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: 31 de enero de 2023

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Artículos de revistas sobre el tema "Course design"

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Klein, Eberhard. "Course design". System 15, n.º 3 (enero de 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, n.º 1 (enero de 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 blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.
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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, n.º 6 (junio de 2016): 423–26. http://dx.doi.org/10.7763/ijssh.2016.v6.684.

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Ruwe, Donelle y James Leve. "Interdisciplinary Course Design". Clearing House: A Journal of Educational Strategies, Issues and Ideas 74, n.º 3 (enero de 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, n.º 3 (septiembre de 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, n.º 3 (25 de junio de 2014): 427–32. http://dx.doi.org/10.1177/1052562914540903.

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Siddiqui, Dr Mujibul Hasan. "Distance Education;Some Practical Aspects for Course design". International Journal of Scientific Research 2, n.º 2 (1 de junio de 2012): 76–77. http://dx.doi.org/10.15373/22778179/feb2013/27.

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Gazioğlu, Suzan. "Online course design: a statistics course example". Teaching Statistics 35, n.º 2 (30 de julio de 2012): 98–102. http://dx.doi.org/10.1111/j.1467-9639.2012.00523.x.

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Saclarides, Evthokia Stephanie, Brette Garner, Gladys Krause, Claudia Bertolone-Smith y Jen Munson. "Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses". Mathematics Teacher Educator 11, n.º 1 (1 de septiembre de 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) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist matsshematics teacher educators in designing their courses to maximize their instructional time.
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Jiang, Jiabei, Ding Zhou y Yuqing Zou. "Integration of Industrial Design Method and Engineering Innovative Course". Journal of the Institute of Industrial Applications Engineers 4, n.º 4 (25 de octubre de 2016): 159–65. http://dx.doi.org/10.12792/jiiae.4.159.

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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 of about the implications of this change for student learning. In implementing this policy it was necessary to establish a range of pedagogically sound, cost effective delivery guidelines, for the development of the course materials and the multimedia based enhancements. In response to this need, this study has developed a set of 10 multimodal design heuristics used to guide the development of these materials. In establishing these guidelines, this thesis contextualises important issues associated with hybrid delivery and considers how catering for a multiliterate clientele by using a combination of multimedia based enhancements in an electronic environment may improve the learning opportunities for students. Two Faculty of Business courses delivered in 2004, ECO2000 'Macroeconomics for Business and Government' and MGT2004 'People Development', were chosen to pilot the new hybrid mode of delivery. The combination of qualitative and quantitative approaches was used to investigate how students have utilised this new environment. This approach rendered a clear indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment their studies. Analysis of the research data indicated a strong acceptance of the CD based learning environment. This was particularly true for off-campus and international students. On the whole, students reported a preference for a CD based resource, though this acceptance was moderated by a desire to still receive some print-based materials. Importantly, from this analysis it was possible to add a further four multimodal design heuristics to the original set of ten which informed the design of the multimedia based enhancements for each course. This study demonstrates that higher levels of student engagement are possible when integrating a range of multimedia based enhancements to cater for a range of student learning modalities, whilst also maintaining a balanced environment for more traditional learners1.
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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 of about the implications of this change for student learning. In implementing this policy it was necessary to establish a range of pedagogically sound, cost effective delivery guidelines, for the development of the course materials and the multimedia based enhancements. In response to this need, this study has developed a set of 10 multimodal design heuristics used to guide the development of these materials. In establishing these guidelines, this thesis contextualises important issues associated with hybrid delivery and considers how catering for a multiliterate clientele by using a combination of multimedia based enhancements in an electronic environment may improve the learning opportunities for students. Two Faculty of Business courses delivered in 2004, ECO2000 'Macroeconomics for Business and Government' and MGT2004 'People Development', were chosen to pilot the new hybrid mode of delivery. The combination of qualitative and quantitative approaches was used to investigate how students have utilised this new environment. This approach rendered a clear indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment their studies. Analysis of the research data indicated a strong acceptance of the CD based learning environment. This was particularly true for off-campus and international students. On the whole, students reported a preference for a CD based resource, though this acceptance was moderated by a desire to still receive some print-based materials. Importantly, from this analysis it was possible to add a further four multimodal design heuristics to the original set of ten which informed the design of the multimedia based enhancements for each course. This study demonstrates that higher levels of student engagement are possible when integrating a range of multimedia based enhancements to cater for a range of student learning modalities, whilst also maintaining a balanced environment for more traditional learners1.
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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 eight key informants. The key informants were renowned and accomplished NCAA cross country coaches selected to represent a wide geographic. These eight informants were interviewed to unveil which elements of cross country courses were desired, important, essential, would advance design, and are underutilized and present in their favored courses. The results from the interviews confirmed a deep desire for enhanced course design by unionizing the elements present in the "pure" sport of cross country with contemporary desired elements. The new "pure" sport of cross country can be obtained through the utilization of the elements revealed within this thesis. Designing courses that will provide unchanged emotions from the "pure" sport of cross country, yet do not incorporate excessively rough course elements, will be the new "pure" sport of cross country. Overall, the results show designing for the athlete, which includes safety, well defined routing and proper carrying capacity, an accomplished sense of place, advanced technologies and facilities, sport appropriate and safe footing and reasonable terrain, and spectator engagement, would considerably improve design. In order to preserve the "pure" sport of cross country while also integrating modern desired and necessary elements, course designers must use pioneering design methods in order to incorporate all of the desired elements. The main objective of this research was accomplished and has established a foundation upon which subsequent research efforts may begin. This work serves as a catalyst to improving cross country course design by attaining the knowledge of proper, intensified, and innovative design.
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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.
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 issues and factors have the greatest impact on course design and in what way from the teachers and students’ perspectives as course developers and course receivers, respectively. Based on its purpose, the study is conceived within the paradigm of interpretivism employing its epistemology and philosophy as an underpinning stance. On the basis of the participants’ perspectives and experiences, the qualitative approach has been chosen for determining the strategy and methods of sampling, and data collection and data analysis. In order to gain thick descriptions and information about the investigated phenomenon, the researcher used the method of semi-structured interviews with the teacher sample and focus group discussion with the student sample. In addition, the method of document analysis was also used as a supplementary tool for the teacher sample as it is concerned with the mechanism of course design. Findings of the study were categorized according to the five research questions of the study and the two types of data (teachers and students’ data). Interpretations of teachers’ data revealed that they conceptualize course design as a matter of prioritizing the key element- that is mainly students’ needs- that contributes to shaping and guiding the other components of a course. The students’ data, on the other hand, revealed a variety of perspectives involving their evaluation of single aspects of course design, particularly materials development and selection of the content of a course, with their major concern about course implementation. Among the major findings of this study is the identification of challenges confronted by teachers and students that were described in terms of problems impacting negatively the process of designing courses by teachers and the process of learning by students. Based on the findings of data analysis, the study offers a number of implications and suggestions that are of value for teachers who are involved in the process of course design and the institution where the study takes place. Teachers must have an active role in course design due to their direct contact with the learning situation. Teachers’ involvement in course design is considered as a major factor behind the stage of course implementation. For this, teachers need to be aware of the relationship between course design and its implementation and how they affect each other. Doubtlessly, teachers can play an active role in course design, yet the institution must provide external support such as professional development programs and establishing a professional curriculum committee in order to ensure the effectiveness of curriculum development.
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Proctor, Laura L. (Laura Lynne) 1975. "Graduate school introductory computational simulation course pedagogy". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55080.

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Thesis (S.M.)--Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2009.
Vita. Cataloged from PDF version of thesis.
Numerical methods and algorithms have developed and matured vastly over the past three decades now that computational analysis can be performed on almost any personal computer. There is a need to be able to teach and present this material in a manner that is easy for the reader to understand and be able to go forward and use. Three popular course at MIT were without lecture notes; in this thesis the lecture notes are presented. The first chapter covers material taught in Numerical Methods for Partial Differential Equations (2.097/6.339/16.920) specifically the Integral Equation Methods section of this course, chapter two shows the notes for the course Introduction to Numerical Simulation (2.096/6.336/16.910), and chapter three contains the notes for the class Foundations of Algorithms and Computational Techniques in Systems Biology (6.581/20.482). These course notes give a broad overview of many algorithms and numerical methods that one can use to solve many problems that span many fields - from biology to aerospace to electronics to mechanics.
by Laura L. Proctor.
S.M.
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Libros sobre el tema "Course design"

1

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

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

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Web design complete course. Hoboken, NJ: Wiley, 2003.

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University of East London. School of Architecture. The Design Foundation Course. Editado por Weaver Nicholas y University of east London. School of Art and Design. London: University of East London, Schools of Architecture and Art & Design, 1996.

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Ovtov, Vladimir. Machine parts. Course design. ru: 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. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for independent work of students of engineering specialties studying in the bachelor's degree and specialty.
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Design: A crash course. Enderby: Silverdale, 2005.

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Donald, Stewart, ed. Higher product design course notes. St Andrews: Leckie & Leckie, 2004.

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Baume, Carole. Course design for active learning. Sheffield: CVCP Universities' Staff Developmentand Training Unit, 1992.

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Knapper, Christopher, Mark Weisberg y Susan Wilcox. Course design for more students. Kingston, ON: Queen's University, 1997.

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Lovell-Troy, Lawrence Allen. Course design for college teachers. Englewood Cliffs, N.J: Educational Technology Publications, 1992.

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Capítulos de libros sobre el tema "Course design"

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Krane, N. Kevin y Jennifer W. Gibson. "Course Design". En An Introduction to Medical Teaching, 239–50. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85524-6_16.

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Hillman, Daniel, Robert Schudy y Anatoly Temkin. "Advanced Course Design". En Best Practices for Administering Online Programs, 114–44. New York, NY : Routledge, 2021. | Series: Best practices in online teaching and learning: Routledge, 2020. http://dx.doi.org/10.4324/9780429329081-8.

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Hollins, Etta R. y Connor K. Warner. "Course Alignment". En Rethinking Teacher Preparation Program Design, 74–90. New York, N.Y. : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003150633-5.

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Gollin-Kies, Sandra, David R. Hall y Stephen H. Moore. "Course Design and Implementation". En Language for Specific Purposes, 93–103. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137500762_6.

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McCarten, Jeanne. "Corpus-informed course design". En The Routledge Handbook of Corpus Linguistics, 371–86. 2a ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367076399-26.

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Nagai, Noriko, Gregory C. Birch, Jack V. Bower y Maria Gabriela Schmidt. "Curriculum and Course Design". En Springer Texts in Education, 37–88. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5894-8_2.

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Macalister, John y I. S. P. Nation. "Planning an In-Service Course". En Language Curriculum Design, 209–22. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-13.

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Zupan, Blaž, Rok Stritar y Anja Svetina Nabergoj. "Design Thinking as a Course Design Methodology". En Design Thinking, 17–39. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003189923-4.

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bin Uzayr, Sufyan. "Crash Course in Software Design Patterns". En Software Design Patterns, 1–40. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003308461-1.

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Hardman, Casey. "Obstacle Course Design and Outline". En Game Programming with Unity and C#, 141–48. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-5656-5_13.

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Actas de conferencias sobre el tema "Course design"

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Grober, Florian, Andreas Janßen y Ferit Küçükay. "Customer-Focussed Automatic Test Course Design". En 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 compulsory mileage is reached. Alternatively, the course's loads can be reproduced on a test rig to reduce the required test time. The definition of these test courses is based on long-standing experiences. According to new trends in the automotive sector, as for example electrification and shared mobility, it can be predicted that the customer loads will change in accelerating cycles. Correspondingly, these previous experiences cannot be used offhandedly for such new questions and existing test courses become invalid. To solve the described problem of inflexibility, this article presents a technology for automatic generation of appropriate test courses from customer field data. The developed algorithm transforms customer-oriented load spectra into a test course that reproduces the occurred loads as good as possible. For this purpose, digital map data is combined with measured track load data and consecutive road segments are assembled to a complete test course by heuristic methods. This resulting course requires a minimum driving distance and induces approximately the same loads as the destination load spectra derived from customer field data. The optimisation can be processed simultaneously for several different load channels. Via using automation and heuristics, a good performance arises and enables a fast as well as flexible generation of tailored test courses pursuant to current demands. In contrast to the inflexible test course concept used so far, the described technique represents a good improvement of customer-oriented testing methodology. Therefore, it provides a great novelty value. In the article, the process of an automatic test course design is demonstrated and validated by means of a real example, which shows the practical applicability. The latter is also proved by the fact that the described method has already been used successfully in the research and development of Volkswagen AG.
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Zhao Chao. "Current design course and the teaching of specialized courses". En 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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Herrmann, Jeffrey W. "Decision Making in Course Design". En 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 purposes of the course, the content, its sequence, the instructional resources, and the instructional processes. These decisions occur at different “levels”: some determine “small” parts of the course (such as the media for one activity), and some determine “large” parts of the course (such as the sequence of topics). This paper, an initial step towards decision-based instructional design, describes the decisions that need to be made to design a typical academic course, the different ways in which these decisions are logically related to each other, and the objectives relevant to these decisions. These descriptions, which focus on the logical relationship between the decisions, do not form a complete course design process. Designing better courses requires selecting better alternatives for the many decisions that must be made. The objectives used to guide these decisions are thus a critical part of course design. These objectives include meeting a specific need in a satisfactory way, using an established rule or heuristic, maximizing effectiveness, optimizing a metric that is correlated with effectiveness, reducing the costs and resources required to develop and offer the course, and maximizing cost-effectiveness. This paper presents a simple model that describes the relationships between the course design, the instructor’s actions, the students’ actions, the initial and recurring costs of a course, the course effectiveness, and the utility (value) of the course. Based on this model, one could formulate a comprehensive instructional design problem: select the course design that maximizes the expected utility (value). Although there may be other factors that should be included in this model and we may currently be far away from formulating and solving this comprehensive instructional design problem, it can serve as a goal to motivate future research. This paper presents a new perspective for understanding course design, and elaborating this view can increase our understanding of engineering education and help those who are designing engineering courses. Describing these steps as decisions is an important step towards helping instructors make better decisions, which can yield more effective course designs and enhance student learning. This paper adds to our knowledge of engineering education by identifying the types of decisions involved and the objectives that can be used to make those decisions.
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Kolberg, Eli, Yoram Reich y Ilya Levin. "Transforming Design Education by Design". En 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 it using design tools developed in design research. We elaborated the course objectives; observed and analyzed failures of design projects in previous courses; and proposed new design methods that could remedy those failures. The collection of potential design methods was evaluated and six methods were selected as the backbone of the design curriculum. The curriculum we designed was implemented in a mechatronic course for high school students. Careful study with several groups including control demonstrated that our design improves the existing course. We describe the course design; provide some details about the design methods that comprise the design curriculum and some examples of using these methods in the course to ground the discussion. A reader unfamiliar with mechatronic could skip these descriptions. The contribution of this paper is twofold. First, we show that there is no single general design methodology. For different products and contexts, different design methodologies should be designed. If we use design methods developed in design research, the methodologies could prove successful. Second, and more specifically, we present a new, possible, and successful design methodology for mechatronics. We are not aware of such comprehensive approach in the literature.
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5

Murray, William R. y Joseph L. Garbini. "Mechatronics as a Capstone Design Course". En 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 University of Washington are presented. From these experiences, we demonstrate that mechatronics projects are particulary well suited for use in capstone design.
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6

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

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

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Tari, Ilker y Sibel Tari. "Senior Year Thermal Design Course: Elective or Mandatory Restricted Elective". En ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14345.

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According to the educational objectives of METU Mechanical Engineering Department, there should be two senior year design courses: a mechanical design course and a thermal or fluids design course. The department had a successful long running mandatory mechanical design course. Instead of preparing and offering a mandatory thermal or fluid design course, it is decided to change the status of three senior year elective courses in thermal or fluids field that were involving design elements. Among these, ME421 Heat Exchanger and Steam Generator design course is offered as restricted elective. The course had been offered as an elective course for a long time for a smaller group of interested students. In new restricted elective status, the number of students is increased but their overall interest level is dropped. The format changes made in the course to accommodate the change in status are presented. Some quantitative and qualitative examples are given to compare the previous and the current status in terms of student learning outcomes. Statistical significance of the observations is discussed along with the results of Bartlett's test.
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Condoor, Sridhar S. "Reformulating the Statics Course: A Design-Based Approach". En ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69196.

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Statics is a pivotal course, whose concepts serve as the building blocks for future courses in engineering. From the experience of teaching the follow-on courses to statics, we found several systemic problems present in most statics textbooks. These problems manifest themselves as lower-than-expected abilities in the students when applying the concepts to design/analyze real systems in subsequent courses. The resulting disappointment in engineering educators is common and well documented. The pedagogy outlined in this paper is based on the premise that students learn more effectively when the relevance of the concepts to real world problems and a systematic improvement in their skill set is tactilely, emotionally, and rationally understood. To this end, the pedagogy brings design theory into the course content. The paper discusses rationale behind the pedagogy and its possible implementation scheme with examples. The pedagogy is flexible and can be integrated into an existing learning approach.
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"Short Course High Frequency Design For Communications". En Short Course High Frequency Design for Communications. IEEE, 1996. http://dx.doi.org/10.1109/hfdc.1996.864089.

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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. Fort Belvoir, VA: Defense Technical Information Center, enero de 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), octubre de 2022. http://dx.doi.org/10.2172/1896404.

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Hall, Martha L. y Michele A. Logo. FUNctional Design: Exploring Design for Disability in a Childrenswear Course. Ames: Iowa State University, Digital Repository, noviembre de 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. Ames: Iowa State University, Digital Repository, noviembre de 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. Fort Belvoir, VA: Defense Technical Information Center, mayo de 1985. http://dx.doi.org/10.21236/ada160452.

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

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

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Ammar, H. H. The Development of a Course Sequence in Real-Time Systems Design. Fort Belvoir, VA: Defense Technical Information Center, agosto de 1993. http://dx.doi.org/10.21236/ada269459.

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Martindale, Addie y Ellen McKinney. Exploring the Inclusion of Sewing Pattern Development in a Fashion Design Course. Ames: Iowa State University, Digital Repository, noviembre de 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1440.

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Gulden, Samuel L. The Development of a Compiler Design Course With Ada as The Implementation Language. Fort Belvoir, VA: Defense Technical Information Center, enero de 1988. http://dx.doi.org/10.21236/ada265126.

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