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Relevant bibliographies by topics / Course development

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Academic literature on the topic 'Course development'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Course development"

1

Xu, Haixia, and Libby V. Morris. "Collaborative Course Development for Online Courses." Innovative Higher Education 32, no. 1 (January 19, 2007): 35–47. http://dx.doi.org/10.1007/s10755-006-9033-5.

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McDonald, Bruce A. "Begin course development with a course blueprint." Performance + Instruction 29, no. 7 (August 1990): 4–11. http://dx.doi.org/10.1002/pfi.4160290705.

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Demchenko, N. A. "Training course for students philologists scientific writing skills development." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (330) (2019): 122–30. http://dx.doi.org/10.12958/2227-2844-2019-7(330)-122-130.

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Timmers, Shannon. "Microcomputers in Course Development." PLET: Programmed Learning & Educational Technology 23, no. 1 (February 1986): 15–23. http://dx.doi.org/10.1080/0033039860230103.

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Hansen, Jamie M., Aaron P. Jackson, and Tyler R. Pedersen. "Career Development Courses and Educational Outcomes." Journal of Career Development 44, no. 3 (April 21, 2016): 209–23. http://dx.doi.org/10.1177/0894845316644984.

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Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course ( n = 3,546) and a matched group of students who did not take the career course ( n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).

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Abeywardena, Ishan Sudeera, and Ho Sinn Chye. "Development of a Computer-Aided ODL Course Development Tracking System (CDTS)." Asian Association of Open Universities Journal 6, no. 1 (September 1, 2011): 43–50. http://dx.doi.org/10.1108/aaouj-06-01-2011-b005.

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Constant emphasis and close attention paid to Quality Assurance in the production of Open Distance Learning (ODL) course materials at Wawasan Open University (WOU) had necessitated that the whole process of course materials development be clearly defined and tracked systematically. Although a Standard Operating Procedure already exists, yet its implementation by way of manual tracking could not always guarantee that the work delivery timelines are diligently tracked and crucial inputs from all key stakeholders in the course development team are received in a timely manner. There was also a need to ensure that Schools and their academics (course coordinators), the Registry, Educational Technology and Publishing Unit, IT Services and Learning and Library Services could track the developmental stages of any named course at any specific time. A new software application had been developed in-house at WOU which enables all the key stakeholders to keep track of all stages of the course development chain from start to end. The application, built on the Microsoft .NET framework using a centralized MS SQL Server database, serves as a central repository of all the information relevant to the course development cycle and manages the archiving of all the documents. The application can generate (i) course development status reports for ongoing development, (ii) the complete course development report for the courses which have been completed and (iii) summary reports of the progress of any on-going or completed course development for management purposes by the Deans and Directors of the relevant academic support units. A pilot study was conducted involving participation of a small group of selected key stakeholders. It provided valuable feedback which had helped the software development team to further fine-tune the application before the system gets deployed in July 2010. This paper describes the development process and the workings of the Course Development Tracking System (CDTS). It discusses the implications of implementing the system in a real-world environment

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Wu, Ni. "English Online Course Development Model and Course Content Recommendation." Mobile Information Systems 2022 (August 10, 2022): 1–11. http://dx.doi.org/10.1155/2022/1835977.

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The process of education informatization has been accelerated in the Internet era. English course teaching in colleges and universities also gradually follows the development of the times and makes efforts to promote the reform of informatization teaching. This paper gives the design and application strategy of the English course development model in China’s colleges and universities and designs a diversified teaching model. In addition, aiming at the unreasonable selection of teaching resources and learning materials, this paper designs a multidimensional course recommendation algorithm with integrated features. The proposed algorithm uses a deep learning model for data feature extraction and extracts the information of course attributes and review texts. Then an improved association rule algorithm is conceived to perform association clustering analysis on the original course categories to increase the coverage of recommendations. Experimental results demonstrate that the proposed content recommendation algorithm can recommend high-quality course resources for English teachers, and its performance is better than other algorithms.

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Cornock, Claire. "Development of a Course Community." MSOR Connections 16, no. 1 (November 16, 2017): 15. http://dx.doi.org/10.21100/msor.v16i1.568.

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There are feelings of belonging amongst those involved with the mathematics course at Sheffield Hallam University. A number of factors contribute to this, including the use of year tutors, a peer assisted learning scheme, a shared working space, a Maths Arcade, an induction week programme, a final year de-stress day, and other social events. In addition to communication with peers in their own year group, interactions with staff and students in other year groups are encouraged. The students are given opportunities to form friendship groups, which has a large impact on their university experience. The desire from staff to work alongside students and support activities has resulted in students feeling part of a community.

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Gorbatov, V. S., and A. A. Meshcheriakov. "Secure software development training course." Bezopasnost informacionnyh tehnology, no. 2 (June 2017): 35. http://dx.doi.org/10.26583/bit.2017.2.04.

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Servoss, Jonathan, Connie Chang, Jonathan Fay, and Kevin Ward. "The Early Tech Development Course." Academic Medicine 92, no. 4 (April 2017): 506–10. http://dx.doi.org/10.1097/acm.0000000000001515.

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Dissertations / Theses on the topic "Course development"

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Case, Michael A. "Network infrastructure essentials course development." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MCase2007.pdf.

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Hixon, Emily. "Collaborative online course development the faculty experience /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3167808.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.
Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1328. Chairperson: Curtis J. Bonk. "Title from dissertation home page (viewed Nov. 2, 2006)."

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Li, Tsiloon. "Understanding skeletal development across the life course." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/385222/.

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Health can be influenced by a number of factors and there is evidence to suggest that environmental cues during early-life stages greatly affect disease susceptibility in adulthood. Incidences of bone disease are becoming increasingly prevalent and it is believed that bone health in later life may be determined during foetal and neonatal stages. Currently, surrogate measures of bone strength (bone mineral density and content) are used to assess the risk to fracture, but are acknowledged to predict only a proportion of clinical cases. Therefore, it is important to understand and develop supplementary fracture risk to augment traditional tools. There has been difficulty in characterising the mechanical strength and toughness of bone due to the complexity of the hierarchical structure and compositional material properties. The bone quality framework describes the material and structural contributions to bone mechanical performance and hence utilisation of parameters associated with these contributors, alongside conventional bone mass measurements through densitometry, may improve the accuracy of fracture risk assessment. A myriad of factors have been suggested to affect bone health and therefore the current challenge is to identify the most influential. At present, there lacks a model that fully describes how material and structural factors act together throughout the bone hierarchy to affect the mechanical properties and fracture toughness of a whole bone, as well as how environmental factors may adapt these features. Within this project the relationship between biological alterations in bone formation and how this adapts material and microscale architecture are explored, with a view to assess the effect on whole bone mechanics. An initial pilot study on the effect of maternal low dietary protein during pregnancy on second generation female rat bone health was conducted to establish methodological protocol. Specifically, this project investigated the effect of maternal vitamin D, a known contributory factor in bone health, on offspring skeletal development and health. It was hypothesised that cellular activity can influence organ-level bone properties through control of the bone matrix and that subtle environmental assaults, such as low maternal protein or vitamin D, can alter this highly regulated process. Results from measuring bone i) gene expression, ii) micromechanics, iii) composition, iv) architecture, v) fracture toughness and vi) whole-bone mechanics in murine models have shown increased expression levels to be significantly correlated to an increase in microindentation distances at multiple locations along the femur and a reduction in cortical bone thickness and mechanical competence at the femur diaphysis. In particular, Runx2 expression was indicative of bone structure and mechanics, emphasising the importance of exploring the link between biological and mechanical bone environments further to understanding skeletal development and health. Investigation into the effect of maternal low protein status during pregnancy on female second generation offspring bone health health at 70 days of age demonstrated no significant differences between low protein background and control rats. Although a trend of lower mean osteogenic gene expression levels, lower mean fracture toughness, lower mean maximum load in whole bone mechanical testing and increased micromechanical indentation distances were observed in low protein animals, no significance was reached suggesting no persistent change is present from grand-maternal dietary protein status in second generation offspring. The effect of vitamin D deficiency during in utero life on offspring bone development was subsequently assessed using this multi-disciplinary experiment strategy in rats. Although the importance of vitamin D in childhood and adulthood bone health is established, the role of vitamin D in utero towards post-birth bone health remains contentious. Vitamin D deficient offspring at 21 days of age (childhood) were observed to have reduced diaphyseal cross section area and reduced mechanical capability in males. No further differences were found in gene expression, composition or material properties and no differences were identified in females. At 140 days of age (adulthood), negligible differences were found between control and vitamin D depleted animals in any bone health outcomes. These results indicate vitamin D depletion during in utero life has limited impact on skeletal health of rats at 140 days old. Critically, the detrimental effects of bone caused by vitamin D depletion at 21 days of age in male rats appears to have been recovered in adulthood after resuming a vitamin D sufficient diet after birth. Therefore, these results suggest vitamin D suffciency during childhood is essential for skeletal development. In summary, these results highlight the importance of the relationship between bone biological mechanisms and bone structure/mechanics across different length scales. Appreciation of this link enables comprehension of how skeletal development is established and the consequent effect of any challenges caused by disease. Furthermore, uncovering the aetiology of bone disease will enable the development of improved prophylactic measures, diagnosis and therapeutic strategies.

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Lidgren, Alexander. "A sustainable course for higher education." Lund, Sweden : International Institute for Industrial Environmental Economics, 2004. http://www.iiiee.lu.se/Publication.nsf/$webAll/14E0DB35970472A7C1256F9D00527E97/$FILE/Alexander%20Lidgren.pdf.

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Dodge, Nathan. "Course development for a college Java programming class." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/NDodge2005.pdf.

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Thompson, Katherine M. "Charting a course towards self-managed leadership development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59487.pdf.

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Casper-Curtis, Abbey L. "Virtual team development in a college course setting." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002caspercurtisa.pdf.

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Young, Daniel O. "Utah Valley University Aviation Science Course Development Training." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3090.

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This report details the development of a training program intended to teach instructional designers (IDs) and subject matter experts (SMEs) how to develop online courses. The training was developed for Utah Valley University's Aviation Science department in order to help meet a course production deadline. The development process follows the Diamond model and a variation on that model was used in producing the training course. Once the training had been developed and implemented, qualitative data was gathered from both IDs and SMEs to help evaluate the training. Additionally the development time and cost for each course was analyzed. The training was shown to have improved production time and in turn, reduce the cost of each course. However, the feedback from the SMEs and IDs indicated that while the training was informative, the use of animated video and narration was less helpful. The biggest improvement was seen to have come from the IDs own improved understanding and confidence in developing their courses.

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Wood, David L. "Life Course Health Development Model for Emerging Adulthood." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5179.

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Belisle, Roger H. "Student Psychological Distress in a Career Exploration Course." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd965.pdf.

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Books on the topic "Course development"

1

Breakes, S. L. Golf course development. Wrexham: Genus Management, 1992.

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Course development workshop. [Washington, D.C.?]: U.S. General Accounting Office, Office of Organization and Human Development, 1986.

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Development, United States General Accounting Office Office of Organization and Human. Course development workshop. [Washington, D.C.?]: U.S. General Accounting Office, Office of Organization and Human Development, 1986.

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Sink, Darryl L. Course developer: A guide to training course development. San Jose, Calif: Darryl L. Sink & Assoc., 1986.

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United States. General Accounting Office. Office of Organization and Human Development. Course development workshop: Instructor manual. [Washington, D.C.?]: U.S. General Accounting Office, Office of Organization and Human Development, 1986.

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Crash course in personal development. London: Kogan Page ; Sterling, VA : Stylus Pub., 2002.

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Crash course in collection development. Westport, Conn: Libraries Unlimited, 2007.

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United States. General Accounting Office. Office of Organization and Human Development. Course development workshop: Instructor manual. [Washington, D.C.?]: U.S. General Accounting Office, Office of Organization and Human Development, 1986.

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author, Nelson Orville, and American Technical Publishers, eds. Instructional analysis and course development. Orland Park, Illinois: American Technical Publishers, 2015.

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Holton, Bil. The manager's short course. New York: Wiley, 1992.

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Book chapters on the topic "Course development"

1

Howlin, Patricia. "Course of Development." In Encyclopedia of Autism Spectrum Disorders, 1. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_442-3.

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Howlin, Patricia. "Course of Development." In Encyclopedia of Autism Spectrum Disorders, 819. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_442.

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Mazzei, Cristiano, and Laurence Jay-Rayon Ibrahim Aibo. "Online Course Development." In The Routledge Guide to Teaching Translation and Interpreting Online, 47–62. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003149316-4.

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Howlin, Patricia. "Course of Development." In Encyclopedia of Autism Spectrum Disorders, 1223. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_442.

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Newman, Barbara M., and Philip R. Newman. "Life-course Theory." In Theories of Human Development, 281–320. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003014980-9.

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Tucker, Allen B. "Defining the Course." In Client-Centered Software Development, 71–98. Boca Raton, FL : CRC Press/Taylor & Francis Group, [2019]: Chapman and Hall/CRC, 2019. http://dx.doi.org/10.1201/9780429506468-3.

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Hoffman, Harvey F. "Project Development." In The Engineering Capstone Course, 87–98. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05897-9_5.

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Uzayr, Sufyan bin. "Crash Course in Frontend Development." In Frontend Development, 1–36. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003309062-1.

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Robinson, Josh, Aaron Gray, and David Titarenco. "Web Development Crash Course." In Introducing Meteor, 1–25. Berkeley, CA: Apress, 2015. http://dx.doi.org/10.1007/978-1-4302-6835-2_1.

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Smudde, Peter M. "Curriculum Development and Course Design." In Teaching Public Relations, 98–110. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780367822132-11.

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Conference papers on the topic "Course development"

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Dekhane, Sonal, and Richard Price. "Course-embedded research in software development courses." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538927.

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Troell, Luther, Yin Pan, and Bill Stackpole. "Forensic course development." In Proceeding of the 4th conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/947121.947180.

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Troell, Luther, Yin Pan, and Bill Stackpole. "Forensic course development." In the 5th conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1029533.1029547.

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RUZAIĶE, Aija, Sandra MUIŽNIECE-BRASAVA, Zanda KRŪMA, and Kaspars KOVAĻENKO. "NUTRITIONAL VALUE DETERMINATION OF THERMALLY PROCESSED POTATO MAIN COURSE IN RETORT PACKAGING." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.078.

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Consumers are increasingly demanding choices of ready-made foods with excellent organoleptic and health-related properties. There are two main trends in Europe; firstly, consumers are increasingly choosing foods that are comfortable for use, secondly, the number of people who are overweight is increasing, with more consumers paying close attention to the ingredients and nutritional value of products in order to balance the amount of the food they consume per day. The aim of the research was to develop new potato main courses and to determine their nutritional value. The research was carried out at the Faculty of Food Technology of the Latvia University of Agriculture, Institute of Food Safety, Animal Health and Environment "BIOR" and Laboratory of Mineral Nutrition at the Institute of Biology of the University of Latvia. Four different potato main course types with amaranth, quinoa, bulgur and chicken were prepared for the study; plain potatoes were used as the control sample. The content of protein, carbohydrates, lipids, fibre and minerals (N, P, K, Ca, Mg, S, Fe, Mn, Zn, Cu, Mo, B) was determined in all potato main course samples. The addition of amaranth, quinoa and bulgur significantly increased the content of dietary fibre, protein, carbohydrates and lipids (p&amp;lt;0.05), whereas the addition of chicken fillet significantly increased protein and lipid content, but reduced the content of carbohydrates and dietary fibre. The content of various minerals, which are an indispensable part of the diet as they are necessary for the body's life processes and normal development, was significantly increased by the addition of chicken to the potato main course. The highest dietary fibre content was detected in potato main course with amaranth (3.0 g per 100 g product), drawing up to 9.0 g dietary fibre per one serving (300 g). Following the Regulation (EC) No 1924/2006, potatoes with amaranth can be defined as the “source of fibre”.

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Chung, Sheng Hung, and Ean Teng Khor. "Collaborative OER course development." In OpenSym '15: The 11th International Symposium on Open Collaboration. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2789853.2789862.

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Pan, Yin. "Security auditing course development." In Procedding of the 8th ACM SIG-information conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1324302.1324357.

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Major, D., E. Clappison, J. Peck, R. Griscti, and M. Purva. "48 A new course development – european trauma course." In Abstracts of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 15th to 17th November 2016, Bristol, UK. The Association for Simulated Practice in Healthcare, 2016. http://dx.doi.org/10.1136/bmjstel-2016-000158.100.

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Castle, Sidney R., Joseph Marron, and Timothy Hopkins. "ASSESSING STUDENT LEARNING IN COURSES TAUGHT BY COURSE AUTHORS VS. OTHER QUALIFIED INSTRUCTORS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1025.

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Blank, Adam, Christine Alvarado, Dan Garcia, and Zach Dodds. "Undergraduate Course Assistant Autonomy in Course Development and Teaching." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499224.

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Knight, Winston A. "Development of a Course on Product Design for Environment." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-41123.

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This paper outlines the development of a senior undergraduate course concerned with product design for environment. The course sits alongside other well established courses devoted to product design for manufacture and assembly and is aimed at giving students experience of the use of evaluation procedures that enable the environmental impact of products to be taken into account during product design. The course is partially project based and culminates in the students working in small groups to evaluate existing products. Based on this evaluation design changes are developed for improved environmental performance, including ease of recycling.

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Reports on the topic "Course development"

1

Ozer, Hasan, Imad Al-Qadi, Angeli Gamez, Seunggu Kang, Jeffery Roesler, Marshall Thompson, Timothy Murphy, and Abbas Butt. Pavement Rehabilitation Strategy Course Development. Illinois Center for Transportation, March 2019. http://dx.doi.org/10.36501/0197-9191/19-005.

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Mattson, Jeremy. Development of Public Transit II Course. Tampa, FL: University of South Florida, June 2015. http://dx.doi.org/10.5038/cutr-nctr-rr-2015-15.

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

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Kennedy, Michael W. A Moderate Course for USAF UAV Development. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada398408.

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Stapp, Ashley Michelle. Risk Informed Approach (RIA) Course: Development Plan. Office of Scientific and Technical Information (OSTI), July 2018. http://dx.doi.org/10.2172/1462661.

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Mayerhofer, Patrick, James Carter, and Max Donelan. Development of a Remote Wearables Laboratory Course. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317547.

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Courville, Shane P., Timothy R. Fox, Craig W. Hall, James M. Kuhns, and James A. McGann. Civil Air Patrol Senior Member Professional Development Course. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388179.

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Wong, Laurie, William Priedhorsky, and Michael Pappas. Research and Development Project Management, Course Number 42501. Office of Scientific and Technical Information (OSTI), January 2022. http://dx.doi.org/10.2172/1839350.

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Lindgren, Roger, Charles Riley, and David Thaemert. Graduate-Level Civil Engineering Transportation Course Development – Oregon Tech. Portland State University Library, June 2016. http://dx.doi.org/10.15760/trec.127.

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Brown, Kerk B. A Study of Curriculum Development: Wing Squadron Officer Course. Fort Belvoir, VA: Defense Technical Information Center, April 2001. http://dx.doi.org/10.21236/ada407061.

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