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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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Giuliani, Meredith Elana, Maria Athina (Tina) Martimianakis, Janet Papadakos, Michaela Broadhurst, Erik Driessen, and Janneke Frambach. "Humanism in global oncology curricula: An emerging priority." Journal of Clinical Oncology 37, no. 15_suppl (2019): 10505. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10505.
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10505 Background: Training in humanism provides the skills to achieve shared decision making with patients and their families, to navigate systems level challenges and to function positively within the healthcare team. However, there is potentially a lack of attention to humanistic competencies in global oncology curricula due to the dominance of the biomedical model in curriculum design, the challenge of assessing humanistic competencies and global cultural considerations. The aims of this study were to explore to what extent humanistic competencies are included in global oncology curricula and the nature of the humanistic competencies included. Methods: Sixteen global oncology curricula identified in a prior systematic review were analysed. The curricula were coded using the Gold Foundation’s I.E.C.A.R.E.S (Integrity, Excellence, Collaboration & compassion, Altruism, Respect & Resilience, Empathy and Service) humanistic competency framework and the CanMEDS framework. Descriptive statistics were used to describe the proportion of items attributed to each aspect of the framework. Results: 7733 curricular items were identified in the 16 curricula and 729 (9%) aligned with the I.E.C.A.R.E.S framework. The proportion of humanistic items in individual curricula ranged from 2% to 26%. The proportion of humanistic items has been increasing from the curricula published in 1980-1989 (3%) to the curricula published in 2010-2017 with a mean of 11% (4 to 25%). There was a higher proportion of humanistic competencies in curricula from the European region (9%) than in other regions. Of the humanistic items 35% were under respect, 31% under compassion, 24% under empathy, 5% were under integrity, 2% under excellence, 1% under altruism, and 1% under service. The majority of the humanistic items also aligned with the professional (35%), medical expert (31%) or communicator (26%) CanMEDS domains. Conclusions: The proportion of humanistic competencies has been increasing in global oncology curricula over time however the overall proportion remains low. Humanism is largely represented by competencies of respect, compassion and empathy and there exists a conflation between humanism and professionalism. Future global curricular efforts may benefit from attention to incorporating all aspects of humanistic competencies.
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Goldman, Susan R., and James W. Pellegrino. "Research on Learning and Instruction." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (2015): 33–41. http://dx.doi.org/10.1177/2372732215601866.
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There is considerable rhetoric about the need for our educational system to promote deeper learning and the development of 21st-century skills. Missing from the discourse is recognition that much of what we know from research on learning and instruction has yet to affect the design and enactment of everyday schooling in the form of curriculum, instruction, and assessment. This article considers some of the key research-based principles on learning and knowing and their implications for the design of instruction and assessment. Among these principles are differences in naïve and expert forms of knowing and how the latter develops through a variety of instructional methods and materials. Another is the social nature of learning and the classroom instructional and assessment practices that support students taking control of and monitoring their own learning. Incorporating many of the findings from research on learning and instruction into the materials, structures, and practices of everyday schooling involves addressing systemic challenges of practice and policy. These include the development and implementation of curricular and instructional resources that incorporate proven, research-based features, the design of assessment systems that balance and align classroom assessment and system monitoring needs, and more effective approaches to teacher preparation and professional development. The knowledge base to support such changes exists but for research-based educational interventions to move beyond isolated promising examples and to flourish more widely, these larger systemic issues, many of them policy driven, will need to be addressed.
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Tarekegne, Wudu Melese, and Addisu Kumsa Megersa. "Preschool curriculum implementation in Ethiopia: The case of selected woredas preschools." Cypriot Journal of Educational Sciences 14, no. 2 (2019): 178–89. http://dx.doi.org/10.18844/cjes.v14i2.3882.
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The purpose of this study was to investigate the practice of preschool curriculum implementation in selected woredas of South West Shoa Zone. For this study, descriptive survey research design was used. Data were gathered from 49 O-Class, 9 kindergartens, 192 teachers, 58 principals, 12 cluster supervisors and 4 woreda education experts. The findings of the study revealed that the objectives of the curriculum were unable to address all domains of children’s development, the contents lack relevance to prepare children for life and learning ahead. In addition, appropriate instructional methods, materials, assessment and record keeping systems that guarantee the proper implementation of the curriculum were not employed. On the other hand, the major factors that can affect the implementation of preschool education in schools are generally related to lack of textbooks, teacher’s guides, syllabuses, policy documents and manuals, and lack of uniformity on the implementation of the program.
 Key words: Curriculum implementation, Ethiopia, practice, preschool.
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Le, Long Duc, Thuc Dinh Nguyen, Te An Nguyen, Hao Van Tran, and Axel Hunger. "PEDAGOGICAL DOMAIN KNOWLEDGE FOR E-LEARNING." Science and Technology Development Journal 14, no. 1 (2011): 14–34. http://dx.doi.org/10.32508/stdj.v14i1.1881.
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In e-Learning, the face-to-face communication between instructors and learners are more limited than in traditional learning form. This causes difficulties for the teaching and learning process. Besides, the developing learning materials in the conventional way are also becoming less and less effective to learners. Therefore, building the productive learning contents is one of the main problems for e-Learning systems. In this paper, we deal with the development of learning contents and propose a mathematical model as pedagogical domain knowledge for e-Learning, called Knowledge Graph. Based on pedagogical and teaching analyses, Knowledge Graph is able to ensure logical and complete qualities for necessary standard knowledge of a given curriculum. Especially, the model is useful for undergraduate education in the developing countries such as Vietnam, where the training context needs strong content knowledge, and good procedures for the building of training programs and curricula. It can help educational administrators, pedagogical experts, and instructors to design high quality teaching and learning materials .
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Ulfa, Siti Maria, and Arfiyan Ridwan. "Desain Materi Ajar Bahasa Inggris Untuk Promosi Pariwisata Madura." Wacana Didaktika 6, no. 01 (2018): 51–62. http://dx.doi.org/10.31102/wacanadidaktika.6.01.51-62.
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English for Specific Purposes (ESP) is an English language learning that incorporates elements of learner specific needs and the context of the work environment. ESP for Madura Tourism Promotion has not been developed concretely for Tourism course in English Education Department STKIP PGRI Bangkalan. Madura's growing tourism potential and attracting many domestic and foreign tourists need to be addressed carefully in the preparation of indigenous human resources in its management. This study aims to develop teaching materials specifically to prepare students of the English Education Department STKIP Bangkalan PGRI to be able to equip themselves in communication and tourism management competencies with the language of instruction in English. Teaching materials produced through the needs assessment process involving many parties. In data collection related to communication competencies such as what is needed in the management and promotion of Madura's tourism. The R & D model used is systems approach model with ten sequences of stages available. In the material development stage, researchers also implemented expert validation by involving two expert lecturers in the related fields, namely curriculum and instructional materials development and tourism management. To obtain empirical validation, researchers conducted trials in the class so that learning design revisions were obtained if there were perceived less precise. The teaching materials will become appropriate and professional teaching materials and can be produced to improve the quality of human recource in the tourism sector.
 Abstrak
 English for Specific Purposes (ESP) merupakan pembelajaran bahasa Inggris yang memasukkan unsur kebutuhan khusus pembelajar dan konteks lingkungan kerja. ESP untuk Promosi Pariwisata Madura belum dikembangkan secara konkret dalam mata kuliah English for Tourism di program studi Pendidikan Bahasa Inggris STKIP PGRI Bangkalan. Potensi pariwisata Madura yang kian berkembang dan banyak menarik wisatawan domestik dan mancanegara perlu disikapi dengan cermat dalam persiapan SDM penduduk pribumi dalam pengelolaannya.Penelitian ini bertujuan untuk mengembangkan materi ajar yang khusus untuk mempersiapkan mahasiswa program studi Pendidikan Bahasa Inggris STKIP PGRI Bangkalan untuk mampu membekali diri dalam kompetensi komunikasi dan manajemen pariwisata dengan bahasa pengantar bahasa Inggris.Materi ajar yang dihasilkan melalui proses needs assessment yang melibatkan banyak pihak dalam pengambilan data terkait dengan kompetensi komunikasi seperti apa yang diperlukan dalam pengelolaan dan promosi pariwisat Madura. Model R&D yang digunakan adalah systems approach model dengan sepuluh runtutan tahapan yang ada. Dalam tahapan pengembangan materi, peneliti juga memberlakukan expert validation dengan melibatkan dua dosen ahli dalam bidang yang terkait, yaitu curriculum and instructional materials development dan tourism management.Untuk mendapatkan empirical validation, peneliti melakukan uji coba di kelas sehingga diperoleh revisi desain pembelajaran apabila dirasa ada yang kurang tepat. Materi ajar yang dihasilkan nantinya akan menjadi bahan ajar yang tepat dan profesional dan bisa diproduksi secara massal untuk membantu meningkatkan kualitas SDM Madura dalam bidang pariwisata.
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Aggrey, Amugune A. "Assessment of the Impact of Religious Organizations on the Implementation of Curriculum in Public Secondary Schools in former Western Province of Kenya." Advances in Social Sciences Research Journal 7, no. 10 (2020): 89–108. http://dx.doi.org/10.14738/assrj.710.8634.
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The impact of religious organizations on curriculum implementation in Kenya is perceived differently by stakeholders. The first secondary schools in colonial Kenya were established by Christian missionaries. Their participation has been viewed by stakeholders as either positive or negative. The objective of the study was to assess the impact of religious organizations on implementation of curriculum in public secondary schools in former Western province of Kenya. The study was conducted in Bungoma, Busia, Kakamega and Vihiga counties of former Western province of Kenya. The study is based on Ludwig Von Bertalanffy Theory of General Systems from which the Systems Approach in the learning process is derived. The study adopted a descriptive survey design. The target population included: four County Directors of Education, twenty two Sub-County Education Officers, principals and teachers in secondary schools, religious leaders and students. Of the twenty two (22) sub-counties, the researcher used purposive sampling to carry out the study in ten sub-counties. This gave a total of 621 students, 120 teachers, 60 principals of secondary schools, 5 Islamic leaders, 10 church leaders, 2 County Directors of Education, 4 Sub- county Education Officers and 1 curriculum developer. This gave a sample size of 823 respondents. The instruments for data collection were questionnaires for principals, teachers, students and interview schedule for religious leaders as well as Education Officers. Focus Group Discussion and Observation Schedule were also used. To establish validity and reliability, the instruments for data collection were assessed by subject experts from the Department of Curriculum and Instruction. The questionnaires were also piloted and the anomalies were corrected before the researcher went to the field. Presentation and analysis of data was based on the objective of the study and was put in form of tables, bar-graphs, pie-charts and descriptions. The findings were that religious organizations have an impact on curriculum implementation in secondary schools. Sadly some of the religious organizations cause divisions in the schools they sponsor by recommending the transfer of teachers as well as antagonizing the principals who do not profess the same faith as the sponsor. From the above findings the conclusions made were that religious organizations have an impact on curriculum implementation in schools as they complement efforts of the Government of Kenya in provision of education. The policy framework given to religious organizations is not strong enough to take care of curriculum needs in the present day school environment. It was therefore recommended that religious organizations revisit their initial role in matters curriculum. There should be clear policy guidelines on the impact of religious organizations on curriculum implementation in secondary schools which should go beyond spiritual nourishment, guidance and counseling and teaching of Religious Education in schools in public secondary schools in Kenya.
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Hadi, Charis Fathul, Bambang Suprianto, and Agus Budi Santosa. "Pengembangan Perangkat Pembelajaran Sistem Operasi Berbasis Project Based Learning Untuk Sekolah Menengah Kejuruan." CIRCUIT: Jurnal Ilmiah Pendidikan Teknik Elektro 3, no. 2 (2019): 103. http://dx.doi.org/10.22373/crc.v3i2.5129.
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Curriculum 2013 is a student-centered learning, where one of them is learning project based learning that is suitable for scientific study. SMK, it is not yet available any project-based learning tool. Therefore, this study aims to produce project-based learning project which is feasible and can be used to support the implementation of the curriculum 2013 on the subjects of Operating Systems Multimedia at Class X in SMK This study uses a 4D model (define, design, develop, and disseminate), where the theoretical feasibility obtained through validation by experts. The data were analyzed in descriptive quantitative. Results of the assessment showed that the learning tools is feasible and can be used in learning at SMK. The theoretical feasibility of the learning tools is described as follows : (1) the syllabus of 88.25% (2) 87.5% RPP (3) Books 83.5% (4) LKS 86.75% (5) 87.5% Products LP (6) LP psychomotor 86.25% (7) items 86% (8) 89.25% student response, learning feasibility of 81.36%, as well as the achievement of competence indicator of good attitude reached 100%, while the competence indicator of knowledgemastery and skills of each student reached 100%, while the response of students reached 86.87%
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Jonsdottir, Svandis, Roger Hughes, Inga Thorsdottir, and Agneta Yngve. "Consensus on the competencies required for public health nutrition workforce development in Europe – the JobNut project." Public Health Nutrition 14, no. 8 (2010): 1439–49. http://dx.doi.org/10.1017/s1368980010000625.
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AbstractObjectiveTo assess and develop consensus among a European panel of public health nutrition stakeholders regarding the competencies required for effective public health nutrition practice and the level of proficiency required in different practice contexts.DesignA modified Delphi study involving three rounds of questionnaires.SettingEuropean Union.SubjectsPublic health nutrition workforce development stakeholders, including academics, practitioners and employers, from twenty European countries.ResultsA total of fifty-two expert panellists (84 % of an initial panel of sixty-two Delphi participants) completed all three rounds of the Delphi study. The panellists rated the importance of fifty-seven competency units possibly required of a public health nutritionist to effectively practice (Essential competencies). Twenty-nine of the fifty-seven competency units (51 %) met the consensus criteria (≥66·7 % agreement) at the second round of the Delphi survey, with the highest agreement for competencies clustered within theNutrition science,Professional,AnalyticalandPublic health servicescompetency domains. Ratings of the level of competencies required for different levels in the workforce indicated that for a public health nutrition specialist, advanced-level competency was required across almost all the twenty-nine competencies rated as essential. There were limited differences in rating responses between academics and employer panellists throughout the Delphi study.ConclusionsCompetencies identified as essential can be used to review current public health nutrition practices and provide the basis for curriculum design and re-development, continuing education and workforce quality assurance systems in Europe. These are all important tools for systematic and strategic workforce development.
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Adami, A., and L. Fregonese. "GEOMATICS IN THE MANAGEMENT OF BUILT HERITAGE THROUGH BIM SYSTEMS. THE TRAINING OF NEW EXPERIENCED PROFESSIONAL FIGURES." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B5-2020 (August 24, 2020): 9–14. http://dx.doi.org/10.5194/isprs-archives-xliii-b5-2020-9-2020.
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Abstract. Geomatics is trying to redefine its role in the Italian higher-level educational system according to the new technological developments. The recent thematic thread of Building Information Modelling (BIM) systems contributes to the new role of Geomatics inside universities and, more generally, in the training process. BIM systems propose new ways of managing the construction process throughout building life cycle, from design to construction and management. They allow managing large flows of information, organized and shared among the different operators in the construction chain, through databases linked to three-dimensional objects. The BIM approach is based on two principles: interoperability and digitization.BIM was born as an application dedicated to new buildings, to promote the optimization of the entire life cycle of the building, from design to management. Many countries have been active in this sector for years, while others are now joining the digitization approach. In this complex scenario, the proposal to adopt the BIM process not only for the management of new constructions but also for the intervention on the existing one, is relevant in a country, like Italy, with a very rich history and a high presence of built historical heritage. Maurice Murphy coined the term HBIM (Historic Building Information Modelling), referring to BIM systems applied to historical buildings that need intervention and subsequent management.Geomatics plays a crucial role in HBIM as it is the primary tool for the digitization of built heritage and to obtain a model of the existing, an "as-built" model. In order to achieve this result, laser scanner and photogrammetry are the main tools, and they are involved in the so-called Scan2Bim process. The other important role is connected with the modeling stage to arrive at a three-dimensional representation suitable for common BIM authoring software while maintaining the rigor and accuracy that characterize the geomatic approach.The fundamental role of Geomatics in this context requires the training of personnel specialized in surveying and managing the acquired data through HBIM systems. There are new training courses and masters in the field of BIM systems, hosted by Politecnico di Milano at the Mantua Campus, aimed at training new figures with a specific curriculum, including Geomatics.The elements that characterize the training course are the knowledge of the principles and methods of data and the evaluation of achievable accuracy and admissible errors. It is also important to address issues that are still not completely solved in HBIM community, such as the type of modeling the best levels of detail of geometric and information content and the most practical aspects of commercial BIM authoring software.The article describes the experience carried out by Politecnico di Milano and tries to define, afterward, the training curriculum for HBIM experts, in which Geomatics plays an essential role, not only in the data acquisition phase but also in geometric and informative modeling.
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Okolie, Ugochukwu Chinonso, Chinyere A. Nwajiuba, Michael Olayinka Binuomote, Catherine U. Osuji, Godwin Onnon Onajite, and Paul Agu Igwe. "How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria." Australian Journal of Career Development 29, no. 2 (2020): 97–106. http://dx.doi.org/10.1177/1038416220916814.
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This study examined the current state of careers advice, guidance, and counselling (CAGC) services and programmes in the technical, vocational education, and training (TVET) system of Nigerian higher education institutions (HEIs). This was to determine how well current CAGC services and programmes foster students’ career development, aspirations, and choices. Forty-eight participants, who were members of the Nigerian National Board for Technical Education (8 participants), guidance counsellors (6), university TVET teachers (18), career experts from the National Directorate of Employment (7), and newly employed TVET graduates (9), volunteered for the study. A purposeful sampling procedure was adopted to recruit participants. Data were collected using a semi-structured interview approach, and we employed a thematic design for the coding and analysis of the transcribed data. The study found no CAGC services and programmes in the TVET system. It is recommended, therefore, that TVET systems should focus on providing career development enhanced learning rather than schooling only by revising the curriculum to include programmes and activities that promote CAGC activities and programmes.
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Nofitasari, Ayu, Lisdiana Lisdiana, and Aditya Marianti. "Development of My Biology App Learning Media Based On Android Materials of Food Digestion Systems as Student Learning Source at MA." Journal of Innovative Science Education 9, no. 3 (2021): 70–78. http://dx.doi.org/10.15294/jise.v9i2.38670.
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The implementation of the kurikulum 2013 requires of innovative and creative learning with the integration of technology in learning process. Teachers should be creative in finding and gathering learning resources, as well as making teaching materials needed in learning that can help students in learning to achieve goals in the curriculum. So it is necessary to develop learning media based on My Android Biology App in schools in learning biology. Especially in the food digestive system material can be motivate the student and the result of learning. The aim of this study is (1) to analyze the validity of the My Biology App according to media experts and material experts, (2) to analyze the feasibility of the my biology app according to teacher and student responses, (3) to analyze student learning motivation and (4) to analyze the result of learning at student. The method of research is Research and Development (R & D). Pre-Posttest Control Group is the research design. The results of the validation from media experts and material experts indicate that the learning media My Biology App is very valid. It appears in teacher responses with an average of 97.62 and student responses with an average of 108 with a percentage of 90% suitable for use in learning activities. The effectiveness is determined from the motivation data and student learning outcomes. 63% of students are highly motivated and 37% are motivated. The results of the posttest in the experimental class with an average of 86.96 greater than the posttest in the control class with an average of 83.25. In addition, the n-gain in the experimental class 0.74 is greater than the control class with an n-gain of 0.70. It can be concluded based on the results of research that the learning media My Biology App can increase motivation and student learning outcomes in the food digestive system material.
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Ekpereka, Ibezim, Nnenna, and Chukwujekwu Ijeoma Chibuogwu. "Computer Programming Competencies Required by Computer Education Graduates for Sustainable Employment." Review of European Studies 9, no. 2 (2017): 106. http://dx.doi.org/10.5539/res.v9n2p106.
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This study identified the computer programming competencies required of computer education graduates for sustainable employment in Enugu metropolis, Enugu state, Nigeria. Three research questions and one null hypothesis guided the study. The study adopted descriptive survey research design. The population for the study was 95, which comprised of 74 computing lecturers, 6 IT programming instructors, and 15 programmers. A structured questionnaire was used for data collection. The instrument was face validated by three experts in computer programming. Cronbach Alpha statistic was used to determine the internal consistency of the instrument, yielding reliability co-efficient of 0.83. Mean and Standard deviation were used to answer the research questions while ANOVA statistic was used to test the hypothesis. The study found out that 25 hard competencies, 18 business competencies, and 19 soft competencies are required by computer education graduates for sustainable employment in programming jobs. These competencies identified include among others, ability to code, test and debug programs quickly and efficiently; ability to explore and evaluate application design considerations for multiple technologies, ability to analyze users’ needs and specifications then design, test, and develop software to meet those needs, ability to recommend software upgrades for clients’ existing programs and systems, proficiency in data mining, confidence in personal ideas but open to feedbacks, adapting to changes while remaining focused on project with topmost priority and good sense of judgment. It was therefore recommended that the identified competencies should be incorporated in the curriculum for training Computer Education graduates for sustainability in programming jobs.
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Catháin, Conall Ó. "Expert systems and design." Design Studies 8, no. 2 (1987): 58–61. http://dx.doi.org/10.1016/0142-694x(87)90001-9.
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Mwanang'ono, Mulambwa. "Proposed Synergies between Indigenous and Modern Systems of Environmental Education in Addressing Development Planning in Zambia." Journal of Law and Social Sciences 1, no. 1 (2012): 87–104. http://dx.doi.org/10.53974/unza.jlss.1.1.367.
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The study drew inspiration from the need to counteract the ensuing failures of
 modern systems in addressing development challenges especially at local level
 despite several efforts by government to invest resources in poverty reduction
 and general developmental interventions. The study identified the alienation of
 indigenous knowledge systems in the mainstream modern systems of Environmental
 Education (EE) and development planning as a compounding problem that accounted
 for development stagnation in the communities. This alienation created the gap in
 knowledge since modern systems were generally found to be inadequate in addressing
 developmental issues, particularly at a local level. The lack of local relevance of most
 modern systems justified the call for integration of indigenous systems.
 The study focused on the need to establish linkages between the modern and
 indigenous systems of environmental education and their influence on development
 planning in Zambia. In so doing, the study proposed an approach to remedy the
 alienation of indigenous systems in the mainstream processes of EE and development
 planning by suggesting a synergy between the two systems. The study involved
 an assessment of some inherent policies, strategies, processes, methodologies and
 perceptions about EE and development planning. It, therefore, largely dealt with non-
 concrete ideas to which the reader is introduced. This point is crucial in appreciating
 the main orientation of the study.
 Descriptive research design was applied with qualitative approaches. The respondents
 were purposively sampled and included government officers and other modern experts,
 NGOs, and traditional leaders. A comparative analysis of modern systems was further
 made through a global dimension where the Zambian modern system and that of
 selected foreign countries, Germany and Montenegro were reviewed.
 The study established that the approaches applied in environmental education and
 general nature conservation were related to the country’s guiding principles which also
 reflected the overall vision, where it existed. Furthermore, a number of environmental
 policy instruments were examined and the following were identified as the main
 instruments: Direct regulation, Indirect regulation, Self-regulation, and A combination of the above instruments.
 Proposed Synergies Between Indigenous and Modern Systems of Environmental Education
 From the study results, differences in perceptions of and approaches to environmental
 education were evident at both country and individual levels. For instance, while in
 Zambia, environmental education was a school subject, in Germany it was not but
 its ideals were generally incorporated in the teaching of all subjects. In Montenegro,
 too, there was no school subject called environmental education but the concept had
 greatly influenced the school curriculum such that emphasis was put on environmental
 content in all the subjects, focusing more on human-nature relationships.
 The study also showed that direct regulation had been prioritised in Zambia
 compared to self-regulation and this had a bearing on public participation in
 development decision-making processes which are largely carried out in the planning
 cycles. Varying perceptions were also identified at individual level among the modern
 experts interviewed both in Zambia and those from other countries. However, existing
 opportunities for synergy formulation at all levels were identified and based on these a
 synergy was suggested.
 Arising from the above observations the study recommended, among other things,
 that the modern systems should adopt a broadened approach that promotes direct
 contact with nature from a multi-dimensional perspective. This would also call for
 curriculum and planning systems review to create an enabling education policy
 and planning framework that would provide practical support to such an approach.
 The promotion of culture, which was identified as a storage device for indigenous
 knowledge, was also recommended to be prioritised.
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Moen, David H., John E. Powell, and Thomas L. Davies. "Introducing Expert Systems into the Business School Curriculum." Journal of Education for Business 68, no. 2 (1992): 92–100. http://dx.doi.org/10.1080/08832323.1992.10117594.
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Maher, Mary Lou. "Expert Systems for Structural Design." Journal of Computing in Civil Engineering 1, no. 4 (1987): 270–83. http://dx.doi.org/10.1061/(asce)0887-3801(1987)1:4(270).
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Roberts, H. J. "Expert Systems Clubs: Design Methods." Computer Journal 33, no. 6 (1990): 556–61. http://dx.doi.org/10.1093/comjnl/33.6.556.
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Farah, Badie N. "Expert support systems design issues." Journal of Intelligent and Robotic Systems 1, no. 4 (1989): 389–405. http://dx.doi.org/10.1007/bf00126468.
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Forrest, D. "Expert systems and cartographic design." Cartographic Journal 30, no. 2 (1993): 143–48. http://dx.doi.org/10.1179/caj.1993.30.2.143.
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RYCHENER, MICHAEL D. "Expert systems for engineering design." Expert Systems 2, no. 1 (1985): 30–44. http://dx.doi.org/10.1111/j.1468-0394.1985.tb00448.x.
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Roy, Geoffrey G., and Arshad Omari. "Expert Systems as Design Aids." Architectural Science Review 31, no. 3 (1988): 107–15. http://dx.doi.org/10.1080/00038628.1988.9696636.
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Lirov, Yuval, and Benjamin Melamed. "Expert design systems for telecommunications." Expert Systems with Applications 2, no. 2-3 (1991): 219–28. http://dx.doi.org/10.1016/0957-4174(91)90119-y.
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Rosenman, Michael A., and John S. Gero. "Design codes as expert systems." Computer-Aided Design 17, no. 9 (1985): 399–409. http://dx.doi.org/10.1016/0010-4485(85)90287-8.
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Burrow, L. D. "Expert systems for engineering design." Knowledge-Based Systems 3, no. 1 (1990): 57. http://dx.doi.org/10.1016/0950-7051(90)90042-g.
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Sangster, Alan. "The integration of expert systems within the accounting curriculum." Accounting Education 4, no. 3 (1995): 211–16. http://dx.doi.org/10.1080/09639289500000025.
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Sangster, Alan. "Expert systems in the accounting curriculum: A textbook review." British Accounting Review 23, no. 2 (1991): 171–78. http://dx.doi.org/10.1016/0890-8389(91)90051-3.
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Ilori, Matthew Olusoji, and Ibrahim Ajagunna. "Re-imagining the future of education in the era of the fourth industrial revolution." Worldwide Hospitality and Tourism Themes 12, no. 1 (2020): 3–12. http://dx.doi.org/10.1108/whatt-10-2019-0066.
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Purpose Globally, higher education has been, over the years, a source of innovation, policy, new knowledge and a national asset. However, the advent of the Fourth Industrial Revolution (4IR) is having an impact on the principles of learning from primary to tertiary levels. The purpose of this paper is to consider how the 4IR has and will continue to impact education at the various levels of learning. Design/methodology/approach The paper aims to bridge the perceived information gap and provide insights into the kinds of educational preparation and the skills and qualifications that 4IR jobs require. In response, the following are considered: the need to tweak the curriculum, adopt the right technology for in class and online delivery and the projection of other learning techniques and skills that are often not considered pertinent. Data gathering for the report was by discussion with experts and consultation of relevant articles and write-ups from related websites. Findings The advent of smart communication systems involving artificial intelligence, internet, robotics, virtual reality and digital textbooks has opened a new vista in relation to how and what is learnt in schools. Just as technologies brought about smart communication systems, the 4IR model of higher education is rapidly evolving and as such, curriculum development and review must be dynamic, and it must keep pace with the technological advances and skills required in the twenty first century. Research limitations/implications More purposeful research needs to be conducted in universities and industries with the intention of accelerating internal and external innovations so that markets can be expanded. Furthermore, efforts to reduce the cost and time of generating innovations will need to be intensified. Practical implications The value and emphasis that are placed on the acquisition of degrees and paper qualifications are changing rapidly. Although it is traditional for students to compete for admission to the face-to-face classroom model, it is no longer unusual for a student to take courses online from any part of the world and still be accepted into positions usually reserved for traditional classroom education. Social implications As at today, examples of 4IR services include Uber, Airbnb, Cloud services, Artificial intelligence, Cyber-security, three-dimensional printers, driverless cars and robotics. Machine learning and drone technology are also of growing significance. As yet, subjects dealing with such inventions and innovations are not part of the curriculum of many institutions and this is a cause for concern. Originality/value The 4IR era will bring great changes to how students are taught and what students must learn as the tools for transformational learning are already overwhelming. Jobs will be scarce for those without the requisite skills, whereas those with the right skills will have to keep up with the pace of technological development, otherwise they too will be left behind. Schools will increasingly become centres for the generation of innovation and its incubation and in all this, quality learning, teaching and knowledge impartation can easily be carried out online.
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Biles, Al, Frank Cost, Guy Johnson, and Ken Reek. "Using expert systems in typographic design." IEEE Transactions on Professional Communication PC-30, no. 2 (1987): 102–11. http://dx.doi.org/10.1109/tpc.1987.6449051.
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Park, Jin-Hyung, and Richard L. Storch. "Overview of ship-design expert systems." Expert Systems 19, no. 3 (2002): 136–41. http://dx.doi.org/10.1111/1468-0394.00199.
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Morris, Lynn. "Maintenance-oriented design of expert systems." ISA Transactions 28, no. 1 (1989): 23–26. http://dx.doi.org/10.1016/0019-0578(89)90052-9.
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Kleiber, Michał, and Zenon Kulpa. "Cooperating expert systems in mechanical design." Engineering Applications of Artificial Intelligence 7, no. 4 (1994): 461–62. http://dx.doi.org/10.1016/0952-1976(94)90012-4.
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Panjkovic, Vladimir. "Cooperating expert systems in mechanical design." Control Engineering Practice 3, no. 2 (1995): 294–95. http://dx.doi.org/10.1016/0967-0661(95)90088-8.
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Ruttkay, Z. "Expert systems in computer-aided design." Computer-Aided Design 21, no. 9 (1989): 596. http://dx.doi.org/10.1016/0010-4485(89)90022-5.
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Richards, Boyd F. "Should instructional designers design expert systems?" Educational Technology Research and Development 37, no. 3 (1989): 63–71. http://dx.doi.org/10.1007/bf02299058.
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Hainey, Thomas, Gavin Baxter, and Amanda Ford. "An evaluation of the introduction of games-based construction learning in upper primary education using a developed game codification scheme for scratch." Journal of Applied Research in Higher Education 12, no. 3 (2019): 377–402. http://dx.doi.org/10.1108/jarhe-02-2018-0031.
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Purpose Rudimentary programming is an essential, transferrable, problem solving skill in many higher education (HE) programmes in academic institutions including Software Engineering, Business Information Technology, Computer Games Development, Design and Technology. The purpose of this paper is to address some of the problematic issues associated with teaching programming by the utilisation of a new novel teaching approach called games-based construction learning (GBCL) to attempt to increase motivation, engagement and learning effectiveness. An international and national trend is to introduce coding at earlier education levels resulting in upper primary education (PE) being the focus of this paper to ascertain if GBCL using Scratch to teach programming concepts is more effective at different levels of upper PE. Design/methodology/approach A large-scale empirical study introducing GBCL to teach programming concepts into 16 classes between levels 4 and 7 in PE utilising 384 children. A detailed implementation framework for GBCL using Scratch in PE was utilised to address all incorporation issues and the games constructed by the children scored utilising a game codification scheme specifically designed to address programming and design as a quantification rubric. The experiment utilised eight 1- h lessons on GBCL using Scratch. Findings The resulted in 178 games of varying levels of complexity developed. The results indicated that GBCL was an effective mechanism to teach programming concepts using Scratch at all levels of upper PE. Primary seven students scored higher in relation to the design metric of the quantification codification rubric. Research limitations/implications Under the Curriculum for Excellence (CfE) in Scotland non-traditional teaching approaches are encouraged and development of digital literacy skill is highly advocated. This has resulted in a new approach, novel approach called GBCL where children create their own games utilising an engine such as Scratch is gaining significant attention in terms of being a novel approach. Despite a plethora of similar studies associated with GBCL, it is still not as developed as games-based learning and requires further empirical studies to support the validity of the approach and resolve identified issues. Practical implications Computer programming itself can lead to a highly rewarding career in a number of sectors from games development to banking, such as cybersecurity and systems development. In the last decade, in particular due to the ubiquitous nature of technology there is an increasing international and national trend associated with teaching rudimentary programming concepts at a far younger age including secondary education and the upper PE level. Introducing programming at an earlier level is now being considered essential as the path to transfer from novice to expert programmer level in time is considered nearly a decade approximately. The introduction of GBCL interventions may yield positive results in a supplementary learning capacity in accordance with the CfE and increase the educational effectiveness of programming education in later levels of education. Originality/value This study presents a large-scale empirical evaluation of GBCL in upper PE utilising a compiled implementation framework for incorporation and a detailed game codification scheme to quantify the games produced highlighting coding constructs and design.
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Atif, Yacine, Jameela Al-Jaroodi, Shayma Alkobaisi, Ahmed Jaffar, George Ditsa, and Piers Campbell. "Enterprise Systems: Curriculum design and assessment." Education and Information Technologies 16, no. 4 (2010): 441–61. http://dx.doi.org/10.1007/s10639-010-9138-4.
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Liebowitz, Jay. "Introducing an expert systems course into the operations research curriculum." Computers & Operations Research 17, no. 6 (1990): 545–52. http://dx.doi.org/10.1016/0305-0548(90)90060-k.
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Swartout, W., C. Paris, and J. Moore. "Explanations in knowledge systems: design for explainable expert systems." IEEE Expert 6, no. 3 (1991): 58–64. http://dx.doi.org/10.1109/64.87686.
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Endo, Eiichi, Kosuke Kurokawa, and Masaaki Hayashi. "Design-Aid Expert System for Photovoltaic Systems." IEEJ Transactions on Industry Applications 114, no. 7/8 (1994): 719–27. http://dx.doi.org/10.1541/ieejias.114.719.
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Raghupathi, Wullianallur, and Lawrence L. Schkade. "Legal Expert Systems Design: The Blackboard Model." Human Systems Management 12, no. 2 (1993): 145–58. http://dx.doi.org/10.3233/hsm-1993-12207.
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