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Journal articles on the topic 'Information Technology Course Design'
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1
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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Mann, John T., and Shida R. Henneberry. "Online versus Face-to-Face: Students' Preferences for College Course Attributes." Journal of Agricultural and Applied Economics 46, no. 1 (February 2014): 1–19. http://dx.doi.org/10.1017/s1074070800000602.
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The objectives of this article were to determine: 1) students' preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version was offered. Additionally, students selected online courses more frequently when additional online course attribute information was available during course selection.
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Du, Ting. "Study on Teaching Method of BIM Technology in Universities." Journal of Educational Theory and Management 1, no. 1 (October 16, 2017): 45. http://dx.doi.org/10.26549/jetm.v1i1.576.
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With the extensive rise of BIM technology, universities at home and abroad have carried out BIM teaching. There is no effective teaching model in China, because the curriculum is independent or requires higher teaching conditions. Foreign teaching carried out a long time, has more experienced experience. The main teaching models are: BIM teaching in a single course, BIM teaching in a series of courses, and BIM teaching in integrated design studio. We draw lessons from the advanced experience of foreign countries, and put forward three suggestions for the teaching method of BIM course to universities in our country: design course teaching Integrating BIM information flow, multi-professional integrated teaching and life cycle simulation teaching.
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Li, Ping, Xiao Yu Li, Ling Ke Zeng, and Bo Wu. "Design of Hospital Ward Integrated Management Information System." Advanced Materials Research 268-270 (July 2011): 2139–43. http://dx.doi.org/10.4028/www.scientific.net/amr.268-270.2139.
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This document expands on the entire developing course of hospital ward integrated management information system. At first, it introduces the state of the art of domestic and abroad, develops background and the main research contents. Then, it analyses the designing and implementation of the system, and expands on the related technology used in the system.
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Zhou, Ling. "The Application of Information Instructional Design in Graduate Courses Teaching." Applied Mechanics and Materials 707 (December 2014): 445–49. http://dx.doi.org/10.4028/www.scientific.net/amm.707.445.
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With the increasing popularity of network technology and communication technology, networks are gradually penetrated into the field of education, breaking the time, space and geographical constraints, to achieve a high degree of sharing of teaching resources. Information instructional design rooted in the practical application of instructional design. In the course of postgraduate training, to encourage teachers to apply information technology instructional design, not only to meet the needs of graduate professional knowledge content independent learning and collaborative learning, but also to give students a useful design tool, to deepen the understanding of teaching content. Finding and solving problems in the process of gradually develop their practical ability to innovate.
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Ignatenko, Natalia V. "Design and development of elective course on cryptography using webinar technology." RUDN Journal of Informatization in Education 17, no. 4 (December 15, 2020): 279–93. http://dx.doi.org/10.22363/2312-8631-2020-17-4-279-293.
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Problem and purpose. The article deals with studies of the effectiveness of the use of an elective course in teaching cryptography based on webinar technology. As part of the reform of the Russian education system, the central place is occupied by the professional self-determination of high school students (grades 9-11). One of the key areas in this process is profiling. The main function of profiling is to create conditions for teaching high school students based on their professional interests. Thanks to the introduction of elective courses into the educational process, which are a mandatory component of profile and pre-profile training, the implementation of the profiling function has become possible. In addition, an equally important goal of elective courses is to meet the individual educational needs, inclinations and interests of each student. The very technology of organizing and conducting webinars is considered in sufficient detail by G.V. Torgashin, V.V. Nazarova, O.I. Meshcheryakova, O.Yu. Isakov and others. These works note not only the promising use of this technology, but also its potential for teaching schoolchildren. But the experience of using the technology of webinars in the training system in computer science, in particular in teaching cryptography, has not been sufficiently considered. All this determined the relevance of the article. The problem of the article is determined by the revealed contradiction between the need for effective teaching of cryptography, the significant educational potential of webinar technology, on the one hand, and the absence of a methodology for teaching cryptography based on webinar technology, on the other hand. The need to eliminate the revealed contradiction indicates the relevance of the study and determines its problem. The purpose of the article is to describe approaches to the development of an elective course on teaching cryptography, containing specially designed practice-oriented tasks, based on webinar technology. Methodology. The methodological basis was the analysis of key competencies, the classifications of which are presented in the scientific works of such researchers as I.A. Zimnyaya, E.Ya. Kogan, A.V. Khutorskoy, etc., one of the main competencies is informational, the formation of which acts as an indispensable condition for the success of many types of human activities living in a modern information society. The experience of teaching the section of cryptography in a school computer science course is considered in works by A.V. Evlampiev, E.M. Kuznetsov, K.Yu. Dragina and others and clearly demonstrates the insufficient attention paid to this section. Approaches to improving the content of the informatics course, taking into account modern trends, including cryptography, big data, information and cybersecurity, are studied in the works of N.A. Razumova, I.M. Tonkikh, M.M. Komarov, V.I. Ledovskaya and others. The very technology of organizing and conducting webinars is considered in sufficient detail by scientists G.V. Torgashin, V.V. Nazarova, O.I. Meshcheryakova, O.Yu. Isakov and others. Results. The possibility and expediency of using the technology of webinars when organizing training within the framework of an elective course on the study of cryptography by high school students has been substantiated. A model has been created and a prototype of an elective cryptography training course using webinar technology has been developed, including a specially developed system of practice-oriented tasks. Criteria for the selection, development and systematization of practice-oriented cryptography tasks involving the use of webinar technology have been determined. Conclusion. The results allowed to conclude that the informatization of education is becoming effective through the use of webinar technology for teaching cryptography as part of an elective course based on the organization of remote work of schoolchildren, the use of online lectures and practical classes, a technological cycle with feedback and reflection on learning outcomes, system solutions specially designed practice-oriented tasks. The proposed system of practice-oriented tasks, including tasks for encrypting and decrypting various messages, contributes to the effectiveness of teaching cryptography, preparing students for life and work in the information society.
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Hardaway, Donald E., and Richard W. Scamell. "A Course Design That Features a Constructivist Approach to Teaching Introduction to Information Technology." Decision Sciences Journal of Innovative Education 1, no. 2 (September 2003): 321–27. http://dx.doi.org/10.1111/j.1540-4609.2003.00028.x.
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"Paul" Zhang, Xihui, Ming Wang, M. Shane Banks, Qiunan Zhang, and Colin G. Onita. "Design and Delivery of an Online Information Systems Management Course for MBA Programs." Journal of Information Technology Education: Innovations in Practice 19 (2020): 047–74. http://dx.doi.org/10.28945/4600.
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Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course.
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Horvat, Nikola, Niccolò Becattini, and Stanko Škec. "USE OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN DISTRIBUTED PRODUCT DESIGN STUDENT TEAMS." Proceedings of the Design Society 1 (July 27, 2021): 3329–38. http://dx.doi.org/10.1017/pds.2021.594.
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AbstractThis paper analyses the use of information and communication technologies (ICTs) in a distributed product design project-based learning (PBL). The paper presents the ICT use of five international student teams during three product design phases: identification of opportunities, conceptual design, embodiment design. General results show that student teams used around 30 different ICTs for both taskwork and teamwork. Students reported that they used previously known ICTs or ICTs properly introduced to them during the initial course workshop. Results also show that team members often work individually on their tasks and use various procedures to share their results. Also, teams conduct some activities synchronously, suggesting the need for teams to have a collaborative workspace. Cloud-based collaborative ICTs (e.g. whiteboard, computer-aided design, document editor, task management) showed huge potential for individual and team tasks. Hence, educators and teams should carefully consider which ICTs to implement and learn, as it might greatly impact the execution of the product design PBL course.
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Engelbertink, Monique M. J., Saskia M. Kelders, Kariene M. Woudt-Mittendorff, and Gerben J. Westerhof. "Participatory design of persuasive technology in a blended learning course: A qualitative study." Education and Information Technologies 25, no. 5 (March 25, 2020): 4115–38. http://dx.doi.org/10.1007/s10639-020-10147-x.
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Luo, Ying, and Xiang Qing Zhang. "Research on Design of Network Curriculum." Applied Mechanics and Materials 599-601 (August 2014): 1875–78. http://dx.doi.org/10.4028/www.scientific.net/amm.599-601.1875.
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The development of network technology based on information technology has brought profound change to traditional education methods, and network course, as the best carrier of teaching application in the era of internet, attract more and more attention. The paper introduces the network curriculum design principles, content and process models, existing problems and countermeasures.
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Gao, Wei Wei, Jian Hua Wang, and Xiao Feng Li. "Design of Intelligent Teaching System Based on Data Mining Technology." Advanced Materials Research 834-836 (October 2013): 998–1001. http://dx.doi.org/10.4028/www.scientific.net/amr.834-836.998.
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Data mining technology into the teaching system, the biggest advantage is that the system can gather large amounts of data for analysis , digging out of the course content and teaching strategies presented useful information on the adjustment in order to build content-rich smart teaching platform . This paper mainly made use of data mining techniques to solve the data mining technology is introduced into the system in order to fully improve the system for students and student learning characteristics of the implementation of individualized teaching of intelligence, flexibility in learning mode , the number of users and courses content scalability , research and development of an online learning system . With these results the general software development technology applied to intelligent tutoring system for students to build an adaptive, personalized student-centered learning platform.
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YU, Kanhua. "Design and Application of Micro-video Course Recording in "General City Planning" Course." International Journal of Emerging Technologies in Learning (iJET) 11, no. 05 (May 23, 2016): 16. http://dx.doi.org/10.3991/ijet.v11i05.5687.
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as information technology flourishes, use ratio of network and mobile terminal devices keeps rising. Microlecture as a new course resource and learning style jumps into people's vision. This paper introduces a microlecture platform which is applied to teach General City Planning. The platform includes the oflowing functions: microlecture making device, classroom live broadcasting and real-time video recording device, microlecture question and answer device, microlecture labeling device and microlecture searching device etc. Based on fully expounding the research background, domestic and overseas situations, this paper analyzes design thought, overall structure and teaching advantage of the platform. The experimental study shows that the microlecture platform is quick and convenient to use. Therefore, it is the optimal platform for both teachers and students.
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Jing, Xiaopeng. "Multimedia Teaching Platform Design for Urban Planning Course Based on Information Entropy." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 4. http://dx.doi.org/10.3991/ijet.v12i07.7213.
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The information entropy theory involves such important concepts as the amount of information and information entropy, and it is widely applied in educational field. At present, teaching contents of Urban Planning are dull, and teaching methods and means are single. For such characteristics, information entropy theory and MP5 technology were introduced in multimedia teaching platform design. The new teaching platform was designed from 4 aspects: video module, audio module, network module and electronic module. Since information entropy theory can make information quantified, the teaching contents can be visualized, and teaching interestingness can improve. Meanwhile, because MP5 has such characteristics as diversified technological functions and use convenience, it can enhance multimedia teaching effect. The new teaching platform can let the teaching contents more vivid and visual, motivate students’ learning initiative and promote teaching quality.
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Sallu, Sulfikar, and Qammaddin Qammaddin. "RANCANGAN PEMBELAJARAN JARINGAN KOMPUTER MODEL DICK DAN CAREY BERBASIS MANAJEMEN LAYANAN INFORMATION TECHNOLOGY INFRASTRUCTURE LIBRARY (ITIL)." Instruksional 2, no. 2 (July 29, 2021): 1. http://dx.doi.org/10.24853/instruksional.2.2.1-6.
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Computer Network Learning is one of the teaching and learning processes in the compulsory Computer Networking course in a study program in the computer science family. Dick and Carey designs are the general components of a learning material from the procedures that will be used in learning to produce the desired learning outcomes. Furthermore, Information Technology Infrastructure Library (ITIL) is one of the frameworks that is part of Service Management in IT governance to make it easier to evaluate IT services and to find out things that must be developed in that service. The purpose of this study was to produce a design concept in the ITIL-based dick and carey model of computer network learning design. The method used is a literature review that utilizes all available reference sources. The result achieved is the ITIL-based Dick and Carey model computer network course concept which will create a quality computer network learning design.
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Liu, Lili. "Design and Analysis of Online Micro-course of Garden Architecture Design Based on CPC Model." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 44. http://dx.doi.org/10.3991/ijet.v12i07.7214.
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In the network information age, micro-course is a brand-new teaching method which integrates conciseness, vividness, visualizability and distinctiveness. It is also a means of educational informationization. Especially in architecture design course, micro-course has been effectively applied. Based on CPC model, online micro-course of Garden Architecture Design was constructed again by combining patent 2D code technology in this paper. The design and analysis of online micro-course of Garden Architecture Design based on CPC model can basically achieve classroom flipping, promote equal interaction between teachers and students, enhance communications among classmates, feedback and evaluate teaching effect in time, promote students’ learning interest, change students’ learning attitude and boost their academic performance so as to reach the expected teaching objective.
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Oz, Recep, and Murat Tolga Kayalar. "Attitudes of preservice teachers having pedagogical formation certificate training towards instructional technology and material design course." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 407–18. http://dx.doi.org/10.18844/wjet.v13i3.5940.
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The purpose of this study was to determine the attitudes of the trainees registered in Pedagogical Formation Certificate Program (PFCP) towards the Instructional Technologies and Material Design (ITMD) course and to analyze whether these attitudes differed according to gender, department and level of grade. The data were obtained from totally 110 trainees including 78 females and 38 males. In addition to the personal information form, the Attitude Scale towards ITMD Course was used as the data collection tool. The scale had three sub-dimensions as effectiveness, admiration and denial, and the internal consistency coefficients calculated for the current implementation were between .99 and .77. It was understood that the trainees regarded the ITMD course effective enough to be considered good, admired the course at a moderate level, and did not neglect the course very much. It was noticed that female trainees found the course more effective and admired it more rather than the male trainees. The trainees in the English group were determined to consider ITMD course more effective than the trainees in the philosophy group. Moreover, it was proved that the students in the English group admired more rather than the trainees in the theology and philosophy groups. The graduate trainees regarded ITMD course more effective than the ones who were still students.
Keywords: instructional technologies, information technologies, instructional technologies and material design, attitude towards itmd course;
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Wang, Jian Xin, and Sheng Quan Ma. "Constructing Micro-Teaching Experimental Environment with Information Technology." Advanced Materials Research 989-994 (July 2014): 5106–11. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5106.
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By using the Information Technology, the paper sets out to start a systematical design and exploration of micro-teaching and E-learning resources adopted in a public experiment teaching course named “Educational Technology” in some advanced normal universities. Besides, by examining the constructive principles of the experimental teaching environment, it has transformed the single experiment learning model which took place in traditional classes, improved the teaching efficiency and quality. And lastly, it discusses such items as learning resources on the internet, the integration of multimedia and micro-teaching as well as the micro-grid classroom construction principles, and puts forward the present college media environment building program, which meanwhile promotes the integration between technology and curriculum.
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Zheng, Yue. "3D Course Teaching Based on Educational Game Development Theory – Case Study of Game Design Course." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (January 30, 2019): 54. http://dx.doi.org/10.3991/ijet.v14i02.9985.
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With the rapid development of information technology, 3D game technology also has developed gradually. Virtual reality technology is developing at a fast speed, too. At present, virtual teaching method of game design in software engineering major may be caught in the unfavorable situation where “teachers do not respect it and students’ learning motivations differ a lot”. Meanwhile, students may be easily influenced by nonintellectual factors such as emotion, hobby and will, and develop many harmful learning habits such as indifference to standards of game development procedure, which to certain degree influences teaching effect. On this basis, the teaching method of applying educational game development theory in game design course was proposed in this study. First of all, research status of domestic and overseas game design courses was analyzed. Starting from education and 3D software features, the content of Game Design in software engineering major was chosen for educational game design and development. Meanwhile, questionnaire survey and experiment were carried out to evaluate the application effect of the case. It was found that, educational game designed in this study was affirmed by students and teachers, and the case gained a favorable effect in the implementation process. Besides, game-based teaching method motivated students’ learning interest. In conclusion, the teaching effect of educational game is better than traditional teaching effect.
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Bo, Liming, and Kanhua Yu. "Application of Model Display Technology in Multimedia Teaching of Ecological Architecture Course." International Journal of Emerging Technologies in Learning (iJET) 11, no. 09 (September 29, 2016): 41. http://dx.doi.org/10.3991/ijet.v11i09.6121.
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as building information model technology becomes increasingly developed, building information model technology is increasingly introduced in modern construction engineering project design, and good effect has been gained. Based on the above background, this paper applied building information model technology to develop a building information model technology image display system. This system has such functions as teletransmission, 3D display, plane display and interactive demonstration. Based on B/S architecture, this system can achieve teletransmission display between building plane image and 3D image. On this basis, contrastive teaching research was adopted to apply the system in teaching Ecological Architecture Course of architectural engineering specialty. The results show that the combination of model display technology and multimedia teaching system can improve courseware display effect and transmission efficiency and then significantly promote course teaching effect.
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Yezhova, Olga V., Kalina L. Pashkevich, and Denys V. Gryn. "DEVELOPMENT OF TECHNOLOGY EDUCATION STUDENTS’ ICT COMPETENCE WHILE TEACHING COMPUTER-AIDED FASHION DESIGN." Information Technologies and Learning Tools 73, no. 5 (October 22, 2019): 15–27. http://dx.doi.org/10.33407/itlt.v73i5.2547.
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The present paper deals with the problem of CAD (computer-aided design) competence formation of would-be teachers of technology and vocational school teachers. It is noted that for fashion industry to develop, it is necessary that its professionals should have both the knowledge of basic communication technologies and foundations of using CAD. ICT competence is necessary for trainee teachers of technology and vocational education specialists both for their educational activity and for successful creation of outfit models using computer techniques. The aim of the research lies in grounding the list of software equipment to be used by trainee teachers of technology and vocational school teachers to provide effective learning of CAD in professional sphere. The introduction to professional-oriented software is realized in higher education institutions of Ukraine during the course of “Basics of computer aided design”, after a preparatory course “Information Technologies” Information technologies are used in fashion industry for creating new models, equipment management, and for maintaining the life cycle of outfits. Hereby presented is a systemized list of computer software tools for professional purposes to be used in automated workstation of the designer: software tools for correct and safe system component management; software for file creation and information sharing; CAD-subsystems. The content of the course “Basics of computer aided design” have been described. Practical approbation has proved effectiveness of the developed syllabus along with the methodological support of the course “Basics of computer-aided design”. The results of the investigation are important for grounding the content of study for trainee teachers of technology and specialists of vocational education, as well as for professionals in fashion industry.
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Shao, Hong Cheng. "Design and Realization of Computer Teaching Room Based on VMware Visualization Technology." Advanced Materials Research 989-994 (July 2014): 5369–72. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5369.
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As information technology is developing at an unprecedented speed, computers are widely applied in the process of teaching in colleges. A large number of universities and colleges purchase computers for practical teaching such as experiment, course design as well as visual simulation.
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Danilov, Andrew V., Rinata R. Zaripova, and Nnamdi Anyameluhor. "Using wiki in the design of bilingual online course." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 480–88. http://dx.doi.org/10.18844/cjes.v13i4.3893.
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The aim of the study was to develop the web-based teaching course for use in the process of Information and communication technology learning by the Tatar-speaking students. The first-year students of Higher School of Tatar Philology and Intercultural Communication of Kazan Federal University took part in the experiment. They were divided into two groups. The experimental group consisted of 25 trainees and control group included 25 students. The educational experiment was carried out during one semester of the academic year 2015/16 and 2016/17. In teaching of the subject ‘Computer Science’ (36 hours), the technology CLIL K1 and Web 2.0-based training materials were used in the experimental group. Processing of the results with the help of statistical methods led to the conclusion that the positive changes in the experimental group were due to CLIL-assisted training, using teaching materials, developed on the basis of Web 2.0 technologies K1.
Keywords: Web 2.0, the Tatar language, the Russian language, adoptive language, learning content, wiki.
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Pang, Lu. "Teaching Mode of Library Information Literacy Course Based on Hierarchical Embedded Service." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 27. http://dx.doi.org/10.3991/ijet.v15i10.13995.
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With the development of computer technology and network processing technology, information literacy competency has become an essential ability for contemporary college students. The traditional teaching mode of information literacy takes the form of library literature retrieval. The teaching content is relatively boring and dull, and the teaching form is backward, which makes many students lack interest in learning and produces an adverse effect on students’ improvement of information literacy required by their professional study. For this reason, in this paper, “hierarchical embedded service mode” was applied in the learning of information literacy course and an embedded information literacy teaching network composed of three elements, that is, teachers, learners and librarians, was built. After that, targeted information literacy teaching methods were designed from the perspectives of program, object, teaching content, teaching methods and teaching staff. On this basis, a teaching feedback mechanism for information literacy course with entrepreneurship and innovation as the goals was set up, which included 5 primary categories, course content, teaching design, interface design, media technology, and course management, and 25 secondary categories. It was found in a teaching experiment that the students have been greatly improved in terms of autonomous learning ability, learning interest, classroom activity and reading ability.
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Slipukhina, Іryna A., Viacheslav V. Olkhovyk, Oleksandr О. Kurchev, and Vitalii D. Kapranov. "DEVELOPMENT OF EDUCATION AND INFORMATION PORTAL OF PHYSICS ACADEMIC COURSE: WEB DESIGN FEATURES." Information Technologies and Learning Tools 64, no. 2 (April 30, 2018): 221. http://dx.doi.org/10.33407/itlt.v64i2.1781.
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The purpose of this article is to present the main components and features of designing an educational and informational portal for students. Selection of personal trajectory is realized through the use of personal account, which includes electronic laboratory reports, information materials on studying progress, means of communication with a teacher, etc. The created portal allows the administrator to easily monitor and check laboratory reports, keep an e-journal with grades. To develop the website design, functional modules and components, the Adobe Photoshop ™ environment was used, as well as the HTML and CSS layout of the web portal. The modern Bootstrap technology was applied to adapt the web page interface. The didactic opportunities of using this portal as a part of personalization process in teaching physics were considered.
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Rienties, Bart, Wolter Kaper, Katrien Struyven, Dirk Tempelaar, Leendert van Gastel, Sanne Vrancken, Magdalena Jasińska, and Eglė Virgailaitė-Mečkauskaitė. "A review of the role of information communication technology and course design in transitional education practices." Interactive Learning Environments 20, no. 6 (June 21, 2011): 563–81. http://dx.doi.org/10.1080/10494820.2010.542757.
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Chou, Te-Shun. "Course Design and Project Evaluation of a Network Management Course Implemented in On-Campus and Online Classes." International Journal of Online Pedagogy and Course Design 8, no. 2 (April 2018): 44–56. http://dx.doi.org/10.4018/ijopcd.2018040104.
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This article describes a course framework designed for a network management course in information computer technology education. A combination of four learning techniques was used as the pedagogical method: lecture-based learning, lab-based learning, inquiry-based learning, and project-based learning. The article also discusses in detail the project implemented in the course. A formal evaluation of the project has been carried out for both on-campus and online students. It demonstrated that the project achieved a successful outcome and was a highly effective learning experience for the students.
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Wang, Song, Hanwen Zhang, and Xiang Meng. "Design of Video Teaching System Based on Virtual Reality Technology." Electronics Science Technology and Application 7, no. 4 (January 21, 2021): 72. http://dx.doi.org/10.18686/esta.v7i4.167.
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<p>With the progress of the times and the development of network technology, great changes have taken place in the mode of education and teaching, and the traditional mode of education and teaching has been unable to meet the current teaching situation and requirements. Under this background, many scholars have developed a variety of teaching models adapted to the background of the times, which has achieved good results. In order to realize the reform and innovation of teaching mode, this paper designs a film and television teaching system based on virtual reality technology. In the era of Internet of Things and big data, Internet of Things technology is used as support to realize the transmission and sharing of teaching information in film and television teaching system. In the research, data mining technology is used to collect relevant data of teaching resources and teaching information, and relevant algorithms in data mining are used to realize data processing. Experiment of film and television teaching system in different stages of education system and the application of film and television teaching theory courses, experiment courses for students and education development index are analyzed. According to the end of the experiment, the influence of results show that the film and television teaching system in the use of elementary school, junior high school, high school and university level are 25.32%, 31.44%, 18.46% and 47.76% respectively. The film and television teaching system plays a significant role in students’ experimental course scores. The use of the film and television teaching system has raised the development index of education and teaching in each stage of education from 1.12, 1.33, 1.47 and 1.36 to 2.14, 2.21, 2.36 and 2.44 respectively, indicating that the film and television teaching system has a certain promoting effect on the development of education and teaching.</p>
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Hou, Huiying (Cynthia), and Hao Wu. "Technology for real estate education and practice: a VR technology perspective." Property Management 38, no. 2 (March 2, 2020): 311–24. http://dx.doi.org/10.1108/pm-08-2019-0046.
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PurposeLed by the rapid advancement of information technology in engineering, business and creative industries, the emergence of new technology such as virtual reality (VR) and its use in education and practices are clearly observed. Although widely spread in industry practices, technology-led innovation is applied rather slowly in the tertiary real estate education. This paper examines the integrative effect of VR technology in a real estate course.Design/methodology/approachThis study adopts a case study approach. Using an experimental course design and delivery in a business school real estate programme from Hong Kong, this paper shows the design, development and implementation of an innovative teaching model with VR being integrated. A survey was conducted to gain feedback information from participating students towards teaching innovation. It identifies the role and values of adopting VR technology in real estate education as pedagogical tool.FindingsA new teaching model integrated with VR technology to deliver a real estate course has demonstrated its ability and potential to assist the development and enhancement of student's sense of value and place, as well as improving communicative efficiency of property investigation and the analysis of trade process. Findings from the study have implications for future global real estate industry practice and education.Originality/valueThe critical role of information technology to revolutionise the global economy and its real estate sector is apparent. Few studies have inquired about attempts and experience of integrating VR technology in real estate education towards direct link to industry practice. This paper is a major attempt to bring attention to this important concern.
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Shin, Sungwon, Thomas A. Brush, John W. Saye, and Zhizhen Zhang. "Integrating Classroom Video Cases into a Teaching Methods Course." International Journal of Designs for Learning 10, no. 1 (May 10, 2019): 35–52. http://dx.doi.org/10.14434/ijdl.v10i1.24647.
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This design case illustrates a three-semester-long curricular and instructional design project focusing on the design and implementation of a technology-enhanced case-based learning experience for pre-service teachers within a teaching methods course. This case highlights the iterative process that a teacher educator and an instructional design-er went through to integrate technology-enhanced cases into a methods course and connect them to other aspects of the course experiences, as well as the teacher education program in general. The first part of this case provides an overview of the project, the designers and their personal objectives, design context, information on the online environment and case materials, and ideas, challenges, and differences of the designers shared before the actual design process. The second part of this case presents each phase of our design from the first to the final semester, including the discussions of our goals, issues, results, and reflections.
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Song, Jian Shen. "Based on Teach-Practice Study Mode Practice Learning Platform Design and Implementation - By the News Photography Course as an Example." Applied Mechanics and Materials 373-375 (August 2013): 1859–62. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.1859.
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With the advent of the Web2.0, more and more people use modern information technology in education field, make education realizes the informationization, intellectualization of new education form. Build the course practice platform is to introduce the information technology into the professional knowledge learning, providing students with fast, efficient learning resources and the environment ,at the same time improving the professional knowledge level of the students and the ability to practice and practice. Based on the news photography course, this paper discussed the necessity to establish the course practice platform and analyzed platform development and implementation process in detail.
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Jones, Faye R., Marcia A. Mardis, Charles R. McClure, Jinxuan Ma, Chandrahasa Ambavarapu, and Laura I. Spears. "Work-integrated learning (WIL) in information technology." Higher Education, Skills and Work-Based Learning 7, no. 4 (November 13, 2017): 394–407. http://dx.doi.org/10.1108/heswbl-08-2017-0046.
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Purpose The purpose of this paper is to analyze 86 information technology (IT) internship postings to discern the extent to which the intended outcomes matched professional standards for four-year IT programs. Design/methodology/approach The researchers text mined specified skills from 86 internship postings and compared them to the competencies outlined in the ACM/IEEE Body of Knowledge. Findings Results indicated that students can expect to gain experience and exposure to both technical and general competencies. Though research and policy relating to technical fields have emphasized professional competencies such as teamwork, communication, and professionalism, this analysis suggested that the internship postings greatly emphasized technical skills at the expense of general competencies. Research limitations/implications The most frequently occurring competencies suggest future research opportunities for considering contextual factors of internship sites. The researchers conclude with implications for using text mining as a tool for comparing internship intent vs outcomes as well as suggestions for policies, standards, and curricula worthy of further exploration. Originality/value Employers, educators, and professionals agree that internships offer a promising means to link course content and practical workplace skills, especially in technical fields like IT. However, less clear are the ingredients of effective IT internships.
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Cepeda, Francisco Javier Delgado. "A Numerical Methods Course Based on B-Learning." International Journal of Mobile and Blended Learning 5, no. 1 (January 2013): 39–57. http://dx.doi.org/10.4018/jmbl.2013010103.
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Information and communication technologies advance continuously, providing a real support for learning processes. Learning technologies address areas which previously have corresponded to face-to-face learning, while mobile resources are having a growing impact on education. Numerical Methods is a discipline and profession based on technology. In its education, technology has been included in the curricula as a basic tool given the complexity of applied mathematical problems. This paper presents a blended learning design for a Numerical Methods course for engineers, combining class, online and mobile activities to strengthen and to develop different abilities related to it. Mobile activities have been incorporated into the latest design, including an e-book with online resources prepared specially for this course. The follow up for the last three years shows a meaningful impact due to growing use of technology compared with previous practice.
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Howarth, Jeff. "Learning by Solving Problems: Cognitive Load Theory and the Re-Design of an Introductory GIS Course." Cartographic Perspectives, no. 80 (December 3, 2015): 18–34. http://dx.doi.org/10.14714/cp80.1320.
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This article presents a teaching model to support learning by solving problems with geographic information technology. Using the case study of a re-designed introductory course in geographic information systems, I present research from studies of expertise and Cognitive Load Theory that identify learning objectives and methods for problem-based instruction. I illustrate a general template for learning geographic technology by solving a problem based on a process of understanding the problem, developing a plan, and implementing the plan. This template also reinforces learning during practice and exam problems. The article aims to encourage future research on problem-based instruction of geographic information technologies that integrate cognitive studies of learning, spatial thinking, and problem solving.
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Harden, Gina, Robert M. Crocker, and Kelly Noe. "Introductory Information Systems Course Redesign: Better Preparing Business Students." Journal of Information Technology Education: Innovations in Practice 17 (2018): 113–26. http://dx.doi.org/10.28945/4058.
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Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.
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Cheng, Tao, and Bing Zhang. "Application & Research of Multi-Media Network Technology in Chemistry Experimental Course." Advanced Materials Research 183-185 (January 2011): 1302–6. http://dx.doi.org/10.4028/www.scientific.net/amr.183-185.1302.
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The rapid emergence of multi-media technology and internet technology is one of the typical characteristics during the information era, and their combination enables the carrier and transmission mode of modern knowledge and information to realize the leap in quality. The chemistry is one of the four fundamental courses of teaching system in the institutions of higher learning, but the chemical experiment is where the soul of chemical teaching lies. It is not merely the important means of making the students acquire the chemical knowledge, know the chemical rule, form the chemical concept and improve all sorts of capabilities, besides, the cultivation of the student’s creative spirit and ability in this process can not be replaced by other disciplines. However, in today’s chemical experimental class, the teaching effect of chemical experimental course is not perfect, because of the influence of experimental conditions, lab surroundings, time and other factors. By the design, the development and the utilization of multi-media network technology, the multimedia library, the video technology and the simulation technology, the teaching effect of chemical experimental course can be promoted to a large degree.
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Lin, Lin, Rustam Shadiev, Wu-Yuin Hwang, and Shusheng Shen. "From knowledge and skills to digital works: An application of design thinking in the information technology course." Thinking Skills and Creativity 36 (June 2020): 100646. http://dx.doi.org/10.1016/j.tsc.2020.100646.
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Yang, Chun Yan, Chang Qing Cui, and Qian Wang. "The Design of Digital Image Display System Based on FPGA." Applied Mechanics and Materials 631-632 (September 2014): 482–85. http://dx.doi.org/10.4028/www.scientific.net/amm.631-632.482.
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With the development of computer, multimedia and integrated circuit technology, more and more information are digital, so that the storage and processing including images, sounds and words, etc. After processing the information, of course, it eventually to be represented in the form of people can accept. FPGA has the characteristics of the device, occupies an important position in the information processing system, this paper expounds how to complete image acquisition processing system functions in the FPGA.
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Ma, Meng Chao, Peng Kong, and Dong Li Chen. "Research on Renewable Power Technology Training Course for Employees of the Grid." Applied Mechanics and Materials 291-294 (February 2013): 2978–83. http://dx.doi.org/10.4028/www.scientific.net/amm.291-294.2978.
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The Renewable Power Technology Training Course is described in the article which was developed by Renewable Power Technology training lab of State Grid Technology College. The course has been developed to train all new staff of the State Grid and was building in block designed. The blocks were in various forms, including theory, video, and training. The feedback information indicates that the course content can satisfy the job needs of the trainee, the form of design is reasonable. The training effect has been unanimously certificated by the trainee.
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Marlos Varonis, Evangeline. "Most courses are not born digital." Campus-Wide Information Systems 31, no. 4 (July 29, 2014): 217–29. http://dx.doi.org/10.1108/cwis-09-2013-0053.
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Purpose – The purpose of this paper is to discuss benefits of and barriers to online learning and describe utilization of the Quality Matters (QM) peer review process as a method to assure the quality of online courses. It outlines the QM higher education rubric, explains how the collaborative QM peer review process facilitates online course design and certification, reports on the development of a statewide consortium in Ohio, and explores future directions in online courses. Design/methodology/approach – This paper offers a brief historical review of the incorporation of technology into teaching and learning. It describes attitudes toward online learning and the creation of the non-profit QM program as a vehicle for improving online course design. It summarizes the eight standards of the QM rubric, describes the QM peer review process, and discusses the implementation of the Ohio QM Consortium (OQMC) as a shared services model. Findings – Given existing barriers to online learning, the QM program can improve learning outcomes by offering best practices in online course design, validating the quality of online courses, encouraging faculty buy-in through a focus on design rather than content, and facilitating degree completion through recognition of quality courses. Practical implications – Institutions that seek to validate online course quality in a cost-effective manner can explore a shared services model such as that developed by the OQMC. Originality/value – This paper introduces to an international audience a program and process, widely implemented in the USA, which encourages inter-institutional cooperation and promotes a supportive culture among online educators.
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Eaton, Carrie Diaz, and Hannah Callender Highlander. "The Case for Biocalculus: Design, Retention, and Student Performance." CBE—Life Sciences Education 16, no. 2 (June 2017): ar25. http://dx.doi.org/10.1187/cbe.15-04-0096.
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Calculus is one of the primary avenues for initial quantitative training of students in all science, technology, engineering, and mathematics fields, but life science students have been found to underperform in the traditional calculus setting. As a result, and because of perceived lack of its contribution to the understanding of biology, calculus is being actively cut from biology program requirements at many institutions. Here, we present an alternative: a model for learning mathematics that sees the partner disciplines as crucial to student success. We equip faculty with information to engage in dialogue within and between disciplinary departments involved in quantitative education. This includes presenting a process for interdisciplinary development and implementation of biology-oriented Calculus I courses at two institutions with different constituents, goals, and curricular constraints. When life science students enrolled in these redesigned calculus courses are compared with life science students enrolled in traditional calculus courses, students in the redesigned calculus courses learn calculus concepts and skills as well as their traditional course peers; however, the students in the redesigned courses experience more authentic life science applications and are more likely to stay and succeed in the course than their peers who are enrolled in traditional courses. Therefore, these redesigned calculus courses hold promise in helping life science undergraduate students attain Vision and Change recommended competencies.