Relevant bibliographies by topics / Modular experiences

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

Academic literature on the topic 'Modular experiences'

Author: Grafiati
Published: 7 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Modular experiences"

1

Bayot, Michelle F. "TEACHERS' LIVED EXPERIENCES IN TEACHING SCIENCE DURING THE PANDEMIC." Ignatian International Journal for Multidisciplinary Research 2, no. 4 (2024): 71–82. https://doi.org/10.5281/zenodo.10908085.

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This qualitative study explored the lived experiences of elementary school teachers in teaching Science during the COVID-19 pandemic. The participants of this research were the teachers from  Bayawan City schools adopting modular learning modality, whose ages range from 39 to 59 years old, and whose length of teaching experience ranges from 16 to 36 years. Data were collected by means of recorded interviews and were analyzed using Colaizzi’s Method. Key findings revealed four (4) emergent themes representing the science teachers’ lived experiences. The themes cover the various teaching constraints and challenges, teacher interventions, and sense of accomplishment experienced by the teachers during the pandemic. Data revealed that the participants faced major changes in terms of science teaching instruction and strategies to adapt to the shift to modular learning modality and the hindrances to interaction, communication, and experimentation due to home learning setup. The teachers also experienced changes in terms of extended work hours, additional work functions, concerns on student output completion and submission, and compromise in academic integrity. Parental involvement was identified as a significant factor in the teaching-learning process during the pandemic. Teachers also expressed relatively good perceptions of teaching effectiveness and satisfaction. Recommendations were provided to improve the current teaching conditions of teachers and learning conditions of students under the modular learning modality.  
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Tuunanen, Tuure, Anu Bask, and Hilkka Merisalo-Rantanen. "Typology for Modular Service Design." International Journal of Service Science, Management, Engineering, and Technology 3, no. 3 (2012): 99–112. http://dx.doi.org/10.4018/jssmet.2012070107.

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This paper presents a typology for modular service design. The authors review engineering, manufacturing, and service research literature and develop three key concepts for service modularization: service module, service architecture, and service experience. Thereafter these key concepts are further decomposed into detailed constructs. Basing on the reviewed literature, they develop a common typology for modular services. The authors argue that their typology provides a foundation for the development of modular service design methods. The authors also expect that it is important to recognize how customers perceive the service. They propose that service experiences can be characterized by value creation, role perception, personalization, and task complexity and by how the customers experience the particular services.
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Wilson, John. "Organisational Knowledge Transfer in Modular Production Networks : Experiences from Brazil." International Conference on Business & Technology Transfer 2006.3 (2006): 23–28. http://dx.doi.org/10.1299/jsmeicbtt.2006.3.0_23.

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Chenel, C. Borres, and Jr. R. Monteroso Cornelio. "Students' Experience in Modular Learning and Motivation to Achieve Academically: The Mediating Effect of Pedagogical Content Knowledge of Teachers." International Journal of Innovative Research in Multidisciplinary Education 03, no. 11 (2024): 1734–44. https://doi.org/10.5281/zenodo.14090314.

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This study investigated the mediating role of perceived pedagogical content knowledge of teachers on the relationship between students' experiences in modular learning and their motivation to succeed academically. The study was conducted using a quantitative study design with 300 junior and senior high school students selected using stratified sampling technique in the Island Garden City of Samal. Data was gathered using three sets of modified standardized survey questionnaires. Tests on the content validity and reliability of these instruments were conducted. The Mean, Pearson r Correlation Coefficient, and Path Analysis were used to analyze the data. The findings demonstrated high levels of motivation to achieve academically, very high level of pedagogical content knowledge, and high level of modular learning experience. The association between students' experience in modular learning and motivation to achieve academically, motivation to achieve academically and pedagogical content knowledge and students' experience in modular learning and pedagogical content knowledge were all statistically significant. Additionally, the current study demonstrated a partial mediation of pedagogical content knowledge on the relationship between students' experience in modular learning and motivation to achieve academically.
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Miranda, Criscel C., Khif Muamar M. Miranda, and Leonardo B. Pongos. "Lived Experiences of Novice Secondary School English Teachers in the Implementation of Modular Distance Learning in the Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 4 (2024): 1405–13. http://dx.doi.org/10.11594/ijmaber.05.04.25.

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As COVID-19 forced schools to shift to distance learning, the modular approach, in particular, became the most viable option for the continuity of learning. However, these sudden changes also brought unique experiences to novice teachers. This study explored the lived experiences of novice secondary school English teachers (NSSET) in Tagum City in implementing modular distance learning (MDL) in the context of the pandemic. Phenomenological inquiry based on Bronfenbrenner's ecological theory was used to explain the experiences of the eight (8) participants. Using validated researcher-made interview questions, virtual in-depth interviews were conducted. Through Braun and Clarke’s (2006) six-step framework, themes that emerged, categorized into five echelons, are as follows: poor cooperation of parents and students, and productive collaboration with colleagues and immediate heads; overwhelming pressure from external sources, and taking direction from others’ influence; perpetual communication breakdown, and confronting challenges in the delivery of modular learning; meeting society’s expectations; abrupt adjustment to the new normal. These shape the experiences of the NSSET in conducting MDL in the new normal. However, the poor cooperation of parents and students poses the most significant experience for the NSSET. Notwithstanding, novice teachers navigated successfully through these experiences brought about by implementing MDL amid the pandemic.
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Palcullo, Ludivina S. "LIVED EXPERIENCES OF STUDENTS IN A SCIENCE-MODULAR CLASSROOM: A PHENOMENOLOGICAL ANALYSIS." Ignatian International Journal for Multidisciplinary Research 2, no. 7 (2024): 162–71. https://doi.org/10.5281/zenodo.12685228.

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The rapid shift towards modular learning due to global disruptions, such as the COVID-19 pandemic, has significantly transformed educational practices worldwide. This phenomenological study explores the lived experiences of students in a science-modular classroom at Lambayong National High School in Lambayong, Sultan Kudarat. The research aims to understand how students perceive and navigate the unique challenges and opportunities presented by modular learning in science education. Using in-depth interviews and thematic analysis, the study uncovers the nuances of students' interactions with modular materials, their engagement with science concepts, and their overall academic experiences. Key findings highlight the students' adaptability to self-paced learning, the importance of teacher support and feedback, and the role of peer collaboration in enhancing understanding. Despite initial difficulties with the modular approach, students reported improved self-discipline and time management skills. However, challenges such as limited access to resources and occasional feelings of isolation were also identified. These insights provide valuable implications for educators and policymakers aiming to optimize modular learning environments. The study underscores the need for adequate resources, continuous teacher training, and strategies to foster a supportive learning community. By shedding light on the students' perspectives, this research contributes to a deeper understanding of modular learning's impact on science education, offering guidance for future implementations and improvements.
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Gaganao, Rovinson Deladia, and Rey Naranja Discar. "Undergraduate students' modular experiences in learning mathematics in the new normal education." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1244–52. https://doi.org/10.11591/ijere.v12i3.24686.

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The modular approach has been proven to be an effective tool in mathematics learning. However, this approach presents challenges regarding students’ learning. Hence, this study was conducted to determine and compare the modular experiences of 55 Bachelor of Secondary Education (BSED) Math students of Eastern Samar State University (ESSU) Salcedo based on gender, age, and year level. The study utilized a descriptive-comparative design and a survey questionnaire. Percentage, mean, t-test, and analysis of variance (ANOVA) were used to treat the data. The study revealed that respondents were satisfied with their modular experience in learning mathematics in the new normal education. Specifically, the respondents rated their experience satisfactory in good teaching, high in clear outcomes, manageable in appropriate workload, moderate in appropriate assessment, and average in generic skills. Furthermore, the study found a significant difference in good teaching, clear outcomes, appropriate workload, appropriate assessment, generic skills, and satisfaction with modular learning across the respondents’ year level, but insignificant across age and gender. Based on the findings, it is recommended that teachers should attend intensive seminars and training on current trends in math teaching and module development. Modules’ quality must be improved considering the workload, assessment, outcomes, and skills development.
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Ulysses, R. Pamatian, Espinosa Edwin, and A. Genton Emie. "UNDERSTANDING EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS IN THE MODULAR LEARNING DELIVERY IMPLEMENTATION." International Journal of Recent Research in Thesis and Dissertation (IJRRTD) 4, no. 1 (2023): 79–96. https://doi.org/10.5281/zenodo.7883361.

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<strong>Abstract:</strong> The purpose of this phenomenological study is to describe the experiences of senior high school teachers of South Glan District, Division of Sarangani who have been implementing modular learning delivery and to look into their different perspectives. Qualitative design wearing phenomenological approach determined how these teachers made meaning of the modular learning delivery at their specific school by making analysis of the participant&rsquo;s view, feeling and impacts to their lives and workplace. There were 5 participants who underwent in the in-depth interview. The generated themes revealed that senior high school teachers viewed modular learning delivery as difficulties and challenges, assessment problems, challenges and flexibility, lack of resources and distribution and retrieval problems. Regarding their feelings about the modular learning delivery, the participants conveyed that they feel the fear, exhausted, worries and burn-out. Furthermore, for the impacts of the modular learning delivery to the lives of the participants and workplace, they become sensitive and time and work oriented. The data were also compared, weighed, and linked to recent researches about modular learning delivery implementation. <strong>Keywords:</strong>&nbsp; Modular learning delivery, views, feelings, impact, experiences, senior high, school students, Philippines. <strong>Title:</strong> UNDERSTANDING EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS IN THE MODULAR LEARNING DELIVERY IMPLEMENTATION <strong>Author:</strong> Ulysses R. Pamatian, Edwin Espinosa, Emie A. Genton <strong>International Journal of Recent Research in Thesis and Dissertation (IJRRTD)</strong> <strong>Vol. 4, Issue 1, January 2023 - June 2023</strong> <strong>Page No: 79-96</strong> <strong>Paper Publications</strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 01-May-2023</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7883361</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/UNDERSTANDING%20EXPERIENCES-01052023-3.pdf</strong>
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Guillermo, Gedelyn, and Teresita Sambo. "Digital Modular Distance Learning and the Learners' Academic Performance in Mathematics." Psychology and Education: A Multidisciplinary Journal 22, no. 8 (2024): 964–74. https://doi.org/10.5281/zenodo.13125398.

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This study aimed to analyze the Grade 9 learners' perspectives on digital modular distance learning in terms of module quality, facilitation of digital modular distance learning and learning experience, and their academic performance in Mathematics. It also analyzed the link between the learners' perspectives on digital modular distance learning and their socio-economic profile. Descriptive-correlational research was employed in this study. A total of 129 learners in Grade 9 in Marcela T. Mabanta National High School were the respondents of this study. The results of the study revealed that the socio-economic profile of the learners did not affect their perspectives in digital modular distance learning. It further revealed that the academic performance of the Grade 9 learners was affected by their perspectives in regards to digital modular distance learning in terms of the module quality and the facilitation of digital modular distance learning. Meanwhile, their learning experiences did not affect their academic performance in Mathematics. An intervention plan on Mathematics in digital modular distance learning was crafted. Future researchers who would conduct research related to &ldquo;Digital Modular Distance Learning&ldquo; should also consider the findings of this study in drafting their related concepts.
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Hyacinth, F. Pura, and S. Galicia Leomar. "Understanding the Teachers' Lived Experience in Teaching Technology and Livelihood Education (TLE) Using Modular Distance Learning in Now Normal." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 06 (2022): 1482–90. https://doi.org/10.5281/zenodo.6694102.

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This qualitative study examined the lived experiences of teachers of teaching Technology and Livelihood Education (TLE) using modular distance learning in now normal utilizing daily. A review of literature was completed concerning the areas of teachers and the history of modular distance learning. The research question for the study was, what are the participants&rsquo; lived experience in teaching and assessing students in modular distance learning class of TLE in the now normal? And how do they cope up with the challenges of teaching and assessing students in modular distance learning class of TLE in the now normal? The research design for the study was Phenomenological qualitative research in interpretive design. Interviews were completed. The data were disaggregated according to themes and patterns. The participants of the study consisted of eight (8) participants&rsquo; experiences of TLE teachers on modular distance learning in the Department of Education in the Division of the City of Bi&ntilde;an. After data collection, the researcher found seven (6) common themes. Each of these themes was discussed in terms of supporting or not supporting the review of literature. The majority of the findings of the study supported by participants served as authentic guidelines of the study. A major contradiction in the findings was the fact that none of the teachers in the study felt a need for more professional development and community involvement.
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Dissertations / Theses on the topic "Modular experiences"

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FAVARIO, LEONARDO. "A New Modular E-Learning Platform Integrating an Enhanced Multimedia Experience." Doctoral thesis, Politecnico di Torino, 2018. http://hdl.handle.net/11583/2709429.

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Information and communication technologies are rapidly disrupting the way we interact with each other in this new connected world. The transmission of multimedia information is becoming mainstream also thanks to the availability of several commercial systems. Also in the educational environment, these novel technologies are making it possible to create and manage learning objects in ways which were unthinkable a few years back and this represents the driver for the creation of new approaches to education. Seeing the ubiquitous nature of the environments where web users interact, this work starts by analyzing the state of the art in the multimedia communication field focusing on those technologies which allow to reach a context awareness. Being able to sense the conditions where the device is used and quickly react to its changes is important in order to guarantee a flawless quality of experience. Part of this work focuses on the dynamic multimedia aspects, analyzing the latest trends in web streaming technologies and proposing a new framework for tackling some of the upcoming issues for such systems. In modern learning environments the presence of multimedia is massive. Multimedia objects are constantly created worldwide and this introduces new needs, such as the creation of proper repositories to store them and platforms to share them through the web. After analyzing the state of the art in educational technologies, focusing in particular in the content repository field, this work drafts a set of minimum requirements to follow in order to create a novel educational platform, ready to face the increasing number of needs of the future learners. In this context, the author proposes FARE, a novel architecture designed for both educators and learners in order to ease their everyday learning experience. The modularity of such a platform allows to benefit from a large set of modules, most of which present some of the multimedia aspects highlighted beforehand. Both qualitative and quantitative evaluations are presented exploiting the fully working prototype of the FARE e-learning platform deployed in the University machines. This work is meant to highlight how the advances in the multimedia field represent a clear advantage for the community of learners, creating novel ways of interacting with the learning objects and increasing the overall quality of experience.
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McCoy, Joseph Andrew. "Reconfigure Experience." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/10014.

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With overcrowded schools as a project vehicle, this thesis investigates the expansion and contraction of an existing infrastructure" and the relationship that developed between the two. The proposed intervention, guided by the site, touches on an urban scale by generating a gateway into the city.<br>Master of Architecture
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Lam, Sze-man, and 林詩敏. "How does bilingual experience modulate visual processing?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B47849976.

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Previous bilingual studies showed reduced hemispheric asymmetry in visual tasks such as face perception in bilinguals compared with monolinguals, which suggested that hemispheric asymmetry in visual tasks could be modulated by experience in reading one or two languages. Here I examined whether differences in hemispheric asymmetry in visual tasks can also be observed in bilinguals who have different language backgrounds. I compared the behavior of three language groups: (1) English monolinguals, who acquire only one alphabetic language, (2) European-English bilinguals, who know two alphabetic languages, and (3) Chinese-English bilinguals, who master an alphabetic language and a logographic language; in three tachistoscopic tasks: (1) English word sequential matching task, (2) Intact-altered face judgment task, and (3) face sequential matching task. The results showed that European-English bilinguals had a stronger right visual field (RVF)/ left hemispheric (LH) advantage in the English word sequential matching task than English monolinguals and Chinese-English bilinguals, suggesting that different language learning experiences can influence how visual words are processed in the brain. However, the results showed no group difference between the left visual field (LVF)/ right hemisphere (RH) advantage in the intact-altered face judgment task and the face sequential matching task. These results suggested a modulation of language experience on visual word processing but not on face processing. In addition, I showed that the hemispheric asymmetry in visual word processing could be accounted for by a computational model that implements a theory of hemispheric asymmetry in perception (i.e. the Double Filtering by Frequency theory, Ivry & Robertson, 1998); the modeling data suggested that this lateralization difference in visual word processing may be due to both the difference in participants’ vocabulary size and the difference in word-to-sound mapping between alphabetic and logographic languages.<br>published_or_final_version<br>Psychology<br>Master<br>Master of Philosophy
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Tewari, Ankur Ratnam. "African female students ‘experiences of introductory accounting modules at Unizulu." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1464.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016<br>Accounting is a male dominated profession historically. Females underperform and are thus dissuaded from taking up this profession. It is hence the need of the hour to understand the educational psychology of female accounting students in higher education. The current study is an attempt to understand this phenomenon and to explore this academic underperformance at UNIZULU. Both qualitative and quantitative methods were used to analyse the data. Primary data were collected from student surveys while secondary data were obtained from the Faculty of Commerce, Administration, and Law (FCAL). Both Likert scale and open-ended questionnaires were used to elicit responses of students. The underperformance of female students was tested with the other help of regression analysis using data supplied from FCAL. Of the various factors affecting underperformance of female students, the three stand-alone causes were: (1) poor command of English language, (2) poor command of Mathematics, and (3) lack of good female role models. In terms of experiences, most African female students felt that they were supported by the lecturers; lecturers were also motivators besides teachers; time management and discipline skills were needed to do well and pass the courses and the presence of female lectures provided impetus to work hard to African female students. On an average, female students underperformed by 1 to 6 percent, compared to male counterparts. The study suggests the following policy recommendations: 1.) A programme of mentorship or supplemental instruction (peer learning) is considered essential for improving subject-related and pervasive (communication and time management) skills of the students; 2.) Additional courses on English and Mathematics need to be added to improve these basic skills of the students; 3.) Enrolment of female students be increased in accounting as per the National Plan for Higher Education, South Africa (Ministry of Education, 2001); and, 4.) An increasing gender sensitive and empowerment role is to be played by the university.
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Parker, Naeema. "The court experiences of survivors of child sexual abuse." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study ws aimed at understanding the particular experiences of children who have been sexualy abused, with regrds to their experiences in court.With the high prevalence of sexual abuse in South Africa, many children are forced to testify against the alleged perpetrators of these crimes in public courts. Several reforms have been introduced into the child justice system, inorder to make the process of child testimony more child-friendly. The research explicated the children's expereinces of the new courtroom procedures and it was found that some aspects of the legal process were indeed experienced as a form of secondary traumatisation.
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Moses-Europa, Simone. "Postnatal depression: exploring adolescent women's experiences and perceptions of being depressed." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Adolescent pregnancy has been of longstanding societal concern primarily because of the inability of most young mothers to provide adequately for their infants. Depression often results in disengagement from mother-child interaction. Adolescent mothers identified as depressed are at increased risk of future psychopathology, with additional deleterious effects on their infants&rsquo<br>lives. The purpose of this study was to explore adolescent mothers&rsquo<br>experiences of motherhood and memories of feeling depressed during or after the birth of their babies. The first aim was to explore the young women&rsquo<br>s experiences of mothering, by focusing upon the practice of being a mother. The second aim was to explore the young women&rsquo<br>s experiences of depression, by focusing on their physical behaviour and emotional experiences. The third aim was to explore their perceptions of the causes of their depression. The rationale for this study was that these issues will further enhance the body of knowledge available to practitioners working with adolescent mothers. It will also provide a source of insights and hypotheses for preventive intervention research. The study was located within a feminist standpoint framework that begins from the perspective of women with the aim to explore women&rsquo<br>s accounts of their experiences in relation to depression as an important source of knowledge. A qualitative research design and methodology was employed in the region of the Western Cape. Eight adolescent mothers between the ages of 16 and 19 were recruited and interviewed. The interviews were semi-structured and consisted out of open-ended questions. Interviews were recorded, transcribed verbatim and thematic analysis of data was carried out. The findings of this research yielded some interesting areas for future research and implications for treatment and intervention with first-time adolescent mothers. The adolescent mothers in this study experienced similar depressive symptoms to adult mothers in previous research. All the participants revealed that they feared their parents&rsquo<br>disappointment in them for being pregnant. This factor contributed to their depression, because they received very little (if any) support from their parents or the father of their baby. The participants discussed that their pregnancy or giving birth was linked to various aspects of themselves that they had lost as an adolescent. Before they received counselling, none of the participants understood why they experienced depressive symptoms or what was happening to them at the time after their pregnancies.
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Van, Wyk Emmerentia C. "Teenage girls' experiences of pregnancy and motherhood." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2874_1233151622.

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<p>Teenage pregnancy and motherhood is a challenging phenomenon worldwide. The goal of this study was to explore and describe the perceptions and experiencesof a sample of teenage girls about pregnancy, birth and motherhood. The objectives of the research were to engage voluntary participants in autobiographical &quot<br>life stories&quot<br>and semi structured interviews relating to the phenomenon being studied<br>to analyze the qualitative information and do a literature control of the findings and compare and verify and make appropriate conclusions and recommendations.</p>
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Titus, Shirleen. "Investigating the experiences of gratitude during organizational change." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2908_1306908289.

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<p>The interpretation of this qualitative study indicates that individuals, teams and the organisation can benefit through allowing focus of unlocking that which provides a positive stimulus during challenging times in organisational settings. For social scientists, and in particular behavioural scientists, including industrial psychologists that are interested in positive psychology, it is hoped that there is an invitation to grow this area of research further and to gain new insights and direction for what are the enablers to experience positive change and gratitude.</p>
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Binns, Carole L. "The lived experiences of designing modules at one UK university: a qualitative account of academic practice." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/15086.

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This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion. The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process. This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned.<br>The full text was made available at the end of the embargo, 26th Oct 2020
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Binns, Carole Lucille. "The lived experiences of designing modules at one UK university : a qualitative account of academic practice." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/15086.

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This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion. The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process. This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned.
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Books on the topic "Modular experiences"

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Curtis, Nathan. Modular Web design: Creating reusable components for user experience design. Peachpit Press, 2010.

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apIwan, Ysgol Emrys, ed. Modules in action: A school's experience. Ysgol Emrys ap Iwan, 1985.

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Bojalil, Luis Felipe. El sistema modular: 25 años de experiencias educativas en la UAM-Xochimilco. Universidad Autónoma Metropolitana, 2001.

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Gautam, U. S. Location specific farm modules for Bihar: A field experience. Om Publications, 2010.

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Gautam, U. S. Location specific farm modules for Bihar: A field experience. Om Publications, 2010.

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Gautam, U. S. Location specific farm modules for Bihar: A field experience. Om Publications, 2010.

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Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.

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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.
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Gagosian Gallery (Los Angeles, Calif.), ed. Tom Sachs: Space program : mission guide and experience report. Gagosian Gallery, 2008.

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Eyduk, Irina. Organization of the process of preparing complex cold culinary products. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1872659.

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The textbook is designed to assist students studying in the specialty "Technology of public catering products" in terms of mastering the main activity — the organization of the process of preparing complex cold culinary products.&#x0D; It includes lecture material that allows you to acquire theoretical knowledge, as well as practical and control-evaluation tasks that contribute to the acquisition of practical experience and the formation of professional and general competencies in accordance with the Federal State Educational Standard for this module.&#x0D; Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.&#x0D; It is intended for students of secondary vocational education studying in the specialty 19.02.10 "Technology of public catering products".
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Sapunov, Vladimir, Viktor Horol'skiy, Ekaterina Zvereva, and Aleksandr Korochenskiy. Contradictions of media globalization: political economic and socio-cultural aspects. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1096082.

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The textbook analyzes the patterns in the evolution of the media sector of world culture from the point of view of a comprehensive review of modern media. New phenomena in the system (module) of global mass media are characterized, achievements of foreign experience are correlated with Russian reality. The regularities of the evolution of a variety of media phenomena and facts are described, which at first glance represent a kaleidoscope of random, but in fact are an expression of what is characteristic of the world's mass media. An important role in the study is played by the political economic method, which allowed us to clearly characterize the main trends in the development of the modern media system: monopolization, financialization and tightening of media management.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; It is intended for students and postgraduates of journalism faculties in the study of disciplines: "Modern foreign media", "Modern media systems", "Philosophical foundations of Science and modern journalism", "International Relations and Journalism", "Modern communication theories", "Western Communication Studies", "History of Mass media", as well as for graduate students and students, studying economics, political science, cultural studies, sociology, law.
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Book chapters on the topic "Modular experiences"

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Isaac, David, and Robert Falconer. "Construction Management Education: Experiences of a Modular Scheme." In The Chartered Institute of Building Directory 1994/95. Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1007/978-1-349-13614-8_33.

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Zarraonandia, Telmo, Paloma Díaz, and Ignacio Aedo. "A Modular Approach to Support the Multidisciplinary Design of Educational Game Experiences." In Neural Information Processing. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34478-7_68.

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Kugeler, Kurt, and Zuoyi Zhang. "Experiences and Special Aspects of Modular High Temperature Reactors at Very High Temperatures." In Power Systems. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-5540-0_4.

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Soeters, Joseph. "Rationality and Irrationality in Military Organizations." In Handbook of Military Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-02866-4_69-1.

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AbstractThis chapter delves into a variety of issues dealing with rationality, irrationality, and everything in between, as they occur in military organizations. Respectively, this contribution examines the rationality behind the structure of military organizations, including its room for improvement based on contemporary experiences and insights, such as modular organizing. Next, the chapter deals with the possible McSoldiering of the military and the risk that rationality may turn irrational. Subsequently, the limits of rationality in military decision-making will be examined, after which elements of organizational hypocrisy in military action will be assessed. At the end, the phenomenon of collateral damage as a consequence of military action and the way the military often deals with this phenomenon, are considered. The aim of this chapter is to spawn insights and understanding of the many dilemmas that military organizations face continuously, on and off the area of operations, consciously and subconsciously.
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Meuer, Johannes. "Smart Business Network in Non-Modular Industries." In The Network Experience. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-85582-8_14.

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Li, Yan, Pengbo Sun, Jiawei Chen, and Xinbo Chen. "Design and Development of Dynamic Test Bench for Electric Wheel Load Sensing Suspension." In Lecture Notes in Mechanical Engineering. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1876-4_14.

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AbstractBased on the modular design idea, a new type of dynamic test bench for electric wheel load sensing suspension was designed and developed, including load-bearing platform module, vertical force loading module, electric wheel module, spring mass simulation module, etc., and the test bench has the functions of wheel jump simulation, steering simulation and wheel vertical force and lateral force detection. The finite element simulation results show that the strength of the test bench meets the requirements. The results of the virtual prototype simulation show that the test bench can accurately measure the vertical and lateral forces experienced during the dynamic operation of the wheels.
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Xu, Jun, Lei Hu, Zhangjie Huang, and Liqiang Peng. "Modular Inversion Hidden Number Problem Revisited." In Information Security Practice and Experience. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06320-1_39.

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Zippel, H. "“Charité Modular”: Conception, Experience and Results." In The Artificial Disc. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-75197-4_9.

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Waris, Mohammad Maqbool, Cesar Sanin, and Edward Szczerbicki. "Modular Experience-Based Smart Innovation Engineering System." In Information Systems Architecture and Technology: Proceedings of 37th International Conference on Information Systems Architecture and Technology – ISAT 2016 – Part IV. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46592-0_11.

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Teizer, Jochen, Kepeng Hong, Asger D. Larsen, and Marcus B. Nilsen. "Robotic Assembly and Reuse of Modular Elements in the Supply Chain of a Learning Factory for Construction and in the Context of Circular Economy." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality. Firenze University Press, 2023. http://dx.doi.org/10.36253/10.36253/979-12-215-0289-3.55.

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Although robotic solutions have been making significant contributions to fabrication environments, implementations in the construction are rare. It seems a disconnect between the industries exists where in construction the high number of non-uniform work tasks, the wide assortment of types and shapes of building materials and elements, and the presence of human workers creating safety hazards make the deployment of rather rigid robotic manipulators on construction sites much more complex than in production-like work environments. To advance construction with robotic solutions, it could prove beneficial to make each sector aware of the barriers that exist, and likewise, introduce a physical space for joint experimentation with state-of-the-art technologies from both fields. One way of alleviating this issue is to connect the sectors by providing hands-on education and research experiences, defined hereby as Learning Factory for Construction (LFC). This paper presents a scaled-down version of a LFC that has a robotic manipulator perform fully-automated and precise assembly, deconstruction, and reuse tasks of modular construction elements, whereas the elements are tracked with fiducial markers according to a known building information model and schedule. Furthermore, the FLC continuously gathers and analyzes data for performance, measures successful completions, assembly times, and potential quality defects. This project involved Masters level students with domain expertise from architectural, civil, and mechanical engineering in a cross-disciplinary and collaborative learning exercise of building a working prototype within a semester-long study project. Beyond the core tasks of the digital design and robotic application, the group developed theoretical concepts and limitations for more holistic views on circular economy, lean production, on- and off-site logistics, modularization, and construction safety, just as expected from a LFC. It is anticipated that the next generation of professionals working in the built environment and intending to solve some of the larger and more complex societal problems will require both the technical and communication skills that a LFC can stimulate. Therefore, LFC is expected to become an important component of active learning environments
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Conference papers on the topic "Modular experiences"

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Woop, Emil, Esther Friederike Zahn, Rahel Flechtner, and Gesche Joost. "Demonstrating a Modular Construction Toolkit for Interactive Textile Applications." In NordiCHI '20: Shaping Experiences, Shaping Society. ACM, 2020. http://dx.doi.org/10.1145/3419249.3420075.

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Victoriano, Maria Aurora G., Lalaine E. Ricardo, Freden S. Delgado, and Felyn Mae G. Yap. "Pagtimakas: Modular Learning Experiences of CAPSU MSC Students." In The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.24.

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Rompf, Tiark. "Lightweight modular staging (LMS): generate all the things! (keynote)." In GPCE '16: Generative Programming: Concepts and Experiences. ACM, 2016. http://dx.doi.org/10.1145/2993236.2993237.

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Inostroza, Pablo, and Tijs van der Storm. "Modular interpreters for the masses: implicit context propagation using object algebras." In GPCE'15: Generative Programming: Concepts and Experiences. ACM, 2015. http://dx.doi.org/10.1145/2814204.2814209.

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Kostylev, I. A., N. A. Sabirov, M. G. Lapteva, and A. V. Tolmacheva. "Enhancing Digital Education Through Modular Testing and TestDriven Development." In International scientific and practical conference “Smart cities and sustainable development of regions” (SMARTGREENS 2024). Crossref, 2025. https://doi.org/10.63550/iceip.2025.1.1.099.

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This article delves into the pivotal role of modular testing systems and Test-Driven Development (TDD) within the digital education sector, highlighting their transformative potential in enhancing online learning platforms. By integrating principles borrowed from software development, particularly the meticulous approach of modular testing and the iterative cycles of TDD, educational technology can achieve new heights of reliability, usability, and educational efficacy. The methodology of starting with a failing test to define desired functionality before writing the corresponding software and testing individual components in isolation (modular testing) ensures that each educational module is both functional and conducive to an engaging learning experience. This approach not only facilitates the rapid deployment of new features and updates, addressing the dynamic needs of digital education but also enhances the overall learning experience by ensuring technical robustness and minimizing disruptions. The article further explores the challenges of implementing these systems, such as ensuring comprehensive test coverage and maintaining scalable testing frameworks, while also considering the benefits they bring to the digital education landscape, including improved software quality, better user experiences, and the support of personalized learning pathways. Through a detailed examination of these methodologies, the article argues for their critical role in advancing the quality and effectiveness of digital education, making a compelling case for their wider adoption in the development of educational technology platforms.
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Susiana and Faisal Ali Ahmad. "Improving Student Learning Experiences Using Modular Technology Optimization: Object Oriented Dynamic Learning Enviroment." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.103.

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Vikberg, Esa, Yu-Han Tseng, Tim Moesgen, Ramyah Gowrishankar, and Yu Xiao. "ThermoTouch: Exploring a modular design of a programmable wearable thermo-haptic device." In IMXw '24: Proceedings of the 2024 ACM International Conference on Interactive Media Experiences Workshops. ACM, 2024. http://dx.doi.org/10.1145/3672406.3672423.

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D. Camba, Jorge, Jeff Feng, and EunSook Kwon. "Interactive Experiences in Public Spaces: A Novel Floor Display System Based on Luminous Modular Units." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2018. http://dx.doi.org/10.24251/hicss.2018.040.

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Timmer, Alexander. "Pervious Concrete Grotto: A Modular Evaporative Micro Climate." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.8.

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Deploying research on the role of evaporative cooling utilizing pervious concrete, this project attempts to formalize the relationship between module form, aggregate form, and evaporative capacity through a physical installation. Utilizing passive environmental principles, in which the performance of the wall is dictated by its environment, in this case the access to rainwater and wind, the installation is always “on.” Intended as a system which could extend in all directions infinitely, utilizing Stan Allen’s concept of the field condition, the physical installation is understood to be a smaller chunk of a larger possibility. Less of an enclosure and more of a generator of microclimate, this project attempts to connect issues of modularity constructability and microclimate.This relationship between form and performance is a dialectic expression of systems thinking writ large in its design. The rules which dictate aggregation also impact the evaporative performance of the elements. The wall consists of previous concrete precast elements which are tapered in plan and angled in section to produce variation through their aggregation. Their shape allows for the wall to turn depending on how it is stacked. Mirroring elements will produce a straight wall while repeating elements turn the wall, creating small spaces. These smaller spaces will necessarily experience greater cooling effects. The wall is doused in rainwater which infiltrates deep into the wall through the pervious concrete. As wind and other natural ventilation processes push through the previous medium, evaporation is encouraged, cooling the concrete mass. The cooling of the wall produces a microclimate that is a byproduct of the ambient air temperature and humidity. The evaporative capacity of the wall is limited by that same air temperature and relative humidity. Thermal cameras and temperature sensors are used to document the heating and cooling of the wall throughout the year as it experiences different levels of precipitation and ambient environmental conditions. Testing of the wall is also completed with hand applied water.With interest in passive environmental strategies, the pervious concrete grotto used modular concrete elements to produce a microclimate through water evaporation. It seeks to produce the cooling experience of a grotto, which acts as a datum to the ambient air temperature and relative humidity. It makes legible one possible expression of the relationship between passive material performance and the form of architecture.
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Bragarenco, Nicolae. "The efficiency of modularization in physical education discipline within higher education institutions." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.06.

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Physical education in higher education institutions, mandatory for undergraduate students (Cycle I), serves as a component for developing general skills and competencies (code G). Its objective is to cultivate abilities such as learning, researching, analyzing, and effective oral and written communication, including the use of information technologies, within the context of professional preparation and diverse cultural settings [Curriculum Framework for University Education, 2015]. Achieving this objective through the physical education discipline requires educators within the university to adopt new content approaches and modern educational strategies. These approaches should simultaneously cultivate students' motor, physical, and aesthetic aptitudes. Numerous researchers, both nationally and internationally, who have recently studied the issue of university physical education propose new approaches to the discipline. These include physical education based on individual interests, involvement in sports sections and extracurricular activities, and the application of binary methodology in physical education. These approaches also aim to motivate students towards independent and systematic engagement in physical activities. Recent studies on university physical education, conducted at the Moldova State University, have highlighted several factors that impede the modernization of the discipline. Apart from economic, managerial, and infrastructural challenges, issues related to educational processes persist. These encompass curriculum design, the implementation of current teaching methods that align with the university discipline, and the evaluation process reflecting both general and specific competencies developed over a semester and the entire course. The research aims to enhance the teaching-learning-assessment process of university physical education by modularizing the discipline and the curriculum. This modularization focuses on developing both general and specific competencies in students engaged in the educational process. The following research methods were employed: analysis of studies related to university physical education, examination of documents governing the educational process in the discipline, curriculum design, and the application of modular curriculum to first-year students at Moldova State University. The modular curriculum for physical education at Moldova State University, approved by the Department of Physical Education and the Faculty Council, serves as a continuation of modules studied in general education. A module represents a unit of integrated functionality that provides learning experiences (theoretical and practical) to achieve educational goals [Vasiliev, M., 2014. Modular Instruction - Didactic Technology Focused on Skill Development]. The choice of modules/sports trials lies with the academic group, which selects a module from the curriculum each semester, resulting in 4 modules over 4 semesters. In the educational process, the implementation of the modular curriculum for physical education in the 2022-2023 academic year for first-year undergraduate students was initiated. The effectiveness of content application through modules was analyzed within the Literature Faculty student groups, who opted to study the badminton module. The content of the badminton module encompasses general knowledge of physical education and sports, specific knowledge of badminton rules and gameplay, and motor skills specific to badminton. The teaching-learning-assessment process for the module, conducted over 30 hours (15 hours of direct contact and 15 hours of individual student work), focused on educational aspects such as the application of constructivist and interactive methods centered on students, inter- and transdisciplinary study of general and specific module content, and the use of principles like individualization, differentiation, and personalization in practical content learning. The final assessment, achieving the "pass" grade at the end of the semester, which reflects the level of competencies developed by students who studied the badminton module, is based on points accumulated from two mandatory course assessments and individual student work (a minimum of 5 points for an assessment activity). Of the two mandatory assessments, considered formative evaluations, one was conducted midway through the module using the "moodle" educational platform. Students completed a classic, digitized test covering general knowledge of physical education and specific knowledge of the badminton module. The second assessment, a practical one, conducted at the end of the semester/module, involved evaluating motor skills (psychomotor competencies) specific to badminton gameplay, developed during practical sessions. Individual activity assessment was conducted through students presenting individual projects chosen from the curriculum (functional assessment of bodily systems; individual motor development/education program; analysis of movement structure in a specific technical element of the module; personal motor agenda for extracurricular motor activities; dietary program). The application of modular content in physical education (the badminton module) among the five academic groups within the Literature Faculty yielded a 92.4% "pass" rate. Among students, 92.7% scored over 5 points in evaluating general and specific module knowledge (cognitive competencies), 92.5% scored more than or equal to 5 points in the specific badminton practical assessment (psychomotor competencies), and 92.4% successfully presented individual projects. The outcomes of modular discipline instruction in Moldova State University and the analysis of students who participated in the badminton module indicate that modular content ensures a systematic, staged acquisition of functional knowledge/competencies in physical education and sports. Module contents are presented to students in directed complexes, and their acquisition aligns with projected objectives. Modular content allows educators to adhere to principles of individualization and differentiation, aiding student monitoring by providing recommendations and instructions to enhance learning strategies. Modular instruction in physical education encourages individual work, self-organization, and self-monitoring, thereby fostering independent motor activity in line with individual capacities.
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Reports on the topic "Modular experiences"

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Burge, Laura, Alicea Yu, Rhiannon Tanner, Thanura Ediri, Alisha Stewart, and Mary Rabahi. Empowering Respectful and Inclusive Placement Experiences. Journal of the Australian and New Zealand Student Services Association, 2025. https://doi.org/10.30688/janzssa.2025-1-02.

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Research from the Australian Human Rights Commission (2017) and the National Student Safety Survey (Heywood et al., 2022) revealed the prevalence of sexual harm experienced by students during internships and placements, with perpetrators often being colleagues and clients outside the university. The Action Plan Addressing Gender-Based Violence in Higher Education (Department of Education, 2024a) identifies placements as high-risk environments, prompting action to address this issue. Over several years, Deakin University’s sexual harm prevention and response teams have partnered with Work Integrated Learning staff to enhance awareness of support and report services. This has included the implementation of a university-wide module to educate students on their rights, responsibilities, and personal safety during internships and placements. This paper provides an overview of the design, development, and initial launch of the module with discussion of future directions.
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Mayo, Douglas R. List Mode Module Data Acquisition Experience. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1056508.

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Amend, Clara, Ferdinand Revellio, Isabell Tenner, and Stefan Schaltegger. User Experience with Smartphone Repair Activities and The Impact of Modular Product Design. University of Limerick, 2021. http://dx.doi.org/10.31880/10344/10193.

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McGinnity, Frances, Raffaele Grotti, Oona Kenny, and Helen Russell. Who experiences discrimination in Ireland? Evidence from the QNHS Equality Modules. ESRI, 2017. http://dx.doi.org/10.26504/bkmnext342.

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Harris-Reeves, Brooke E., Andrew G. Pearson, Barbara J. Hadley, and Helen M. Massa. Equitable Education: Enhancing Academic Skills and Confidence through a First-Year Online Module. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-1-07.

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Since 2008, higher education (HE) policies that aimed to diversify university student recruitment have increased enrolments from equity backgrounds. Supporting these students during their transition to university has been prioritised with the aim of enhancing retention, completion, and support for their future employment outcomes. Low student retention or program completion rates may impact federal government funding models and HE institutional reputations. Thus, a wide range of implemented strategies have sought to support HE success for all students, including those from equity backgrounds. Students transitioning to HE have different academic experiences and expertise. Thus, the online module, known as Skills for Academic Success (SAS), developed in this study was introduced to promote an enhanced understanding of HE expectations and academic skills needed for success. The module was completed by commencing students during the initial weeks of their university enrolment. Students perceived that the SAS module significantly enhanced their transition to HE, their understanding of university expectations, bolstered their academic confidence, and honed their study skills for success. This study showed that adaptive online modules can engage and assist students, especially those from diverse and equity-rich backgrounds, supporting them to develop a comprehensive grasp of HE academic expectations and essential academic skills. Student feedback highlighted that the resource prepared them for success as they embarked on their academic journey in the unfamiliar territory of HE.
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Aldana Useche, Yovanni, Henry Alberto Jinete Márquez, Alfredo Sánchez Silvera, and Lina Dirley Núñez Cely. Prototipo de guianza en realidad aumentada para turismo cultural y ecoturístico en la región cundiboyacense- Colombia. Escuela Tecnológica Instituto Técnico Central, 2023. http://dx.doi.org/10.55411/2023.38.

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Este proyecto innovación y desarrollo tecnológico busca el diseño de un banco de pruebas modular que ofrezca numerosas ventajas, incluido la reducción de costos y tiempos de desarrollo, la mejora de la calidad y fiabilidad del producto, la oportunidad de aprendizaje para una persona que no cuenta con la suficiente experiencia pudiendo así aprender y entender cómo funcionan los diferentes componentes de control y actuación en un ambiente controlado y de fácil acceso con la posibilidad de realizar pruebas de manera más eficiente y precisa. El banco de pruebas modular para mecatrónica será especialmente útil para la evaluación de sistemas de control de procesos, ya que permite simular diferentes situaciones de operación en un entorno seguro y controlado.
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Stein, Joshua, Christian Reise, Gabi Friesen, Giosu� Maugeri, El�as Urrejola, and Samuli Ranta. Bifacial Photovoltaic Modules and Systems: Experience and Results from International Research and Pilot Applications. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1779379.

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Revill, James, and Kai Ilchmann. Assessing the SecBio Platform Proposal for the Biological Weapons Convention. UNIDIR, 2022. http://dx.doi.org/10.37559/wmd/22/bwc/04.

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Biosecurity and biosafety are important aspects of the life sciences and they have been discussed in the Biological Weapons Convention (BWC) on several occasions. Moreover, several initiatives are underway to advance biosecurity and safety. However, these initiatives are often context specific and the effective implementation of biosecurity and biosafety measures around the globe remains inadequate. To address this gap, in 2022, France, Senegal and Togo submitted a revised proposal to the BWC for the “establishment of an international platform dedicated to biosecurity and biosafety: SecBio”. The proposal includes three pillars: a searchable repository for biosafety- and biosecurity-related materials; a learning module; and a forum for expert networking to exchange information, data and best practices. To this end, this report draws lessons from past initiatives to develop repositories, learning modules and expert forums in order to inform the development of the SecBio platform (and any such similar initiatives). The report begins with an overview of the importance of biosafety and biosecurity in the context of the BWC. It then proceeds to look at each of the platform pillars in turn, drawing from past experiences to identify lessons and develop options for state parties to consider.
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Urban, Anne-Marie, Carlos R. Pineda Mannheim, and Emma Näslund-Hadley. Technical Notes on Gender Equality in Municipal Development: Experiences from Latin America and the Caribbean. Inter-American Development Bank, 2008. http://dx.doi.org/10.18235/0009021.

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The starting point for this document was the Inter-American Development Bank (IDB) technical cooperation project Gender and Municipal Development (NI-T1002), which was financed by the Bank's Capacity Building Fund for Local Institutions in Central America (CABILICA) and implemented in coordination with the Nicaraguan Institute for Municipal Strengthening (INIFOM) from 2004 to 2005. The purpose of the project was to promote municipal development interventions that better address the needs and priorities of women and men, and to facilitate full participation in municipal planning and development processes. It supported the development of a module on gender in municipal development to help build capacity among local authorities, planners, and project managers; a national diagnostic study on gender in municipal development; and a compilation of good practices in the Latin American region in this area of work.
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Donnelly, Alan, Emily Houfe, and Temi Labinjo. Evaluation of the Global Citizenship Portfolio. Sheffield Hallam University, 2020. http://dx.doi.org/10.7190/steer/gcp.

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This evaluation measured the impact of the Global Citizenship Portfolio (GCP), which is a non-credit bearing module at Sheffield Hallam University that aims to support students to become ‘global citizens’. The GCP engages students in self-directed learning by combining: academic-run sessions; lectures; an intercultural experience which happens on campus, locally or abroad; and reflection. The evaluation was focused on the cohort of 78 students who started the module in October 2019 or January 2020 and completed it in May 2020. A mixed-methods project was conducted to provide quantitative and qualitative evidence from pre and post-module surveys and a sample of reflective journals. The findings of the evaluation highlighted that the GCP has had a positive impact on students’ development in becoming ‘global citizens’. Analysis of the data indicated that the majority of participants in the evaluation have demonstrated evidence of acquiring intercultural competencies, regardless of whether they undertook an experience ‘at home’ or abroad. This will help these students to engage with different value systems, communicate effectively across cultures and understand how their actions and those of others have global consequences. However, the drop in the number of respondents from the pre-module survey to the post-module survey might introduce a bias to the results of the evaluation. Recommendations are provided on the steps that can be taken to enhance the provision of the GCP and to increase the robustness of the evaluation.
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