Bibliografías temáticas / Course design

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Literatura académica sobre el tema "Course design"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 26 de julio de 2025

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Artículos de revistas sobre el tema "Course design"

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Klein, Eberhard. "Course design." System 15, no. 3 (1987): 385–89. http://dx.doi.org/10.1016/0346-251x(87)90016-9.

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McGee, Patricia. "Blended Course Design." International Journal of Mobile and Blended Learning 6, no. 1 (2014): 33–55. http://dx.doi.org/10.4018/ijmbl.2014010103.

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Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blen
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Krishnaswamy, Sudhir, and Dharmendra Chatur. "Recasting the LLM: Course Design and Pedagogy." Socio-Legal Review 9, no. 1 (2013): 101. http://dx.doi.org/10.55496/umaa7540.

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Ruwe, Donelle, and James Leve. "Interdisciplinary Course Design." Clearing House: A Journal of Educational Strategies, Issues and Ideas 74, no. 3 (2001): 117–18. http://dx.doi.org/10.1080/00098650109599174.

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Foster, Geoff. "Managing course design." British Journal of Educational Technology 24, no. 3 (1993): 198–206. http://dx.doi.org/10.1111/j.1467-8535.1993.tb00074.x.

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Jenkins, Daniel M. "Integrated Course Design." Journal of Management Education 39, no. 3 (2014): 427–32. http://dx.doi.org/10.1177/1052562914540903.

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Aladdin, Ashinida. "A Needs Analysis for the Course Materials Design of the Arabic Language Course." International Journal of Social Science and Humanity 6, no. 6 (2016): 423–26. http://dx.doi.org/10.7763/ijssh.2016.v6.684.

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Saclarides, Evthokia Stephanie, Brette Garner, Gladys Krause, Claudia Bertolone-Smith, and Jen Munson. "Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses." Mathematics Teacher Educator 11, no. 1 (2022): 9–25. http://dx.doi.org/10.5951/mte.2020.0081.

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Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) address
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Gazioğlu, Suzan. "Online course design: a statistics course example." Teaching Statistics 35, no. 2 (2012): 98–102. http://dx.doi.org/10.1111/j.1467-9639.2012.00523.x.

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Siddiqui, Dr Mujibul Hasan. "Distance Education;Some Practical Aspects for Course design." International Journal of Scientific Research 2, no. 2 (2012): 76–77. http://dx.doi.org/10.15373/22778179/feb2013/27.

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Tesis sobre el tema "Course design"

1

Sheppard, Christine. "Course design and student epistemology." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/603/.

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Wang, Pei. "Issues of online course design." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wangp.pdf.

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Sankey, Michael David. "Multimodal design for hybrid course materials : developing and evaluating a new paradigm for course delivery." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16363/1/Michael_Sankey_Thesis.pdf.

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In early 2003, in a major shift in policy, the University of Southern Queensland (USQ) announced that its learning materials would progressively move from a predominantly print-based mode of delivery to a new 'hybrid' mode of delivery across all discipline areas. Central to this delivery would be a resource-rich CDROM containing all study materials, supported with a range of multimedia based enhancements, online support and selective print materials. As this represented a fundamentally new approach to the delivery of materials at USQ, it was essential to ascertain a clear understanding
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Sankey, Michael David. "Multimodal design for hybrid course materials : developing and evaluating a new paradigm for course delivery." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16363/.

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In early 2003, in a major shift in policy, the University of Southern Queensland (USQ) announced that its learning materials would progressively move from a predominantly print-based mode of delivery to a new 'hybrid' mode of delivery across all discipline areas. Central to this delivery would be a resource-rich CDROM containing all study materials, supported with a range of multimedia based enhancements, online support and selective print materials. As this represented a fundamentally new approach to the delivery of materials at USQ, it was essential to ascertain a clear understanding
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Lancaster, Audrey B. "Enhanced Cross Country Running Course Design: A Study of Historic and Recent Courses, Other Landscape-Based Sports, Athlete Psychology, and Course Elements." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/939.

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Literature suggests that the original and "pure" elements of cross country course design have faded through time; in order to wholly enhance course design the original elements must be preserved and united with desired modern course elements. "Pure" sport is defined by an athlete's struggle and persistence that occur amidst tough competition, rugged course elements, and physical pain. In addition to identifying the desired elements through literature review, case studies, and self-experience of cross country course design, it was necessary to confirm the desired elements through interviewing
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Calapa, Amy K. "Life designing in a collegiate career course: The post-course narratives of students who completed a life design career course." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604354223971716.

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Burris, Stephen A. "Course module for AA2021 : wing structural design project /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA283618.

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Thesis (M.S. in Aeronautical Engineering) Naval Postgraduate School, March 1994.<br>Thesis advisor(s): Gerald Herbert Lindsey. "March 1994." Includes bibliographical references. Also available online.
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Varanasi, Archana. "Course grained low power design flow using UPF /." Online version of thesis, 2009. http://hdl.handle.net/1850/11768.

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Al, Khalidi Iman Jabbar Abbas Saleh. "Investigating the process of EAP course design by teachers at a tertiary level, English department, a private college in Oman from the perspectives of teachers and students." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25937.

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This study is addressing course design as an important process within the area of language curriculum development. The importance of course design lies in its being as the preparatory stage that contributes to shaping and guiding the subsequent stages of the whole process of course development-implementation and evaluation. The study aims at understanding the role of teachers at a tertiary context in Oman in designing the courses they teach based on their perspectives. It also aims at understanding how students conceptualize and evaluate theses courses. In addition, it aims at exploring what i
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Perolini, Petra S. "Futuring Design: Transforming Interior Design using Design Futures Theory." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393969.

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Design studies traditionally examine the process of design in the context of how that process contributes to the creation of the designed object, system or structure. That is, a successful design process is measured by the capacity and efficiency with which it results in an object, space or system. In many cases, there is no measure of how well-designed these outputs are, at most; such measures will generally be limited to cost, efficacy and user satisfaction. Further, the notion of what constitutes well-designed is arbitrary and inconsistent across disciplines. The theory of Design Futures hi
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Libros sobre el tema "Course design"

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Faerm, Steven. Fashion: Design course. Barron's, 2010.

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S, Cornish Geoffrey, ed. Golf course design. J. Wiley, 1998.

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Ovtov, Vladimir. Machine parts. Course design. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1171976.

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The textbook discusses the methodology of course design of general-purpose drives with a single-stage gearbox (cylindrical, conical and worm) and a V-belt or chain transmission. The procedure for calculating gears and constructing assembly drawings of gearboxes is shown, the development of specifications using the COMPASS-3D computer-aided design system is described. Examples of the design of drawings of the general type of the drive, assembly drawings of gearboxes and working drawings of parts of various types of gearboxes are given.&#x0D; Meets the requirements of the federal state education
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University of East London. School of Architecture. The Design Foundation Course. Edited by Weaver Nicholas and University of east London. School of Art and Design. University of East London, Schools of Architecture and Art & Design, 1996.

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Goc, Aleksandr. Dynamics of engines. Course design. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1055672.

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Brief data from theory in the discipline "Theory of engines" and the order of execution of the course project. In a compact form the basic formulas and clarifications for the implementation of the relevant parts of the course project. As an example, the calculation-explanatory note and drawings done by a student course project review.&#x0D; Meets the requirements of Federal state educational standards of higher education of the last generation.&#x0D; Intended for students of day and correspondence forms of training areas of training 13.03.03 power mechanical engineering and 23.03.03 "Exploitat
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Burger, Peter. Digital design: A practical course. Krieger Pub. Co., 1992.

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Velzel, Chris. A Course in Lens Design. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8685-0.

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Knapper, Christopher, Mark Weisberg, and Susan Wilcox. Course design for more students. Queen's University, 1997.

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Howard, Jeffrey. Service-learning course design workbook \. University of Michigan, 2001.

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Branch, Alberta Curriculum. Design studies: Course of studies. --. Alberta Education, Curriculum Branch, 1993.

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Capítulos de libros sobre el tema "Course design"

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Cress, Christine M., Stephanie T. Stokamer, Thomas J. Van Cleave, and Joyce P. Kaufman. "Course Design." In Faculty Service-Learning Guidebook. Routledge, 2023. http://dx.doi.org/10.4324/9781003444831-8.

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Rennie, Frank, and Keith Smyth. "Course design." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-48.

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Krane, N. Kevin, and Jennifer W. Gibson. "Course Design." In An Introduction to Medical Teaching. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85524-6_16.

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Soares, Michael Arthur. "Course Design." In Teaching with Dystopian Text. Routledge, 2023. http://dx.doi.org/10.4324/9781003391142-7.

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Vantrappen, Herman, and Frederic Wirtz. "Course corrections." In The Organization Design Guide. Routledge, 2023. http://dx.doi.org/10.4324/9781003462811-17.

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Hansen, Edmund J. "Course Design Document." In Idea-Based Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003445203-9.

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Hillman, Daniel, Robert Schudy, and Anatoly Temkin. "Advanced Course Design." In Best Practices for Administering Online Programs. Routledge, 2020. http://dx.doi.org/10.4324/9780429329081-8.

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Hollins, Etta R., and Connor K. Warner. "Course Alignment." In Rethinking Teacher Preparation Program Design. Routledge, 2021. http://dx.doi.org/10.4324/9781003150633-5.

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Simunich, Bethany, Andrea Gregg, and Penny Ralston-Berg. "Course Structure." In High-Impact Design for Online Courses. Routledge, 2023. http://dx.doi.org/10.4324/9781003442370-5.

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Rossi, Virna. "Course evaluation." In Inclusive Learning Design in Higher Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003230144-18.

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Actas de conferencias sobre el tema "Course design"

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Hu, Minjie, and Aleksei Trofimov. "Course Design of Introducing Selenium WebDriver." In 2024 IEEE International Conference on Software Testing, Verification and Validation Workshops (ICSTW). IEEE, 2024. http://dx.doi.org/10.1109/icstw60967.2024.00065.

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Ball, Madelyn R., Oishi Sanyal, and Yuhe Tian. "Integration of Process Design and Intensification Learning via Combined Junior Course Project." In Foundations of Computer-Aided Process Design. PSE Press, 2024. http://dx.doi.org/10.69997/sct.187851.

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We present the implementation of combined junior course projects encompassing three core courses: reaction engineering, separations, and process simulation and design. The combined project aims to enhance the vertical integration of process design learning through all levels of the curriculum. We design the projects to utilize novel modular process technologies (e.g., membrane separation) and to emphasize new process design goals (e.g., sustainability, decarbonization). Two example projects, respectively on green methanol synthesis and ethylene oxide production, are showcased for project imple
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Grober, Florian, Andreas Janßen, and Ferit Küçükay. "Customer-Focussed Automatic Test Course Design." In FISITA World Congress 2021. FISITA, 2021. http://dx.doi.org/10.46720/f2020-dgt-007.

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Customer centricity gains increasing importance in vehicle development. With respect to durability testing and approval of prototypes, it causes the requirement for testing procedures which highly comply with the occurring loads during customer operation. In this manner, lightweight construction is enabled and considerable economic advantages are raised by avoiding oversizing as well as undersizing of components. As current state of the art, vehicle manufacturers use special test courses on proving grounds or public roads which must be endured damage-free by the vehicle prototype until a compu
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Herrmann, Jeffrey W. "Decision Making in Course Design." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59047.

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Decision making is an important feature of design. Although engineering design refers to the design of products and technical systems, design activities occur in many other professions, including education. As education moves from teaching to learning, engineering faculty are becoming course designers who make many decisions when designing a course. Although many course design processes have been described, previous work has not considered course design as an interrelated set of decisions. To plan a course, a designer must make decisions. The course designer must select following elements: the
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Zhao Chao. "Current design course and the teaching of specialized courses." In 2010 IEEE 11th International Conference on Computer-Aided Industrial Design & Conceptual Design 1. IEEE, 2010. http://dx.doi.org/10.1109/caidcd.2010.5681929.

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Kolberg, Eli, Yoram Reich, and Ilya Levin. "Transforming Design Education by Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85390.

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Design is a contextualized activity influenced by many factors. In order to understand or teach it, a holistic approach that involves students in actual design activities is required. Often, such educational setup is called problem or project-based learning (PBL). There are many views about implementing PBL. Our approach to design education is different than others in the way we treat design courses as products with constraints and objectives. Following our experience in previous design courses, we set to create the best design course possible in our particular context by carefully designing i
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Murray, William R., and Joseph L. Garbini. "Mechatronics as a Capstone Design Course." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0642.

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Abstract Capstone design courses in engineering, which provide students the opportunity to tackle open-ended, real-world projects, are generally held in high regard as learning experiences. A relatively new and increasingly important component of engineering is the area of mechatronics. In this paper, we review the goals of capstone design courses and examine how well suited mechatronics projects are for use as projects in capstone design courses. Our experiences in using mechatronics projects in the senior-level capstone design course in the Department of Mechanical Engineering at the Univers
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"Short Course High Frequency Design For Communications." In Short Course High Frequency Design for Communications. IEEE, 1996. http://dx.doi.org/10.1109/hfdc.1996.864089.

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Goelman, Don. "Session details: Course design." In ITiCSE '10: Annual Conference on Innovation and Technology in Computer Science Education. ACM, 2010. http://dx.doi.org/10.1145/3251953.

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He, Chenglie. "Session details: Course design." In SIGCSE10: The 41st ACM Technical Symposium on Computer Science Education. ACM, 2010. http://dx.doi.org/10.1145/3254206.

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Informes sobre el tema "Course design"

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Scott, Paul W. Short Course on Design for Production Integration, Course Notes. Defense Technical Information Center, 1995. http://dx.doi.org/10.21236/ada455546.

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Hunt, Carole. Course: 25953 TSQP - Design, Development, Implementation. Office of Scientific and Technical Information (OSTI), 2022. http://dx.doi.org/10.2172/1896404.

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Hall, Martha L., and Michele A. Logo. FUNctional Design: Exploring Design for Disability in a Childrenswear Course. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-161.

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Redd-Best, kelly L. Exploring Social Justice Issues Through Design in an Apparel Design Studio Course. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1522.

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Morrison, John E. Guidebook for Analysis and Design Phases of Course Revision. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada160452.

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Jay, Joni, and Kenneth Bernstein. Courseware Design for 19K BNCOC (Basic Noncommissioned Officer Course). Defense Technical Information Center, 1986. http://dx.doi.org/10.21236/ada169236.

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St. John, Mark, Daniel I. Manes, and Glenn A. Osga. A 'Trust But Verify' Design for Course of Action Displays. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada461061.

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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, imp
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Ammar, H. H. The Development of a Course Sequence in Real-Time Systems Design. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada269459.

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d
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