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Relevant bibliographies by topics / Standardizing of educational process

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Academic literature on the topic 'Standardizing of educational process'

Author: Grafiati

Published: 4 June 2025

Last updated: 23 June 2025

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Journal articles on the topic "Standardizing of educational process"

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M, Nagaraja, Sivakumar K, Sundaresan R, and Narayanan S. "Kaizen for standardizing educational institutions." Journal of Management and Science 1, no. 4 (2012): 309–16. http://dx.doi.org/10.26524/jms.2012.40.

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Teaching, scientific and technological innovations are the most important key factors and heartof an educational institute. It is necessary to monitor and focus the entire aspects of an institute to bringoverall improvements. Effective teaching –learning process, quality, resource management and otherimprovement can be achieved in a short period of time using Kaizen. This is a Total Employee Involvement(TEI) technique which brings together all the employees of an organization right from top management toworkers for bringing continuous improvement in an academic organization.

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Krupa, Tatyana V., Pavel E. Ovchinnikov, Yulia A. Severina, Olga A. Shalyapina, and Elena V. Rybalko. "PROVISION OF EFFECTIVE EDUCATIONAL PROCESS BASED ON STANDARDIZING E-TESTS MEANS." Open Education, no. 1(108 (January 1, 2015): 41–49. http://dx.doi.org/10.21686/1818-4243-2015-1(108-41-49.

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Loogma, Krista. "Europeanization in VET Policy as a Process of Reshaping the Educational Space." International Journal for Research in Vocational Education and Training 3, no. 1 (2016): 16–28. http://dx.doi.org/10.13152/ijrvet.3.1.5.

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The EU represents a transforming educational space, where national and supranational boundaries in educational governance are becoming blurred. The EU has become an important actor in educational governance and an important arena for policy learning and transfer. This paper explores how the process of reshaping the educational space manifests itself in the process of the Europeanization of VET policy in the case of Estonia. In Estonia, this process was followed by the growth of executive VET institutions and has developed from rather uncritical initial policy transfer to more active learning from the EU, although conformism can still be seen in cases of the introduction of standardizing policy tools.

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Bikbulatova, Valentina, R. Rabadanova, and A. Kagosyan. "Motivational Orientation As a Factor in the Formation of Professional Competence of University Students." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 3 (2021): 70–73. http://dx.doi.org/10.12737/2306-1731-2021-10-3-70-73.

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This article reveals the process of forming the professional competence of university students. In conditions when the learning process becomes more and more formalized and depersonalized, the teacher should focus on clarifying the motivational sphere in order to form the most important cognitive motives in students. Motivational orientation influences not only the student's learning outcomes, but also changes the educational process itself. What is this influence - positive or negative, developing or standardizing, how universal and intense is it? The strength, effectiveness, form of influence, the predominance of certain functions are determined by the scientific and methodological guidance and management of the educational process by the teacher.

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Bikbulatova, Valentina, R. Rabadanova, and A. Kagosyan. "Motivational Orientation As a Factor in the Formation of Professional Competence of University Students." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 3 (2021): 70–73. http://dx.doi.org/10.12737/2306-1731-2021-10-3-70-73.

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This article reveals the process of forming the professional competence of university students. In conditions when the learning process becomes more and more formalized and depersonalized, the teacher should focus on clarifying the motivational sphere in order to form the most important cognitive motives in students. Motivational orientation influences not only the student's learning outcomes, but also changes the educational process itself. What is this influence - positive or negative, developing or standardizing, how universal and intense is it? The strength, effectiveness, form of influence, the predominance of certain functions are determined by the scientific and methodological guidance and management of the educational process by the teacher.

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Walker, Scott G. Van Da. "Standardizing Donation Education for Nursing Students: One Organ Procurement Organization's Approach." Journal of Transplant Coordination 8, no. 2 (1998): 93–96. http://dx.doi.org/10.1177/090591999800800207.

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Nurses are often the primary source of donor referrals to an organ procurement organization. Early exposure to donation information during nursing school may enhance nurses' ability to identify and refer potential donors once they are in nursing practice. Although organ procurement organizations strive to provide donation education to nursing students, this process can drain an organization's resources. Therefore, to facilitate the educational process with a minimum of disruption to the function of the organ procurement organization, a standardized approach to donation was developed. After the program had been in place for more than a year, students and organ procurement organization staff alike reported great satisfaction with this standardized approach.

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�� and Olga Vasina. "Features of Competence System Standardization of the Methodists of Municipal Methodical Service in the Present Conditions of Education Development." Standards and Monitoring in Education 4, no. 5 (2016): 61–63. http://dx.doi.org/10.12737/17153.

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The article contents the problems of the organization of present methodical service: the different interpretations of the activities, objectives, tasks, various forms of institutions offering information and methodological support of the educational process, regarding aspects of finance - state-owned, independent, low cost, as well as on the main activity - educational institutions of additional professional education or not. The article presents the results of the analysis of the structures and functioning of municipal methodical service of Russia. The difference in the interpretation of municipal methodical service determines the organization of the Methodist work blurring. The article offers solution to according problem by standardizing the professional activity of municipal methodical service, process of methodological support of educational activities, professional paths of Methodists based on standardization of Methodists competences. The article proposed a system of professional competence of the present Methodist of municipal methodical service.

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Hoffman, Jennifer, Lori Burke, Cheryl Kay, Rachel Hlavaty, Jennifer Thompson-Wood, and Danyelle O'Dell. "Standardizing Postpartum Discharge Instructions With an Educational Video: A Quality Improvement Project." Iproceedings 5, no. 1 (2019): e15245. http://dx.doi.org/10.2196/15245.

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Background The World Health Organization (WHO) estimates that, in the United States, 1200 women annually experience perinatal events that prove fatal and 60,000 suffer complications that are near-fatal. Postpartum morbidity and mortality may be decreased by explicit patient education. At our institution, the maternal discharge education process was varied among providers. Of the available literature, most focus on maternal knowledge of pediatric concerns with a limited amount of studies looking at maternal postpartum health. Objective The objective of this quality improvement project is to standardize postpartum education with the use of a postpartum education video available on a bedside tablet in order to improve maternal perception and knowledge of postpartum warning signs. Methods This prospective cohort study was designed using a patient survey which was administered to evaluate the effectiveness of the maternal discharge education procedures in our institution. The baseline results were reviewed by a team of physicians and nurses. A 10-question survey was provided to patients following the birth of their first baby about maternal warning signs and complications after discharge from the hospital. A standardized discharge education video was created using information from ACOG and AWHONN. The video was made accessible on bedside tablet devices. Patients were able to indicate understanding or request clarification on the devices after review of the materials, and this was communicated from the tablets to the electronic health record. All postpartum nurses were trained on the video content and how to operate the tablets. Survey responses were collected via bedside tablets following implementation of the video and were compared with the baseline results. Educational information was available to patients after discharge from the hospital via a patient portal. Results Twenty-nine women were surveyed prior to implementation of the standardized educational video available on bedside tablets. After implementation, 50 women were surveyed. Comparison of the survey responses showed there was an increase in patient-reported knowledge and understanding in all 10 questions on the survey. Of those, 4 areas were statistically significant with P values <.05: when to call 911 (82.8% before and 98% after), when to call your doctor (75.9% before and 98.0% after), heavy vaginal bleeding (62.1% before and 87.8% after), and symptoms of acute blood loss (51.7% before and 83.7% after). Conclusions The implementation of a postpartum education video available to patients on bedside tablets improved and standardized workflow for routine postpartum care and discharge processes. Survey questions regarding patient knowledge and perception of when to call 911, when to call your doctor, heavy bleeding, and signs of acute blood loss were all noted to be statistically significant. The improved perception of postpartum warning signs after the educational video appears to be beneficial in patient education at this high volume OB institution. The establishment of this platform for education became a model for education in other hospital units using bedside tablets. The use of a multidisciplinary team to review, revise, and standardize the postpartum education program at our institution was well received and supported by nurses, providers, and ultimately patients.

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Obiakor, Festus, Robert Algozzine, and Jeffrey Bakken. "Challenging the "Good" School Myth to Work With Multicultural Exceptional Learners." Multiple Voices for Ethnically Diverse Exceptional Learners 10, no. 1-2 (2007): 17–24. http://dx.doi.org/10.56829/muvo.10.1-2.v0630864x551777w.

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"Good" schools are typically defined as environments in which good students attend, good teachers teach, good parents participate, and good communities exist. This definition suggests that students maintain high test scores with the focus on going to college. In other words, good schools are typically exclusive in maintaining high standards for students, teachers, and service providers. The problem, however, is that such good schools pride themselves on maintaining and pushing homogeneous standards at all educational levels. Ironically, such actions, by standardizing the educational process, preclude responding to students with special needs and those who are culturally, linguistically, behaviorally, academically, and socioeconomically different. This article challenges the good school myth and presents equitable ways to work with multicultural exceptional learners.

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Morrow, George. "Standardizing Practice in the Analysis of School Dropouts." Teachers College Record: The Voice of Scholarship in Education 87, no. 3 (1986): 342–55. http://dx.doi.org/10.1177/016146818608700306.

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After demonstrating the types of problems that arise from using different methods to calculate school dropout rates, Morrow suggests a set of procedures to standardize the process and improve the validity and reliability of data on dropouts.

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Dissertations / Theses on the topic "Standardizing of educational process"

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Chandler, Michael P. "Improving the construction process through standardizing daily logs." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015753.

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Weinberg, Kerry Rachel. "Streamlining and standardizing transcriptomic analysis in Amgen process development." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104314.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2016. In conjunction with the Leaders for Global Operations Program at MIT.<br>Thesis: S.M. in Engineering Systems, Massachusetts Institute of Technology, Department of Biological Engineering, 2016. In conjunction with the Leaders for Global Operations Program at MIT.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 71-75).<br>Building biological understanding of the Chinese Hamster Ovary (CHO) system used to manufacture therapeutic proteins is paramount to efficient CHO bioprocess optimization. This understanding can be built by analyzing and synthesizing biological data; such as transcriptomic (gene expression), proteomic (protein levels), or metabolomic (metabolite levels). This thesis describes a streamlined workflow for analyzing transcriptomic data. This streamlined workflow not only reduced the barrier to conducting the analysis but also reduced the analysis cycle time. With the use of this workflow, a number of historical Amgen microarray datasets were mined to identify gene expression signatures indicative of productivity. The result of this mining identified key biological pathways specific to a highly productive Amgen cell line. This work suggests that these pathways are critical to heightened levels of protein production. Using this information to engineer future cell lines could enable Amgen to improve cellular protein production by over 30%, impacting costs associated with drug substance manufacturing. More broadly, this example of streamlining and standardizing transcriptomic data provides a framework for how Amgen Process Development can leverage biological data to improve CHO systems understanding and achieve operational impacts.<br>by Kerry Rachel Weinberg.<br>M.B.A.<br>S.M. in Engineering Systems

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Berard, Alfredo, Dennis Manning, and Jeong Min Kim. "A ROADMAP TO STANDARDIZING THE IRIG 106 CHAPTER 10 COMPLIANT DATA FILTERING AND OVERWRITNG SOFTWARE PROCESS." International Foundation for Telemetering, 2007. http://hdl.handle.net/10150/604419.

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ITC/USA 2007 Conference Proceedings / The Forty-Third Annual International Telemetering Conference and Technical Exhibition / October 22-25, 2007 / Riviera Hotel & Convention Center, Las Vegas, Nevada<br>High speed digital recorders have revolutionized the way Major Range and Test Facility Bases collect instrumentation data. One challenge facing these organizations is the need for a validated process for the separation of specific data channels and/or data from multiplexed recordings. Several organizations within Eglin Air Force Base have joined forces to establish the requirements and validate a software process compliant with the IRIG-106 Chapter 10 Digital Recording Standard (which defines allowable media access, data packetization, and error controls mechanics). This paper describes a roadmap to standardizing the process to produce this software process, Data Overwriting and Filtering Application (DOFA).

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Ciaghi, Aaron. "Standardizing ICT for Development: Towards the Definition of a Standard Process and Maturity Model for ICTD Projects." Doctoral thesis, Università degli studi di Trento, 2014. https://hdl.handle.net/11572/368172.

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The use of ICTs to stimulate socio-economic development has significantly grown in popularity in the recent years and has been boosted by the â€œmobile revolutionâ€ of the last decade. Despite the multi-year experience of academics, donor agencies and businesses, the failure rate of ICT for Development projects is still very high, resulting in a significant waste of resources. The multiple challenges that must be faced simultaneously in these projects make them more difficult than â€œtraditionalâ€ ICT projects and recommendations such as best practices to face them have been suggested over the years. Nonetheless, the systematic replicability of these practices has never been addressed and project management and formalized development processes that address the particular challenges of the domain are extremely rare. This thesis presents a Maturity Model derived from the experience of researchers and practitioners, collected through an extensive literature review and interviews, that aims at providing a set of guidelines to be used throughout an ICT for Development intervention to increase the probability of success.

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Ciaghi, Aaron. "Standardizing ICT for Development: Towards the Definition of a Standard Process and Maturity Model for ICTD Projects." Doctoral thesis, University of Trento, 2014. http://eprints-phd.biblio.unitn.it/1209/1/PhD-Thesis.pdf.

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The use of ICTs to stimulate socio-economic development has significantly grown in popularity in the recent years and has been boosted by the “mobile revolution” of the last decade. Despite the multi-year experience of academics, donor agencies and businesses, the failure rate of ICT for Development projects is still very high, resulting in a significant waste of resources. The multiple challenges that must be faced simultaneously in these projects make them more difficult than “traditional” ICT projects and recommendations such as best practices to face them have been suggested over the years. Nonetheless, the systematic replicability of these practices has never been addressed and project management and formalized development processes that address the particular challenges of the domain are extremely rare. This thesis presents a Maturity Model derived from the experience of researchers and practitioners, collected through an extensive literature review and interviews, that aims at providing a set of guidelines to be used throughout an ICT for Development intervention to increase the probability of success.

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Thomas, Keith Trevor, and mikewood@deakin edu au. "Understanding educational process in leadership development." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.134710.

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This thesis is a case study of educational process in the leadership development program of the Australian Defence Force Academy. The intention is to determine the relative emphasis in educational process on the conventional command and managerial compliance (Type A) style and the emergent contingent and creative (Type B) style of leadership. The Type A style is theorised as emphasizing hierarchy and control, whereas the emphasis in a Type B style is on adaptive and entrepreneurial behaviour. This study looks at the learning process in a cultural and structural context rather than focus on curriculum and instructional design. Research in this wider context is intended to enable development processes to successfully bridge a gap between theory and practice, implicit in studies that identify theories 'in-operation' as different from the theories 'espoused' (Argyris 1992, Savage 1996). In terms of espoused and in-use theory, the study seeks to produce a valid and reliable result to the question: what is the relative emphasis on the two leadership styles in the operation of the three educational mechanisms of curriculum, pedagogy (teaching practice) and assessment? The quantitative analysis of results (n = 114) draws attention to both leadership styles in terms of two and three-way relationships of style, cadet or work group and service type. The data shows that both Type A and Type B leadership styles are evident in the general conversation of the organisation. This trend is present as espoused theory in the curriculum of the Defence Academy. However, the data also confirm a clear and strong emphasis towards command and managerial compliance as theory-in-use, particularly by cadets. This emphasis is noticeably evident in the teaching and assessment practice of the Defence Academy. Other research outcomes include the observation that: Contextually, while studies show it is difficult to isolate skills from their cultural and biographical context (Watkins, 1991:15), this study suggests that it is equally difficult to isolate skills development from this context. There is a strong task or instrumental link identified by cadet responses in terms of content and development process at the Defence Academy, in contrast to the wider developmental emphasis in general literature and senior officer interviews. There is a lack of awareness of teaching strategies and development activity consistent with espoused Type B leadership theory and curriculum content. This gap is compounded by the use in the Defence Academy of personnel without teaching expertise or suitable developmental experience. The socialisation of cadets into the military workplace is the primary purpose of training. This purpose appears taken for granted by all concerned - staff, cadets and senior officers. Defence Academy development processes appear to be faced with a dilemma. Arguably, training and learning from experience are limited approaches to development. Training, which involves learning by replication, and learning from experience, which is largely imitative, are both of little use when people are faced with novel and ambiguous situations. This study suggests that in order to support the development of capabilities that go beyond training based competence a learning and development approach is needed. This more expansive approach requires educational planners to consider the cultural and social context that can inadvertently promote the status quo in practice over espoused outcomes.

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Навчук, Ігор Васильович, та Галина Василівна Навчук. "Іnformation support of the educational process". Thesis, Сучасні підходи до вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку) : матеріали XIV Всеукр. наук.-практ. конф. з міжнар. участю, присвяченої 60-річчю ТДМУ (Тернопіль, 18–19 трав. 2017 р.) : у 2 т. / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2017. – Т. 1. – 211 с, 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/12385.

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Lao, Un Loi. "Sense-making process in higher educational organizations." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637048.

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Dixon, John M. "Leadership: Decision -making process for educational innovation." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2493.

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The purpose of this study was to analyze the leadership decision making process associated with pursuing innovative educational programs. The study investigated the experiences of leaders involved in pursuing Tech Prep Demonstration Project grants at two early-innovator California community colleges. A qualitative investigation was conducted utilizing descriptive case study methodologies. The researcher conducted focused interviews with individuals in leadership positions at the time the decision to pursue a Tech Prep Demonstration Project grant was made at these two community colleges. The study was guided by a data-analysis spiral. The data analysis spiral enabled the researcher to organize and examine large amounts of data in a systematic fashion. The study found that the decision-making process was facilitated by eight factors: (a) Environmental scanning by a designated person or by middle management; (b) preexisting intersegmental long term relationships with key individuals outside their institution; (c) prior knowledge of a related innovation; (d) personal and professional experience and frustration with a lack of educational options for K-12 students; (e) educational values that aligned with the innovation being pursued; (f) preexisting structures that allowed leaders to expand existing programming rather than to initiate new programming; (g) early reservations and challenges; and (h) post decision-making issues. These factors each played a large part in defining whether an environment in which innovations are considered exists in certain community colleges, as well as in K-12 schools. The community college leaders who took part in this decision making process had a great deal of professional experience to build upon. They used that experience to form relationships with K-12 leaders, who became their partners in educational reform. These partnerships were made possible because the colleges possessed sufficient organizational slack, and utilized that slack to pursue innovative programming. An earlier federal policy, the Tech Prep component of the 1990 Carl Perkins Vocational and Technical Education Act, may have had limited success in meeting its own goals, but produced the strong intersegmental relationships that the TPDP was built upon. In addition, the study confirmed the decision-making stages described by Rogers (2003) and defined a sixth stage, the "resolution stage," in which decision makers step back and take time to reflect on the innovation itself and the process used to make the decision to implement or not implement the innovation, as well as correcting early assumptions that proved to be false. The resolution stage provided leaders with time to step back and reflect on their original goals and on the progress of the innovation in order to make course corrections as necessary.

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Лебедєв, М., and М. І. Скрипник. "Educational institution contracting process: stages and procedures." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16888.

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Books on the topic "Standardizing of educational process"

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G, Mulcahy D., O'Sullivan Denis 1945-, and Institute of Public Administration (Ireland), eds. Irish educational policy: Process & substance. Institute of Public Administration, 1989.

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Roy-Singh, Raja. Adult literacy as educational process. International Bureau of Education, 1990.

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Mitra, Dana L. Educational Change and the Political Process. 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003212294.

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Barlow, Daniel L. Educational psychology: The teaching-learning process. Moody Press, 1985.

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H, Rosenblum Sandra, ed. Involving adults in the educational process. Jossey-Bass, 1985.

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Tarmin, Victor, Sergey Aleksahin, Vladimir Blinov, and Igor' Sergeev Igor' Stanislavovich. Digital technologies in the educational process. Publishing Center RIOR, 2023. http://dx.doi.org/10.29039/01922-1.

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1963-, Stevenson Howard, ed. Education policy: Process, themes & impact. New York : Routledge, 2006.

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Semenova, Elena. Actual problems of designing the educational process. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1013701.

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The textbook is an author's development formed on the basis of actual achievements of several areas of scientific knowledge related to various aspects of intellectual activity and implemented in the practice of professional pedagogical activity of different educational groups and forms of education (both higher and additional professional education). Structure of the study involves theoretical facts, the availability of practical tasks, allowing to assess the level of dynamics of development of the future specialist and workshop, contributing to the expansion of personal pedagogical tools. Compiled in accordance with the requirements of the society for socially oriented professions of the future, presented on the portal of new professions atlas100.ru. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is addressed to students, undergraduates, postgraduates studying in pedagogical directions, teachers of educational organizations.

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E, Decker Larry, Romney Valerie A, and National Coalition for Community Education., eds. Educational restructuring and the community education process. National Community Education Association, 1992.

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Wallen, Norman E. Educational research: A guide to the process. McGraw-Hill, 1991.

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Book chapters on the topic "Standardizing of educational process"

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Burton, Khalilah V., and John T. Hope. "Standardizing the Process." In Exemplars of Assessment in Higher Education, Volume Two. Routledge, 2023. http://dx.doi.org/10.4324/9781003444695-10.

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Vukmir, Rade B. "Educational Process." In Disruptive Healthcare Provider Behavior. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27924-4_17.

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Romero, Cristóbal, Rebeca Cerezo, Alejandro Bogarín, and Miguel Sánchez-Santillán. "EDUCATIONAL PROCESS MINING." In Data Mining and Learning Analytics. John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118998205.ch1.

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Cancela, Antonio, Antonia M. Reina Quintero, María Teresa Gómez-López, and Alejandro García-García. "Standardizing Process-Data Exploitation by Means of a Process-Instance Metamodel." In Lecture Notes in Business Information Processing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46633-6_3.

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Tsunoda, Masateru, Tomoko Matsumura, Hajimu Iida, et al. "Standardizing the Software Tag in Japan for Transparency of Development." In Product-Focused Software Process Improvement. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13792-1_18.

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Siekmann, Sabine, and Joan Parker Webster. "Participatory Teacher Action Research as Design Process." In Educational Linguistics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31812-2_3.

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Poehner, Matthew E., and Rémi A. van Compernolle. "Reconsidering Time and Process in L2 Dynamic Assessment." In Educational Linguistics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35081-9_9.

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Leyden, Gervase. "The Process of Reconstruction: An Overview." In Reconstructing Educational Psychology. Routledge, 2022. http://dx.doi.org/10.4324/9781003279853-11.

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Moos, Lejf, and Jan Merok Paulsen. "Comparing Educational Governance." In School Boards in the Governance Process. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05494-0_1.

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Gajanova, Lubica, and Margareta Nadanyiova. "Gamification in the Educational Process." In Encyclopedia of Educational Innovation. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-2262-4_202-1.

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Conference papers on the topic "Standardizing of educational process"

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Floria, Robert, and Alfonso Garcia. "Aggregating and Standardizing Disjointed Integrity Management Data." In CONFERENCE 2022. AMPP, 2022. https://doi.org/10.5006/c2022-17646.

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Abstract Data management is a critical component of an integrity management plan. Current products and services in the integrity management sector can generate an enormous amount of uncontrolled and disjointed data, housed on multiple platforms. This text examines methods of mapping and linking multiple data sources to achieve optimal data usefulness, while reducing redundant data, through use of spatial and relational techniques. By defining relationships between fixed points, linear values can be generated from calibrated routes. Developing methods to introduce new data, standardized from spatial data, serves to maintain data quality. Recurring data transfer logistics, using relational keys in conjunction with ETL procedures, serve to link databases. Value is achieved on a large-scale using girth welds to automate the process of generating mile post values for point features. Data generated at remote sensors are aggregated from multiple vendors and populated using an exchange governed by universally unique identifiers (UUID).

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Yablochnikova, I. O., V. B. Dzobelova, S. L. Yablochnikov, D. B. Belinskaya, and A. N. Martemyanova. "Educational Process Management at IT-Universities." In 2025 Systems of Signals Generating and Processing in the Field of on Board Communications. IEEE, 2025. https://doi.org/10.1109/ieeeconf64229.2025.10948106.

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Kitzmann, Harald, Ulrich Norbisrath, Alessia Kaivo, Marko Sandre, and Pille Toomsalu. "VR as a Tool in the Educational Process: Requirements and Implementation Process." In 2024 2nd International Conference on Intelligent Metaverse Technologies & Applications (iMETA). IEEE, 2024. https://doi.org/10.1109/imeta62882.2024.10808100.

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Vouros, Stavros, Dimitra-Eirini Diamantidou, and Konstantinos Kyprianidis. "Teaching Optimization of Thermal and Fluid Machinery in the Post-Pandemic Era." In ASME Turbo Expo 2023: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/gt2023-103869.

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Abstract Higher education has been crucially impacted by the pandemic during the past years. Despite the associated challenges, a wide portfolio of digital literacies has been developed for the delegates. This work evaluates the introduction of digital tools into in-person education. The “Process Optimization” course at Mälardalen University is reformed to operate in a digitally enhanced classroom mode. The course covers a variety of optimization methods applied on thermal and fluid machinery such as systems of compressors, pumps and heat exchangers, heat and power plants, aircraft trajectories and propulsion systems. The constructive alignment is presented to illustrate links between learning objectives, learning activities, and assessment tasks. A series of digital tools is introduced to elevate learning experience prior, during, and after class time. Those comprise digital quizzes, a video channel, polls, a digital whiteboard, and a digital forum. The course is systematically instrumented, yielding a vast set of statistics for evaluating the effectiveness of digital tools as well as engagement levels for learners. The contribution of digitalization into standardizing the formative and summative assessment is discussed. It is observed that digital tools complement the participation into pre- and post-classroom activities. An interactive and digitalized course evaluation activity is also designed. This allowed learners and educators to productively exchange feedback in an inclusive manner. The accrued data provides insight into the impact of digitalization on the delivery of an applied engineering course. Lessons learnt comprise quantitative and qualitative outcomes arising from the perspectives of both learners and teachers. Guidelines and recommended practices are provided for the penetration of digital tools into synchronous and asynchronous learning activities. This paper identifies opportunities as well as space for improvement arising from the penetration of digital tools into the new era for education.

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Pérula-Martínez, Raúl, Verónica González, Félix R. Cañadillas, and Carlos Balaguer. "INTRODUCING COMMON FACTORS FOR STANDARDIZING THE MARKET FOR EDUCATIONAL ROBOTS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0034.

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Whitell, Mark, Yuan Cao, Brenda Y. McCabe, Arash Shahi, Michael De Lint, and Kamellia Shahi. "Standardizing Ontario’s Permitting Process for E-Permitting Implementation." In Construction Research Congress 2020. American Society of Civil Engineers, 2020. http://dx.doi.org/10.1061/9780784482889.143.

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Dragomir, Florentina, and Florin Postolache. "ONLINE COLLABORATION AND LEARNING ENVIRONMENT IT MODELLING." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-056.

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Aiming to enhance teaching, learning and research by providing a enthralling alternative to proprietary learning systems, in 2004, four leading U.S. universities began a collaboration project in order to offer an innovative platform, Sakai CLE, for learning and collaboration for the higher education community. Thereby, Sakai Project becomes an awe-inspiring experience that conduct technical and non-technical backgrounds thinkers in IT, networking, interaction and professional development to find ways to design and implement great concepts. Danubius Online Collaboration and Learning Environment., a Sakai based software, share a common commitment to enhancing teaching, learning, research and other types of distributed and collaborative group work. After a 6 months experimental period in which the Sakai CLE was tested, in 2009 Danubius Online pilot portal was released. In this phase, a small number of course sites were used in order to gain experience in real conditions of exploitation. Taking into consideration the pilot phase results, in 2010 started the Danubius Online CLE production stage in which significantly increased number of course sites, the trend being of standardizing at all the courses within the university. Based on teachers, instructors, researchers and user needs, the T&L Working Group has had a multiple purpose: to provide staff assistance in order to continuous improve the teaching and learning process, to create a dynamic learning environment designed to enrich the student's expectations and also, to share the best teaching and collaborative practices. Also, choosing the right architecture and the appropriate use of IT infrastructure resources play a decisive role in terms of platform operation in good condition, thus increasing user satisfaction.

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Saunders, M. R., J. A. Shields, and M. R. Taylor. "Digitizing Rocks?: Standardizing the Process of Geological Descriptive Using Workstations." In European Petroleum Computer Conference. Society of Petroleum Engineers, 1994. http://dx.doi.org/10.2118/27542-ms.

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Asghar, Eram, Tullio Tolio, and Andrea Ratti. "Standardizing the Process Information for Machining Operations Through Self-Contained Structures." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-70173.

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Abstract A mechanical product is manufactured through multiple processes and procedures. The process information is coded in a part program, and a large amount of unstructured information comes from the shop floor. This results in the loss of logic formulated for the creation of a code. Moreover, it is impossible to track the modifications carried out during these processes. Thus, the unavailability of appropriate and standard knowledge of part processing leads to the situation where the information must be recreated every time a similar part is manufactured, hence, increasing the process planning time. One solution is to divide it into two steps: first, by fetching the information and coding it in a standardized structure; second saving it in a suitable form, facilitating in improving the efficiency and effectiveness of process design for available parts as well as anticipating the new parts. This was achieved by using the previous information related to the process combined with the one obtained from the shop floor. The proposed work concerns capturing the unstructured information from the existing part programs and regaining it using process simulation (VERICUT). Through the extraction of theoretical and graphical geometric data, the interactions between the operations were analyzed. The operational knowledge in this work includes: origin, feed-rate, rotating speed of the tool, rapid movement, cutting tool, material knowledge, and some geometric information of the process. The proposed approach based on simulations and mathematical programming logic is a way to improve flexibility at process and system level by formalizing the available operational knowledge. To illustrate the applicability of the proposed approach, a case study was carried out on a real industrial part program.

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Tujarov, Hristo, Svetlana Avramova, Stefan Kalchev, and Milena Stefanova. "Educational process model." In the 9th International Conference. ACM Press, 2008. http://dx.doi.org/10.1145/1500879.1500940.

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Reports on the topic "Standardizing of educational process"

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Dzhioeva, Aina Rufinovna, Zalina Kolumbovna Malieva, and Aza Gersanovna Besaeva. Formation of personal value orientations in the educational process of a general educational institution. DOI СODE, 2021. http://dx.doi.org/10.18411/doicode-2022.051.

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Idrisova, Zh V., L. S. Idigova, and M. I. Kudusova. INTRODUCTION OF WEB TECHNOLOGIES IN THE EDUCATIONAL PROCESS. Ljournal, 2019. http://dx.doi.org/10.18411/6645-3567-6535-53565.

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Khrunichev, R. V. Electronic information-educational resource «the Use of the online service Piktochart in the educational process of the University». OFERNIO, 2018. http://dx.doi.org/10.12731/ofernio.2018.23533.

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Idrisova, Zh V., M. V. Vagapova, and S. Kh Alikhadzhiev. ACTIVATION OF COGNITIVE ACTIVITIES OF FUTURE BACHELORS IN THE EDUCATIONAL PROCESS. Ljournal, 2019. http://dx.doi.org/10.18411/4525-7575-3575-54254.

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Zaytseva, Tatyana, Lyudmila Kravtsova, and Anna Puliaieva. Computer Modelling of Educational Process as the Way to Modern Learning Technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3180.

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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students

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Platonova, Elena Dmitrievna, Olga Dmitrievna Fedotova, and Galina Ivanovna Ribnikova. Russian universities educational process using distance learning technologies organization: analysis of practice. DOI CODE, 2023. http://dx.doi.org/10.18411/doicode-2023.203.

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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.

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Murieva, Meri Valerianovna, and Natalia Nikolaevna Tchaiko. LINGUADIDACTIC AND EDUCATIONAL ASPECTS OF FAIRY-TALES IN A FOREIGN LANGUAGE TEACHING PROCESS. DOI СODE, 2022. http://dx.doi.org/10.18411/doicode-2023.107.

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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.

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