Relevant bibliographies by topics / Information Technology Course Design

Contents

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

Academic literature on the topic 'Information Technology Course Design'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Information Technology Course Design"

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Miller, Louise. "An Internet-based Accounting Information Systems Project." American Journal of Business Education (AJBE) 5, no. 6 (October 30, 2012): 743–52. http://dx.doi.org/10.19030/ajbe.v5i6.7396.

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This paper describes a student project assignment used in an accounting information systems course. We are now truly immersed in the internet age, and while many required accounting information systems courses and textbooks introduce database design, accounting software development, cloud computing, and internet security, projects involving the actual integration of these topics with accounting concepts in a single comprehensive student project on the internet are uncommon. The project described gives students experience and knowledge of an internet-based accounting system using an online database. Although this project was used in an accounting information systems course, it could also be utilized in other courses such as introductory database management systems, advanced web design, financial technology systems, or introductory information technology. The project can be easily modified to align with the experience and sophistication of the students taking the course.
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Shih, Yu-Chih Doris. "Instructional Design for the Information and Communication Technology (ICT)-Assisted Intercultural Communication Course." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (June 27, 2017): 132. http://dx.doi.org/10.3991/ijet.v12i06.7083.

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Today’s era of societies comprise of one coherent global village, in which learning about and understanding other cultures is crucial. Fu-Jen Catholic University (FJCU), a private university in northern Taiwan, has joined the “Global Academic Initiatives” (GAI) coordinated by East Carolina University (ECU) in USA since 2007. A course entitled Cross-Cultural Communication: Global Understanding is offered in FJCU to allow students in the English department to discuss cultural topics with students from two other countries via Information and Communication Technologies (ICTs) for authentic contacts. The ICT tools support both the synchronous and asynchronous mode of communication. This paper describes the instructional design of the Cross-Cultural Communication: Global Understanding course including the pre-connection trainings and the connection discussions. For the post-connection part, students’ learning and reflections will be discussed along with their e-learning styles. This example could offer other educators who are interested in designing similar intercultural communication courses.
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Kang, Di, Ting Ting Jing, Wei Zhao, and Yan Mei Jia. "The Informatization Teaching Design of "Design and Applications of Combinational Logic Circuits"." Advanced Materials Research 1044-1045 (October 2014): 1676–79. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1676.

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The course Digital Electronic Technique is a professional basic course of Electronics and Information Technology, which is established for the students who major in Electronics and Information Technology to develop their industry-wide capacity.“Design and applications of combinational logic circuits” which is a teaching unit, is drawn from the course Digital Electronic Technique. In this article, we discuss the informatization teaching design of “design and applications of combinational logic circuits”.To reach the goal of improving teaching effectiveness,we made fully use of multimedia courseware.At the same time,we fully arouse the enthusiasm of students’ learning. By this way, we hope that we are able to promote the quality of teaching by using information technology, and cultivate more effective skill workers for the society.
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Cao, Xiaojuan, Zheng Li, and Ruyi Zhang. "Analysis on Academic Benchmark Design and Teaching Method Improvement under Artificial Intelligence Robot Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (March 16, 2021): 58. http://dx.doi.org/10.3991/ijet.v16i05.20295.

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To allow robots to better complete teaching tasks in the education field, based on artificial intelligence robot technology, the academic benchmark is designed for information technology teaching. First, LEGO MINDSTORMS EV3 is introduced for statement, which is developed through information technology courses based on robot education. Then, according to the sensor teaching in robot education, the teaching contents are designed for the information technology course. After that, the teaching method is improved based on sensor teaching for the information technology course. Finally, the feasibility is evaluated of the existing of teaching resources, and the effect of information technology teaching is analyzed through a questionnaire survey. The results show that more than 80% of students are interested in robot teaching, and more than 70% of students can master relevant theoretical knowledge in practical operation, which proves that robot education can arouse students' interest in information technology courses. In conclusion, the learning methods proposed in this study can enable students to better master related theories, and improve students' operation and innovation abilities. The study provides a reference for the application of artificial intelligence robot technology in the field of education.
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Zheng, Yingying. "Design and Implementation of Webpage Addition Technology in Aerobics Courses." International Journal of Emerging Technologies in Learning (iJET) 11, no. 09 (September 29, 2016): 25. http://dx.doi.org/10.3991/ijet.v11i09.6118.

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The rapid development of modern information technology facilitates the reform and innovation of college teaching. A series of technologies, including webpage addition technology, can meet the requirement of aerobics and other shape-related teaching for animation display. Thus, webpage addition technology is a new viewpoint in the education modernization process. The combination of webpage addition technology and Aerobics courses will provide help for Aerobics teaching. Starting from teaching features and the website learning status of Aerobics courses, this paper carried out an application design for webpage addition design. Then, an Aerobics course served as an experimental course. The control experiment method was applied to explore the application practice of webpage addition technology in the control experiment. Furthermore, this paper conducted contrastive analysis on the teaching effect difference with and without webpage addition technology, and drew some conclusions, in the hope of offering reference for combining webpage addition technology with Aerobics courses.
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Pan, Jian. "Design on College Sports Course Management System." Applied Mechanics and Materials 687-691 (November 2014): 2308–11. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2308.

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Sports Course management system is an important part of the sports discipline management, construction and improvement of management systems has important implications for guiding sports activities. In this paper, college sports course management system has been designed, first elaborated the technology is mainly used in the system design, then analyze the functional modules of the system, including: students elective course, sports scores, sports course, sports activities, sports facilities, student physique health standards, sports health, teacher-students communication, 8 management module. The system basically achieve the student's online information search, elective course, teacher fully grasp the student information, entry student achievement and school administrators to manage the course information release, the sports course information management and other functions.
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Lin, Qing Fu. "Study on Design and Development of Mechanical Engineering Network Courses." Advanced Materials Research 225-226 (April 2011): 710–13. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.710.

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It’s hard to directly transmit ‘Mechanical Engineering Online Courses’ on the computer network, for there are many diagrams with complex structures and much information capacity. By course systems analysis, course scripts making, multimedia materials production; with choice of database server platform, application technologies like streaming media and dynamic web page technology, image and video processing, the essay makes the online course design more easily and the direct transmission speed on the computer network more quickly, and helps majority of teachers design and develop large-capacity online courses.
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Karam, Marcel, Hanna Fares, and Salah Al-Majeed. "Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses." Information 12, no. 2 (February 23, 2021): 93. http://dx.doi.org/10.3390/info12020093.

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Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework that defines the interacting constituents. This work proposes a conceptual and generic “Quality Assurance” (QA) framework, based on experiences primarily in Science, Technology, Engineering, and Mathematics (STEM) fields, for the effective design and delivery of outcome-based virtual, real-time courses that incorporate active learning practices. This Quality Assurance framework may be adjusted to serve as a blueprint that, once adjusted by institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and delivery of virtual, real-time courses; in addition, such a framework is important for institutions to develop Quality Assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three constituents: a “Teaching and Learning Support” (TLS) that trains educators on pedagogical approaches and the capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that assists educators with the technologies and tools available in the learning management system; and a “Course Management System” (CMS) that encapsulates course design, delivery, and assessment; this study focuses primarily on this “Course Management System” constituent.
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Su, Qi, and Jinlei Xu. "Improving Learners’ Design Thinking in Information Technology Course via “4+1” Iterative Model." International Journal of Information and Education Technology 10, no. 10 (2020): 757–62. http://dx.doi.org/10.18178/ijiet.2020.10.10.1454.

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Design thinking as a human-centered and problem-solving method can provide ways for ill-structured and complicated problems. It is also as an ability which can stimulate creative thinking and cultivate creative ability. Based on D.School five-step model, a new instructional framework of design thinking called “4+1” iterative model was constructed. Four-week classroom study was carried out with the experimental and control group to explore the effect of the new model in Information Technology course in a middle school. The result showed there were obvious differences between the two groups on the awareness of creation and design, the ability of understanding and making, and the awareness of cooperation and sharing. From the result of the satisfaction of the classroom, the degree of the satisfaction of the experimental group was higher than those in the control group. There was also obvious difference between the two groups on the satisfaction of the classroom. It showed that it could be widely applied in the classroom and promote the innovation of the traditional instruction.
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Mian, Chen. "Design and Application of Teaching Model of Flipped Classroom on Information Technology Course." International Journal of Multimedia and Ubiquitous Engineering 11, no. 12 (December 31, 2016): 285–94. http://dx.doi.org/10.14257/ijmue.2016.11.12.26.

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Dissertations / Theses on the topic "Information Technology Course Design"

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Helps, C. Richard G. "Evolving Information Technology: A Case Study of the Effects of Constant Change on Information Technology Instructional Design Architecture." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2388.

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A major challenge for Information Technology (IT) programs is that the rapid pace of evolution of computing technology leads to frequent redesign of IT courses. The problem is exacerbated by several factors. Firstly, the changing technology is the subject matter of the discipline and is also frequently used to support instruction; secondly, this discipline has only been formalized as a four-year university program within recent years and there is a lack of established textbooks and curriculum models; finally, updating courses is seldom rewarded in a higher education system that favors research and teaching for promotion and tenure. Thus, continuously updating their courses place a significant burden on the faculty. A case study approach was used to describe and explain the change processes in updating IT courses. Several faculty members at two institutions were interviewed and course changes were identified and analyzed. The analysis revealed a set of recurrent themes in change processes. An instructional design architecture approach also revealed a set of design domains representing the structure of the change processes. The design domains were analyzed in terms of the design decisions they represented, and also in terms of structures, functions and activities, which are related to Structures-Behaviors-Functions (SBF) analysis. The design domains model helped to explain both negative and positive outcomes that were observed in the data. When design efforts impact multiple domains the design is likely to be more difficult. Understanding the design domain architecture will assist future designers in this discipline.
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Pereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.

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The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.
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Mathur, Roopa. "Students' Perceptions of a Mobile Application for College Course Management Systems." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/925.

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Higher education administrators need data on student perceptions to support their decision making regarding mobile learning (m-learning) applications. There is a lack of research addressing students' perceptions of mobile applications for course management systems (CMS). The findings of this study may help administrators understand students' perceptions of a CMS m-learning application, Blackboard Mobile Learn (BML). This m-learning application is available on mobile devices, such as the iPad, iPod Touch, iPhone, Android, and Blackberry smartphones. The purpose of this quantitative survey study was to explore the linear relationship between the independent variables of students' perceptions of usefulness and students' perceptions of ease of use with the dependent variable of the students' intent to use BML. The technology acceptance model (TAM) provided the theoretical framework. The study was a survey-based cross-sectional design in which 98 students from 2 community colleges were polled. The results of multiple regression analyses indicated that students' perceptions of usefulness and students' perceptions of ease of use were both significantly and positively related to students' intent to use BML. The results of t tests for population means where the variances are unknown confirmed the students' intent to use many of the specific functions of BML: Announcements, Information, Contacts, and My Grades. The findings were inconclusive for Discussions, Assignments, and Course Documents. This study is significant in that it provides college administrators and faculty with supportive data, giving students a new educational platform: mobile learning. The key positive social change provided is a CMS m-learning solution for students to be lifelong learners.
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Fritz, John Lance. "Using analytics to encourage student responsibility for learning and identify course designs that help." Thesis, University of Maryland, Baltimore County, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118996.

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The purpose of this study is to demonstrate how instructional technology impacts teaching and learning. Specifically, in this study I show how learning analytics could be implemented to encourage student responsibility for learning and identify effective faculty course designs that help. Typically, learning analytics focuses on data mining student use of an online learning management system (LMS), the most widely used instructional technology in higher education. However, key challenges include a relative lack of empirical studies, the field’s predisposition toward prediction vs. intervention, and a lack of understanding about the role of faculty LMS course design on student usage. Accordingly, I explore how system-generated feedback to students about their LMS use compared to peers can serve as a metacognitive “nudge” toward improved responsibility for learning and academic performance. I also explore how this approach might shine light on effective faculty LMS course designs. I show how analytics provides both a theoretical and methodological foundation for implementing interventions based on the learning sciences, including self-efficacy, self-regulated learning and instructional technology. Finally, my findings contribute to the dialogue about scalable institutional approaches to improving student retention, persistence and success. Learning analytics is made possible through the technology of data mining, but I believe it also serves as a mirror to reflect (if not assess) the impact of instructional technology on teaching and learning.

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Copley, Stacey. "Assessment of Instructor Information Technology Self-efficacy on Online Course Delivery Modes and Design Methods in the Radiologic Sciences." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343745085.

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Ruijan, Du. "Teaching Guideline for Work-Integrated E-Learning : Design Challenges of Online Courses in Production Technology." Thesis, Högskolan Väst, Avd för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-6322.

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Due to the increasing requirements for continuous competence development in the manufacturing industry, workplace training and e-learning combined builds a new education platform. Such initiatives and educational models have increasingly been studied as work-integrated e-learning focusing on how organizations are trying to increasingly incorporate higher education at the work place, and how higher education can benefit from close cooperation with organizations. This thesis work investigate challenges among experienced higher education teachers who are going to design and implement course modules as a work-integrated e-learning initiative based on demands from several manufacturing industries in West Sweden. During the project, the required 20-40 course credits (ECTS) will be divided into smaller course modules, consisting of about 2-5 credits in order to meet demands of flexibility and time sensitiveness from participating manufacturing companies. As it is a cooperative project, the course modules could be tailored according to different requirements from the companies. The course modules are focusing on industrial automation, flexible and virtual automation, robotics, simulation based manufacturing, production systems and precision engineering among other fields within production technology. The research method is abduction with qualitative research, and the empirical data is collected through interviews. Through an abductive approach teachers subjective experiences were analyzed in accordance to how they expressed their challenges in relation to how to design courses with flexible pedagogical set ups, incorporating course content and what digital technology best matched these aspects. Based on these analyses, the design guideline was constructed in relation to the analysis and to previous research of collaborative learning and engineering education. The guideline for engineering teaching in production technology suggests a new pedagogical approach of work-integrated e-learning. The guideline is expected to help teachers to design and implement work-integrated e-learning course modules in the production technology field. As a result, the outcome of the guideline could contribute to the development of work-integrated e-learning as a more effective learning approach for competence development for engineering teachers
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Schartz, Shane. "The interrelationships of university student characteristics and the Keller ARCS motivation model in a blended digital literacy course." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18730.

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Doctor of Philosophy
Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine student motivation in a blended learning digital literacy course and its relation to student characteristics. The study consisted of 136 student participants enrolled in a blended learning digital literacy course at a Midwestern university. The Keller ARCS Motivation Model was the theoretical framework. The Course Interest Survey was used in the study, which was designed to measure motivation using Keller ARCS categories. Data was collected through the Course Interest Survey to voluntary student participants and through data obtained from the research setting. The study examined the following research questions: Research Question 1: Do statistically significant relationships exist between non-performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? Research Question 2: Do statistically significant relationships exist between pre-course performance student characteristics and the Keller ARCS Course Interest Survey scores in a blended digital literacy course? Research Question 3: Do statistically significant relationships exist between post-course performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? To examine these relationships, the study utilized MANOVAs to analyze the student characteristics on the four categories of the Keller ARCS Motivation Model. One significant relationship was found for Confidence within Academic Rank (p < .05), between Seniors and Freshmen. Seniors reported a .4799 higher Confidence score, on average, than Freshmen. Other characteristics did not have significant relationships. The mean change in pretest and posttest scores in digital literacy on the ALTSA assessment was 6.64. Recommendations for the research setting included the use of student focus groups to better understand and increase Freshmen confidence and the Freshmen experience, a review of course design and delivery methods, an exploration of variations of blended learning models, an examination of current test-out procedures, and adjustment of the scale used in this study to provide a wider range of motivation responses. Recommendations for future studies included a qualitative study of student performance characteristics, a mixed methods study of different learning models for course delivery, and an exploratory study aimed at expanding student characteristics.
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Salisbury, Lauren E. "The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779.

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McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.

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Badrah, Mustafa Kamal. "Information technology strategies for detailed structural design." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248505.

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Books on the topic "Information Technology Course Design"

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Bobyr', Maksim, Vitaliy Titov, and Vladimir Ivanov. Design of analog and digital devices. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1070341.

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The textbook contains the material necessary for the formation of students ' knowledge of the basics of analog and digital circuitry and the principles of building digital nodes, instilling skills in the development and design of digital devices, as well as performing practical work and a course project in the discipline "electrical Engineering, electronics and circuit engineering". Methods of calculation of analog circuits and synthesis of discrete devices of combinational type and automata with memory are considered. Examples of calculation of analog circuits and implementation of digital devices for various purposes on integrated circuits are given. Meets the requirements of Federal state educational standards of higher education of the latest generation. For students of higher education institutions studying in the field of training 09.03.01 "computer Science and engineering". It can be useful for students of the areas of training "Design and technology of electronic means", "Biotechnical systems and technologies"and" Information security".
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Harper, Harriet. Information technology: A practical course. Basingstoke: Macmillan Education, 1988.

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Information technology in construction design. London: Thomas Telford, 1999.

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School Examinations and Assessment Council. Children's work assessed: Design and technology and information technology. London: SEAC, 1992.

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Craft design and technology: A complete course for GCSE. London: Collins Educational, 1989.

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Dunn, Stewart. Craft, design and technology: A complete course for GCSE. London: Unwin Hyman, 1989.

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Grochow, Jerrold M. Information overload: Creating value with the new information systems technology. Upper Saddle River, N.J: Yourdon Press, 1997.

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Keen, Peter G. W. Shaping the future: Business design through information technology. [Boston, Mass.]: Harvard Business School Press, 1991.

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Keen, Peter G. W. Shaping the future: Business design through information technology. Boston, MA: Harvard Business School Press, 1991.

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Thomas, Stephen R. Impacts of design/information technology on project outcomes. Austin, TX: [Construction Industry Institute, 1999.

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Book chapters on the topic "Information Technology Course Design"

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Huang, Jie, and Juan Yi. "Computer Network Technology-Based College English Oral Course Design." In Application of Intelligent Systems in Multi-modal Information Analytics, 272–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51431-0_40.

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Ozenbas, Deniz, Michael S. Pagano, Robert A. Schwartz, and Bruce W. Weber. "Trading and Technology: An Information Systems Course Application." In Classroom Companion: Business, 71–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74817-3_4.

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AbstractFinancial markets today are highly computerized -- from software-driven order submission to price determination to straight-through clearing and settlement -- computer technology has displaced manual activities and streamlined functions throughout the trading value chain. The previous chapters examined microeconomic principles that underpin trading and price-setting, and finance theory that provides analytical frameworks for market outcomes. Our analysis introduces real market frictions and examines how transactions costs and heterogeneity among market participants makes market structure and tracing mechanism design crucial determinants of market outcomes and behavior. . In this chapter, we drill down further into the realities of a non-frictionless market in order to focus on how technology can enhance the efficiency of an actual marketplace. Challenging market design issues are encountered when developing and operating an actual trading facility, and as IT professionals know, the devil is in the details. The practical considerations in operating a market system successfully are the next topic this book addresses.
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Foote, Kenneth E. "Issues in Curriculum and Course Design: Discussion and Prospect." In Teaching Geographic Information Science and Technology in Higher Education, 159–64. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch11.

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Johan, Riche Cynthia. "Developing Online Course Material on Information Literacy: A Design-Based Research Approach." In Educational Technology to Improve Quality and Access on a Global Scale, 71–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66227-5_7.

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Yin, Haixia. "Design and Practice of College English Micro-course Based on Information Technology Background." In Application of Intelligent Systems in Multi-modal Information Analytics, 850–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15740-1_111.

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Tan, Xiaoling, and Xing Zou. "Exploration of the Examination Reform in Advanced Language Program Design Course." In 2012 International Conference on Information Technology and Management Science(ICITMS 2012) Proceedings, 405–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34910-2_46.

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Chung, Ki Ho, Seung Yoon Ko, and Chang Seong Ko. "Collaborative and Sustainable Network Design in Courier Services." In IFIP Advances in Information and Communication Technology, 254–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99704-9_31.

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Liu, Zhen, Zhichao Liu, Ruiqiu Zhang, and Minfang Shen. "New Intelligent Information Technology-Assisted Design Innovation Entrepreneurship Course Potential for User Experience Economy in China." In Design, User Experience, and Usability. Practice and Case Studies, 300–317. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23535-2_23.

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Qi, Yuanyi, Jianhua Yang, and Yongzhong Zhang. "Blended Learning Course Design from the Perspective of Learning Powered by Technology-A Case Study on Computer Networking." In Advanced Information Networking and Applications, 980–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44041-1_85.

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Li, Qunying. "Application of Information Technology in the Teaching of Art Design Courses." In Application of Intelligent Systems in Multi-modal Information Analytics, 646–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51556-0_95.

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Conference papers on the topic "Information Technology Course Design"

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Yin Yan-fang. "Information switching for course design." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234598.

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Dan, Luo. "On computer aided design college art design thinking course." In Mechanical Engineering and Information Technology (EMEIT). IEEE, 2011. http://dx.doi.org/10.1109/emeit.2011.6023661.

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Li, Li, and Rong Zhao. "Study on Integration of Information Technology and National Traditional Sport Course in Universities." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.228.

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Jian, Cui, Xu Lei, and Zhang Yuanfeng. "Study on Course Design of "Modern Educational Technology" Based on Webquest in Normal University." In information Services (ICICIS). IEEE, 2011. http://dx.doi.org/10.1109/icicis.2011.145.

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Lee, Jim H. "A Traditional Teaching Model Embedded in Online Course Design." In 2010 Seventh International Conference on Information Technology: New Generations. IEEE, 2010. http://dx.doi.org/10.1109/itng.2010.87.

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Wei Hu, Tianzhou Chen, Qingsong Shi, and Xueqing Lou. "Smartphone Software Development Course Design Based on Android." In 2010 IEEE 10th International Conference on Computer and Information Technology (CIT). IEEE, 2010. http://dx.doi.org/10.1109/cit.2010.374.

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Liu, Chun. "Environment Flexibility Design of Information Retrieval Course Learning Oriented to Task." In 2014 International Conference on Education Technology and Social Science. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icetss-14.2014.5.

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Glier, Michael W., Daniel A. McAdams, and Julie S. Linsey. "Concepts in Biomimetic Design: Methods and Tools to Incorporate Into a Biomimetic Design Course." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48571.

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Biomimetic design, the use of nature to inspire solutions to engineering problems, has been practiced on an ad hoc basis throughout human history. Only recently, however, have researchers sought to develop formal tools and principles to effectively tap the wealth of design solutions found within nature. Texas A&M University is developing an undergraduate course to introduce interdisciplinary engineering students to the current concepts, principles, and methods of biomimetic design, as found in published literature. This paper seeks to concisely present the results and conclusions of the many research efforts that will be incorporated into the developing course. The research reviewed in this paper is discussed with some emphasis on its pedagogical implications. Research efforts in applying design tools such as functional modeling, analogical reasoning, and the Theory of Inventive Problem Solving (TRIZ) to biomimicry are summarized. This paper also discusses the efforts to develop effective tools to search biological information for design inspiration. As similar courses in biomimetic design have been conducted at the Georgia Institute of Technology and the University of Maryland, the published findings from those courses are also presented.
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Chaoping Liu and Feng Li. "The design and implementation of exquisite course website." In 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291313.

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Xiang-Feng, Lv. "Research on Information Course Design and Application Based on Moodle Platform." In 2014 7th International Conference on Intelligent Computation Technology and Automation (ICICTA). IEEE, 2014. http://dx.doi.org/10.1109/icicta.2014.137.

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Reports on the topic "Information Technology Course Design"

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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BECK, DAVID F. Developing Design Principles for Information Technology Security. Office of Scientific and Technical Information (OSTI), February 2002. http://dx.doi.org/10.2172/793334.

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Stumpf, Annette L., Hyunjoo Kim, and Elisabeth M. Jenicek. Early Design Energy Analysis Using Building Information Modeling Technology. Fort Belvoir, VA: Defense Technical Information Center, November 2011. http://dx.doi.org/10.21236/ada552789.

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Kramer, Robert. LED Street Lighting Implementation Research, Support, and Testing. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317274.

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This report describes the results of technical analysis, field tests, and laboratory tests that were performed for LED highway lighting options by the Energy Efficiency and Reliability Center (EERC) at Purdue University Northwest for the Indiana Department of Transportation (INDOT). This effort was conducted over the past 3 years to evaluate and test the technology and viability of using modern highway lighting technology to enhance energy efficiency, safety, security, and economic development of communities and roadways. During the testing period there was a continuous discussion between INDOT and EERC regarding the laboratory and field testing of INDOT approved luminaires submitted by vendors. There were multiple discussions with INDOT and vendors regarding the individual details and issues for the 29 luminaires that were tested. A comparison study was conducted by EERC of the various alternatives and comparison to currently installed luminaires. Data was collected for field tests of the luminaires by EERC and INDOT personnel for the luminaires. Field data was evaluated and compared to lighting models using vendor supplied ies data files. Multiple presentations were made at 3 separate Purdue Road Schools regarding the results and procedures of the testing program by EERC in conjunction with INDOT. A total of 22 final reports, considered confidential by INDOT, for individual vendor luminaires have been prepared as part of this effort. These reports were submitted sequentially to INDOT as testing was completed during the course of this effort. A total of 29 luminaires were tested. Some luminaire testing was terminated during testing due to design issues or vendor requests. All testing was summarized in the INDOT specification sheet attached to each report. Observations regarding the consistency of the supplied test luminaire with the requirements of Section 7.2 of the INDOT test procedure “Procedure for evaluation and approval list requirements for solid state ballasted luminaires ITM 957-17P” is provided in the Appendix to the report for each luminaire. Details regarding how these tests were performed and the respective associated evaluation of performance and reliability are provided in the report. This effort included: consideration of published and vendor information; appraisal of products consistent with national industry standards; review of physical design, thermal performance; laboratory testing of photopic performance, reliability, life cycle data and characteristics, and power characteristics; technical and probabilistic risk studies; and field testing and analysis of LED light sources including comparison to currently installed conventional light sources. Assistance in preparing INDOT standards for highway lighting was provided on multiple occasions.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Amzeri, Achmad, Kaswan Badami, and Gita Pawana. Inheritance of resistance to downy mildew (Peronosclerospora maydis) in crossing of Madura Maize Plant (Zea mays L.). Innovative Scientific Information & Services Network, May 2019. http://dx.doi.org/10.21107/amzeri.2019.1.

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Hybridization of Back cross is one method to get varieties that are resistant to downy mildew. The purpose of this study was to obtain information on inheritance characteristics of downy mildew resistance. This research was conducted at the experiment center of Agro-Technology Study Program of Agriculture Faculty, University of Trunojoyo Madura. Research of Assessment of resistance to Downy Mildew used a randomized block design with 18 treatments (P1, P2, F1, F2, BC1P1 and BC1P2 in three sets of crosses, namely LGL x Mdr-3, T12 x Mdr-1 and E02 x Mdr-2) and three replications so there were 54 experimental units. Identification of polymorphic RAPD markers for endurance to downy mildew through Bulk Segregant Analysis (BSA) was done by amplifying the DNA in the resistant pool and susceptible pool. The random primers used were 120 primers from 6 operon groups, namely OPA, OPB, OPC, OPD, OPF and OPG. The results showed that the inheritance pattern of maize genetic resistance to downy mildew followed a segregation pattern of 3:1 with a degree of dominance between -1 and 0, and was controlled by incomplete partially negative dominant gene. OPC-07 was a marker that was linkage close to the resistance to downy mildew with a genetic distance of 1.9 cM.
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Iyer, Ananth V., Samuel Labi, Steven Dunlop, Thomas Brady Jr., and Eki Amijaya. Cost and Benefit Analysis of Installing Fiber Optics on INDOT Projects. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317131.

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The Indiana Department of Transportation (INDOT) is tasked with the stewardship of billions of dollars’ worth of public invested highway infrastructure. Not only does INDOT continually seek design and operational policies that foster cost effective project delivery and procurement, they also seek opportunities for revenue generation. Due to population growth and the increased demand for online connectivity and global information transmission, the fiber-optic cable industry has experienced rapid growth over the past few years. Information and communication technology (ICT) companies have long sought to achieve higher economic productivity by installing fiber-optic cables in the right of way (ROW) of access-controlled highways. Based on these developments, an experiment was conducted to measure the economic impact in Indiana. To determine this impact, a database was developed by compartmentalizing the analysis into (1) GDP per county per industry type, (2) the natural growth of GDP as a factor, and (3) the extent of contribution of broadband in the growth of GDP. A general formula was developed to incorporate the adjusted median income on both the industry and county levels, along with a broadband contribution factor. This formula was employed to determine policies that can produce optimum economic outcome by leveraging the Pareto method.
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Birch, Izzy. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.005.

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The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being
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Urquidi, Manuel, Gloria Ortega, Víctor Arza, and Julia Ortega. New Employment Technologies: The Benefits of Implementing Services within an Enterprise Architecture Framework: Executive Summary. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003403.

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Public employment services (PES) offer tools through different channels to both employers and job seekers. The multiplicity of services and channels, paired with processes that are sometimes inadequately mapped, creates challenges when implementing digital systems. This document discusses how using enterprise architecture can provide a framework for defining and representing a high-level view of the organizations processes and its information technology (IT) systems, as well as their relationship with different parts of the organization and external entities. Having a strategic vision and a high-level design allows implementing systems in phases and modules to organize services to improve their efficiency and effectiveness. This document aims to support policy makers, managers and officials working with employment policies in understanding the benefits of implementing a comprehensive digital transformation in institutions within the framework of a strategic tool such as enterprise architecture.
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A multi-sectoral approach to providing reproductive health information and services to young people in Western Kenya: The Kenya adolescent reproductive health project. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1008.

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Informing adolescents about appropriate and acceptable behaviors, and ways to protect themselves against unwanted and unprotected sex, has proved problematic in Kenya. Education programs for in- and out-of-school adolescents are lacking, there is controversy about providing services to sexually active adolescents, and a pervasive concern that sexuality education and contraceptive services leads to promiscuity. Unbiased and accurate information and services are needed if adolescents are to delay becoming sexually active, to resist pressures to engage in nonconsensual sex, and to protect themselves against unwanted pregnancies and infections if they do have sex. Moreover, strategies for providing such information and services need to be acceptable to the community and sustainable over time. The Population Council’s Frontiers in Reproductive Health Program and the Program for Appropriate Technology in Health Kenya office collaborated with three government of Kenya ministries to design and implement a multisectoral project to improve knowledge about reproductive health and encourage a responsible and healthy attitude toward sexuality among adolescents, delay the onset of sexual activity among younger adolescents, and decrease risky behaviors among sexually active adolescents. Three interventions were implemented and evaluated in two districts in Western Province and this report presents findings that directly evaluate and cost the interventions.
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