effective feedback in presentation curricula. Furthermore, the results should provide insights about supporting feedback processes while releasing the pressure on resources such as time and staffing.
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Cheng, Xuemin, Yongtian Wang, and Qun Hao. "Expert system for zoom lens design." In Optical Systems Design, edited by Laurent Mazuray, Philip J. Rogers, and Rolf Wartmann. SPIE, 2004. http://dx.doi.org/10.1117/12.531203.

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Jeffs, Mark. "Experiences with CodeV Glass Expert." In SPIE Optical Systems Design, edited by Laurent Mazuray, Rolf Wartmann, Andrew P. Wood, et al. SPIE, 2012. http://dx.doi.org/10.1117/12.978269.

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Fu, Biao, James E. Schlegel, and Gopi Somayajula. "Design Criteria Development Using Expert Systems." In International Off-Highway & Powerplant Congress & Exposition. SAE International, 1994. http://dx.doi.org/10.4271/941676.

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Zores, Robert. "Transonic airfoil design with expert systems." In 13th Applied Aerodynamics Conference. American Institute of Aeronautics and Astronautics, 1995. http://dx.doi.org/10.2514/6.1995-1818.

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Melling, T. R. "Expert systems as a design aid." In 4th International Conference on Advanced Factory Automation (Factory 2000). IEE, 1994. http://dx.doi.org/10.1049/cp:19940850.

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ETZL, JULIUS, RICHARD BRANDAU, CHARLES FISCHER, and JAMES OAKES. "Automated Reliability Expert System - ARES." In Aircraft Design, Systems and Operations Meeting. American Institute of Aeronautics and Astronautics, 1987. http://dx.doi.org/10.2514/6.1987-2944.

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Chen, Xiaogang, Zhijiang Wang, Dajian Lin, and Gouliang Sun. "Small expert system used in lens design." In Lens and Optical Systems Design. SPIE, 1993. http://dx.doi.org/10.1117/12.142803.

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Reports on the topic "Curriculum design; Expert systems"

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Ferris, Jennifer. The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1622.

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Freudenstein, Ferdinand, and David Hoeltzel. The Further Development and Refinement of an Expert-Systems Approach to the Creative Design of Mechanisms and Mechanical Systems. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada266812.

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