Relevant bibliographies by topics / Modules/Courses

Contents

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

Academic literature on the topic 'Modules/Courses'

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

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Journal articles on the topic "Modules/Courses"

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Fox, Edward A., and Linda M. Kieffer. "Multimedia curricula, courses, and knowledge modules." ACM Computing Surveys 27, no. 4 (1995): 549–51. http://dx.doi.org/10.1145/234782.234787.

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Schaller, Chris P., Kate J. Graham, Henry V. Jakubowski, and Brian J. Johnson. "Modules for Introducing Macromolecular Chemistry in Foundation Courses." Journal of Chemical Education 94, no. 11 (2017): 1721–24. http://dx.doi.org/10.1021/acs.jchemed.6b00798.

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Stark, Ruth E., and Holly C. Gaede. "NMR of a Phospholipid: Modules for Advanced Laboratory Courses." Journal of Chemical Education 78, no. 9 (2001): 1248. http://dx.doi.org/10.1021/ed078p1248.

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CLEMENTS, JOHN, and KATHI FISLER. "“Little language” project modules." Journal of Functional Programming 20, no. 1 (2010): 3–18. http://dx.doi.org/10.1017/s0956796809990281.

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AbstractMany computer science departments are debating the role of programming languages in the curriculum. These discussions often question the relevance and appeal of programming-languages content for today's students. In our experience, domain-specific, “little languages” projects provide a compelling illustration of the importance of programming-language concepts. This paper describes projects that prototype mainstream applications such as PowerPoint, TurboTax, and animation scripting. We have used these exercises as modules in non-programming languages courses, including courses for first
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Raske, Martha P., and Wayne C. Evens. "Infusing Feminist Empowerment Content into Undergraduate Social Work Courses." Journal of Baccalaureate Social Work 5, no. 2 (2000): 15–26. http://dx.doi.org/10.18084/1084-7219.5.2.15.

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Using the feminist framework, six instructional modules were developed to teach empowerment practice to undergraduate social work students. The instructional modules, designed for 50 or 90 minute class sessions, used feminist strategies and materials on gender, race, oppression, and privilege to infuse content about women in poverty and women of color in six core social work courses. The modules built onto what was already being taught in each course and made no major changes to the undergraduate curriculum. A follow-up study examined whether feminist and nonfeminist faculty used the modules a
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Mazzolini, Margaret, and Bronwyn Halls. "Astro Concepts: Learning Underlying Physics Principles in Conceptual Astronomy." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 149–51. http://dx.doi.org/10.1071/as00149.

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AbstractAstro Concepts is a project within Swinburne University of Technology in Melbourne developing browser-based software modules on Optical Telescopes, Nebulae and Binary Stars. The modules are designed to enhance students' understanding of basic physics concepts, which underlie introductory-level conceptual astronomy courses. When complete, the Astro Concepts modules will be available for use in university courses in introductory astronomy, introductory physics teaching, secondary teaching and online astronomy education. The strategy outlined here is to obtain a reasonable level of unders
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Booth, Christine S., Changsoo Song, Michelle E. Howell, et al. "Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses using Online Computational Systems and Dynamical Models Improves Student Performance." CBE—Life Sciences Education 20, no. 1 (2021): ar13. http://dx.doi.org/10.1187/cbe.20-05-0105.

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This article reports the effectiveness of computer simulation modules to teach undergraduate students about familiar and unfamiliar metabolic systems. The modules were evaluated in large-enrollment biochemistry courses and show a medium effect size when compared with controls. The results also show that the modules did not create or reinforce gender bias.
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Safitri, Baiq Rina Amalia. "INTERNET IS ONE MEDIUM THAT CAN BE USED IN TEACHING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) COURSES ONLINE ORIENTED BY USING BLOGGER." Lensa : Jurnal Kependidikan Fisika 4, no. 2 (2016): 95. http://dx.doi.org/10.33394/j-lkf.v4i2.833.

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Internet is one medium that can be used in teaching information and communication technology (ICT) courses at IKIP Mataram. The goal of this research is that students are able to develop distance learning tools based on the development of information and communication technology (ICT) through the use of computers, the internet, and other software to support the practicum. This research is classified into development research. Samples of this research were the students of IKIP Mataram who take ICT courses. Outcomes of the study are: (1) a models of learning modules on the internet ICT courses -
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Prasetya, Agus. "Electronic Module Development with Project Based Learning in Web Programming Courses." International Journal of Computer and Information System (IJCIS) 2, no. 3 (2021): 69–72. http://dx.doi.org/10.29040/ijcis.v2i3.38.

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Abstract—In this era of the Covid-19 pandemic, students are getting used to online learning or daring. In supporting online teaching and learning activities, electronic modules have been developed so that the learning system can run in two directions and be more interesting. For this reason, this study aims to (1) Design and implement the development of electronic modules based on learning projects in Web programming courses at ITB AAS Indonesia. (2) To find out student responses to the development of project-based e-modules based on Web programming courses at ITB AAS Indonesia. This study use
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Kartono, Gamal, Mesra Mesra, and Adek Cerah Kurnia Azis. "PENGEMBANGAN MEDIA AJAR GRAFIS KOMPUTER MATERI WPAP DALAM BENTUK E-BOOK DAN VIDEO TUTORIAL BAGI MAHASISWA SENI RUPA." Gorga : Jurnal Seni Rupa 9, no. 1 (2020): 127. http://dx.doi.org/10.24114/gr.v9i1.18191.

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AbstrakAdapun tujuan dari penelitian ini yaitu; 1). Meningkatkan minat dan hasil belajar mahasiswa Seni Rupa dalam membuat tugas materi WPAP pada Mata Kuliah Grafis Komputer, 2). Memaparkan validasi, praktikalitas, dan efektivitas modul dan video pada Mata Kuliah Grafis Komputer, dan 3). Menghasilkan sebuah publikasi ilmiah dalam prosiding Seminar Internasional. Modul dan video tutorial pembelajaran Mata Kuliah Grafis Komputer pada penelitian ini diperoleh bahwa tingkat pencapaian minat mahasiswa berada pada 95,23% dimana dari 42 orang mahasiswa hanya 1 (satu) orang mahasiswa saja yang tidak l
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Dissertations / Theses on the topic "Modules/Courses"

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Hu, Yu-Hwei, and 胡玉輝. "Flash objects Design by Programmed Modules for Teaching - Examples in the Units of Changes among Graphics and Spaces in Senior Courses in Social Science and Mathematics." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/47410800876710435192.

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碩士<br>臺北市立教育大學<br>社會科教育研究所<br>94<br>The main goal for this study (or research) is to understand the present (or current) applications of FLASH on the Teaching Model for Graphics and Space Changes over time by way of Analysis of Teaching Materials used in Flash, Teachers’ Demands on the Teaching Objects and Execution (or Performance) of Activities Study. Meanwhile related Teaching Objects and Design Models are proposed (or provided) to meet teacher’s needs in their design of Flash Teaching Objects and to solve problems they might encounter from time to time. This will help to solve problems whi
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Ferreira, Miguel Tavares Carvalho. "What does the ideal masters in sports management look like? a market potential study for Nova Sbe." Master's thesis, 2021. http://hdl.handle.net/10362/123090.

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The study hereby presented displays the possibility of having a Sports Management program at Nova School of Business and Economics. In order to reach conclusions regarding the topic, two data collections were conducted: a series of interviews with industry professionals (November to December 2020) in order to obtain the industry’s perspective regarding a possible program (qualitative analysis); a questionnaire was spread throughout different student hubs, to obtain the perspective of possible interested in the program, and what they would valu
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Binns, Carole L. "Module design in a changing era of Higher Education: academic identity, cognitive dissonance and institutional barriers." 2017. http://hdl.handle.net/10454/11686.

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No<br>This book explores the module design experiences and practices of academics employed within one UK university, and during a period of social and economic change in which university staff are designing and delivering curricula for changing student populations, with different profiles and expectations than previous generations. The book raises issues such as why, in a climate of reduced resources, staff increase their own workloads by re-writing lectures to accommodate changing student needs, and how institutional practices that are used to encourage curriculum innovation are often having
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Mukasa-Lwanga, Theopista Nazziwa. "The use of technology for improving throughput rates in an ODL context by lecturers in the School of Computing." Diss., 2018. http://hdl.handle.net/10500/25584.

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The improvement of throughput rates is a crucial factor at higher education institutions; hence, university departments focus on improving pass rates per module. This study investigated how lecturers in the School of Computing (SoC) at the University of South Africa, use technology for improving throughput rates in an Open Distance Learning (ODL) context. The study sought answers to the main research question on how lecturers in the SoC use technology for improving throughput rates in an ODL institution. A mixed research methods approach was used, where quantitative data was extracted from the
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Books on the topic "Modules/Courses"

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Physiotherapy, Chartered Society of. Catalogue of courses and modules recognised by the CSP. the Society, 1995.

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H, Simon. Training modules for trainers to incorporate family welfare messages in all training courses organised by governmental training institutions in India. National Institute of Health and Family Welfare, 1991.

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Lyang, Viktor. CAD programming: Spatial modeling of a column apparatus in the Autodesk Inventor environment. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/991773.

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The tutorial describes in detail the creation of an external subsystem for Autodesk Inventor in the high-level language C# Microsoft Visual Studio of the column apparatus. Such issues as working in the Microsoft Visual Studio 2010 programming environment, connecting the library of functions of the Autodesk Inventor API to an external user subsystem, spatial solid-state modeling of elements of a column apparatus, saving constructed objects, assembling the apparatus from stored modules by the interface method of surfaces are considered.&#x0D; Meets the requirements of the federal state education
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Therapists, College of Occupational, ed. Developing specialist courses and modules: Guidelines and format for delivery to be used in developing specialist courses and modules. College of Occupational Therapists, 1996.

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Breaking the Silence in Social Work Education, Domestic Violence Modules for Foundation Courses. Council on Social Work Education, 2004.

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Ulrichsen, Kristian Coates. A Dictionary of Politics in the Middle East. Oxford University Press, 2018. http://dx.doi.org/10.1093/acref/9780191835278.001.0001.

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Over 300 entriesThis dictionary provides a useful overview of the wide array of political structures and systems that comprise the contemporary Middle East. From Turkey through Iraq and Iran, to the Arabian Peninsula and the states of North Africa, it includes up-to-date definitions of political organizations, key political figures, and important developments, as well as region-specific concepts such as Majlis, academic terms such as rentier state theory, and events such as the Arab Spring.It is an essential reference resource for students taking courses or modules in politics in the Middle Ea
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Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Building on Past Experience. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0012.

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This chapter serves to explain the link between a curricular renewal project that has already been completed and one that is envisaged as an aspirational goal and serves as the focus of the book. The Physicianship Curriculum has its origins in courses introduced in 1998 and that evolved over two decades in the undergraduate medical program at McGill University. The innovative modules and learning activities were initially rolled out under the ambit of two distinct conceptual streams: professionalism and healing in medicine. Ongoing development continued using “physicianship” as a new descripti
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Book chapters on the topic "Modules/Courses"

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Roth McDuffie, Amy, and Mary Q. Foote. "Teachers Empowered to Advance Change in Mathematics: Modules for preK-8 Mathematics Methods Courses." In Transforming Mathematics Teacher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21017-5_2.

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Raina, Sagar, Blair Taylor, and Siddharth Kaza. "Security Injections 2.0: Increasing Engagement and Faculty Adoption Using Enhanced Secure Coding Modules for Lower-Level Programming Courses." In Information Security Education Across the Curriculum. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18500-2_6.

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Lichtenberg, Thomas. "Curriculum globALE: A Global Tool for Professionalising Adult Educators." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.15.

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Curriculum globALE (CG) is a cross-cultural core curriculum for training adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. Curriculum globALE has been applied in many partner countries and in Germany itself. Evaluation results show that CG is a professionalisation tool for adult educators that can be applied successfully world-wide. Graduates confirm a wide use of the newly acquired competences for their educational work. However, the practical application of CG is also faced with a number of challenges.
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Shawver, Tara J., and William F. Miller. "Assessing the impact of GVV modules in accounting courses." In Giving Voice to Values in Accounting. Routledge, 2018. http://dx.doi.org/10.4324/9781351107495-3.

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Schnitz, James E., and Janet W. Azbell. "Instructional Design Factors and Requirements for Online Courses and Modules." In Development and Management of Virtual Schools. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-738-6.ch012.

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The nature of digital content and tools, coupled with the communications capabilities available through online instruction, can, if leveraged properly, provide opportunities for quality instructional delivery. This chapter proposes that — even in an environment of remote, asynchronous, web-based instruction — approaches and the best of effective classroom practices may not be sufficient to address the full range of capabilities the technology provides. Through work done by IBM and the Florida Virtual School (FLVS), principles and models for leveraging the advantages offered by the technology environment and overcoming the difficulties inherent have been worked out in ways that offer significant promise to all providers of virtual schooling.
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Farmer, Katherine, Jeff Henry, Dana Statton Thompson, Candace K. Vance, and Megan Wilson. "Using Canvas Commons to Transform Information Literacy Instruction." In Advances in Library and Information Science. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6449-3.ch012.

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As more courses are offered online, many academic librarians need to determine how to teach information literacy in a virtual environment. Starting in the Summer of 2019, a team of five librarians embarked on transforming their instruction offerings through the use of Canvas Commons. The librarians wanted to deliver online information literacy content by creating downloadable library instructional modules based on curriculum mapping at the programmatic level. The need to reconsider these practices was further exacerbated by the impact of COVID-19 on higher education. When the university moved all courses online in the Spring of 2020 due to COVID-19, the team was able to quickly pivot and offer library instruction through Canvas Commons modules, replacing face-to-face instruction. In this chapter, the authors describe the implementation of information literacy modules on campus, lessons learned, and future plans for the project in light of the pandemic.
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Vallera, Farah L., LaKeisha Thorpe, and Lizabeth Kleintop. "Developing Diversity Awareness and Multicultural Competence Across Liberal Arts Campuses." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch003.

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The rapidly changing world requires students to be prepared to address change and diversity with empathy, tolerance, and competence. To help prepare them, the authors collaboratively developed and implemented a set of blended, cross-campus multicultural competence modules in graduate and undergraduate courses. This chapter discusses the use of blended learning techniques, digital tools, and learning management technologies, as well as instructional design and collaborative approaches to teaching, learning, and course development. The modules were created to be disseminated for use in multiple courses, disciplines, and collegiate levels across college campuses in an effort to better prepare students for the rapidly changing social landscape of interpersonal relationships and technological developments. Recommendations for similar development and implementations are provided.
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Parlakkılıç, Alaattin. "Modular E-Learning Course Design." In Handbook of Research on Instructional Systems and Educational Technology. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2399-4.ch020.

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Generally it is difficult for an instructor to prepare and disseminate electronic course contents via Web. Therefore it is necessary to study and develop methodology and tools for supporting instructors, experts and even students to manage and access their online course contents easily, conveniently, flexibly and reliably. In order to do some jobs, module technology was introduced to e-learning to provide modularity in conducting educational development of courses and e-learning. Modules can best perform tasks independently on behalf of what was designed in a modular architecture. In modular design modules can be optimized independently of other modules, so that failure of one module does not cause other modules to stop and in general makes it easier to understand, design and manage web-based course system.
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Camilleri, Vanessa. "Self-Directed Learning in Cooperative Online Networks." In Handbook of Research on Digital Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9304-1.ch014.

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The past decade has seen an exponential rise in online courses, platforms, modules, as well as general online networks that contribute in a general way to learning and education. The more formal structures promise certification and accreditation for short modules or extended courses. Research shows that in terms of learner engagement of those enrolled in MOOCs, either drop out, or else passively lurk without any active participation. On the other hand, other figures show that with certain thematic online forum and discussion boards, users participate more enthusiastically, often at times contributing to content which may or may not be trustworthy. The characteristics and traits of the online learner can affect the outcome of the learning trajectories and this has to be taken into consideration when designing self-directed courses. In this chapter, the authors aim to provoke some thoughts on designing self-directed learning using cooperative online networks. In the discussion, they explore possibilities of setting up alternative pathways for a more genuine approach to education.
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Yaakob, Mohd Faiz Mohd, and Mohd Muslim Md Zalli. "An Overview of Massive Open Online Courses (MOOCs), Pedagogies, and Distance Education." In Redesigning Higher Education Initiatives for Industry 4.0. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7832-1.ch004.

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This chapter discussed an overview of massive open online courses (MOOC) pedagogies and distance education in Malaysia. Meanwhile, topics such as MOOC in Malaysia, distance education, theory, and concept and other sub-topics are discussed. Massive open online courses (MOOCs) are the instructed course with the various number of students using the internet. Indeed, MOOCs are not a new tool to educational modules outline and strategy. At the end of this chapter, effective teaching strategies are proposed.
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Conference papers on the topic "Modules/Courses"

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Makio-Marusik, Elena, Freeha Azmat, Bilal Ahmad, Robert Harrison, and Armando Walter Colombo. "Evaluation Instrument for Engineering Modules and Courses." In 2019 IEEE 17th International Conference on Industrial Informatics (INDIN). IEEE, 2019. http://dx.doi.org/10.1109/indin41052.2019.8972155.

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Singh, Kumar V., and Fazeel Khan. "Embedding Specialized Online Learning Modules in Courses." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38451.

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In recent years, online learning modules and interactive tools have been developed for integrating synergistic computational and experimental activities into several courses in the mechanical and manufacturing engineering curriculum. These modules may complement existing labs, introduce experiments to lecture-based courses, or help reinforce the understanding of concepts within a course through case studies, computational modeling and its validation through experimental data analysis. Within a given undergraduate course in engineering, the traditional approach is to cover the fundamental conce
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Yang, Jeong, Akhtar Lodgher, and Young Lee. "Secure Modules for Undergraduate Software Engineering Courses." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658433.

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Stigall, James, and Sharad Sharma. "Virtual reality instructional modules for introductory programming courses." In 2017 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2017. http://dx.doi.org/10.1109/isecon.2017.7910245.

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Morris, Isabel M. "Integrating GPR modules into undergraduate courses at Princeton." In 18th International Conference on Ground Penetrating Radar, Golden, Colorado, 14–19 June 2020. Society of Exploration Geophysicists, 2020. http://dx.doi.org/10.1190/gpr2020-034.1.

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Herrera, Oriel A., and Alejandro Mellado. "E-learning modules in courses. Fostering autonomy in learning." In 2017 36th International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2017. http://dx.doi.org/10.1109/sccc.2017.8405149.

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Triplett, Gregory E., and David Jonassen. "Development of learning modules for semiconductor and device courses." In International Semiconductor Device Research Symposium. IEEE, 2007. http://dx.doi.org/10.1109/isdrs.2007.4422337.

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Tsuruoka, Yasuhiko, Katsunori Iio, Wakio Uchida, Ichita Endo, Kazuma Nakazawa, and Sawami Miyawaki. "Development of experiments as modules for introductory laboratory courses." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53191.

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El Humos, Ali Abu, Sungbum Hong, Jacqueline Jackson, Xuejun Liang, Tzusheng Pei, and Bernard Aldrich. "Incorporating PDC Modules Into Computer Science Courses at Jackson State University." In 2015 IEEE International Parallel and Distributed Processing Symposium Workshop (IPDPSW). IEEE, 2015. http://dx.doi.org/10.1109/ipdpsw.2015.39.

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Aikat, Jay, Michael K. Reiter, and Kevin Jeffay. "Education Modules for Networking, Cloud Computing, and Security in Systems Courses." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. ACM, 2016. http://dx.doi.org/10.1145/2839509.2850514.

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