Relevant bibliographies by topics / Course management systems

Academic literature on the topic 'Course management systems'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Course management systems"

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Lang, Teresa, and Dianne Hall. "Course Management Systems." International Journal of Web-Based Learning and Teaching Technologies 2, no. 2 (April 2007): 1–20. http://dx.doi.org/10.4018/jwltt.2007040101.

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Keengwe, Jared, and Joachim Jack Agamba. "Course Management Systems Integration into Course Instruction." International Journal of Information and Communication Technology Education 8, no. 2 (April 2012): 72–80. http://dx.doi.org/10.4018/jicte.2012040106.

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The emergence of e-learning tools such as Course Management Systems (CMS) offer instructors a practical means to transition from face-to-face to blended delivery modalities that could better serve the needs of digital learners. However, instructors fail to take advantage of such existing modern classroom technologies to provide better learning experiences for their learners. Part of this is due to the lack of a system to determine the underuse of technological tools in a CMS. This project focused on examining the degree of Moodle technology integration into course instruction to support effective student teaching and learning by three instructors. This article stimulates reflections on pedagogical experiences with regard to course content material and instructor practices. The study illustrates that instructors and learners can believe technology is being used well in a CMS course site when the opposite is true.
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DiPaolo, Osvaldo. "Review of Course Management Systems." Hispania 91, no. 2 (May 1, 2008): 412. http://dx.doi.org/10.2307/20063725.

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Jebari, Khalid, Faouzi Boussedra, and Aziz Ettouhami. "Teaching ''Information Systems Management'' with Moodle." International Journal of Emerging Technologies in Learning (iJET) 12, no. 04 (April 28, 2017): 4. http://dx.doi.org/10.3991/ijet.v12i04.6183.

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This paper describes an overview of the ”information systems management” course implemented in Moodle platform. The course is prepared for FPJ faculty students by respecting the competency learning principle. To design the learner path, this work used the fuzzy c-means clustering (FCM) for finding the learners profiles. The goal is to construct a personal course depending on the competency for each students in the same platform. The student’s response to this work has been very positive and encourages to generalize this work for other courses.
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Adlakha, V. G., and A. K. Aggarwal. "Minimal Functionalities of Course Management Systems." International Journal of Web-Based Learning and Teaching Technologies 4, no. 2 (April 2009): 26–42. http://dx.doi.org/10.4018/jwltt.2009040102.

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Wink, Diane M. "Optimizing Use of Course Management Systems." Nurse Educator 36, no. 1 (January 2011): 4–6. http://dx.doi.org/10.1097/nne.0b013e3182001ec7.

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Barron, Ann E. "Course management systems and online teaching." Journal of Computing in Higher Education 15, no. 1 (September 2003): 128–42. http://dx.doi.org/10.1007/bf02940856.

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Daniels, Paul. "Linking media servers & course management systems." JALT CALL Journal 4, no. 3 (December 31, 2008): 54–60. http://dx.doi.org/10.29140/jaltcall.v4n3.69.

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Colombi, Erika, and Suzanne Knosp. "Teaching Dance with Online Course Management Systems." Journal of Dance Education 17, no. 2 (April 3, 2017): 73–76. http://dx.doi.org/10.1080/15290824.2016.1228108.

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van Dyk, Liezl, and Pieter Conradie. "Creating business intelligence from course management systems." Campus-Wide Information Systems 24, no. 2 (April 3, 2007): 120–33. http://dx.doi.org/10.1108/10650740710742727.

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Dissertations / Theses on the topic "Course management systems"

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Smith, Lucille. "Student experiences of learning in a systems thinking course." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5471.

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Srivastava, Amrita S. M. Massachusetts Institute of Technology. "Challenges in creating online courses and establishing a measure of their efficacy with an example of MIT's course in Sustainable Energy." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106268.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, System Design and Management Program, Engineering and Management Program, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 99-101).
Online education is changing traditional models of learning both in schools and the outside world. The developments of learning pedagogies and technology have also contributed to the adoption of online education. Some benefits of online education include the immense variety of content, lower costs, higher flexibility, increased interaction, and easy access. This is substantiated by the steady rise in student enrollment and the use of either Massive Open Online Courses (MOOCs) or Blended Courses in institutions. However there is a growing sense of skepticism for MOOCs owing to low retention, and less control over the learning process and educators prefer the adoption of a blended model for their courses. The report details the research conducted leading to the selection of a blended learning approach for MIT's course in "Sustainable Energy" (1.818/2.65/10.391/11.371/22.811/ESD.166). The report outlines a design blueprint to create an online course. Some of the components of design are identifying the key tenets of learning that improve knowledge and skill, suitable learning pedagogies to transform the content for an online course, understanding the system behaviors, and our experimentation with the edX Platform. This end goal of this report is to create a template to help instructors and designers in creating an online course on the edX platform.
by Amrita Srivastava.
S.M. in Engineering and Management
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Ruppel, Quinn. "An analysis of instructor utilization of course management software." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008ruppelq.pdf.

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Pereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.

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The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.
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Mathur, Roopa. "Students' Perceptions of a Mobile Application for College Course Management Systems." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/925.

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Higher education administrators need data on student perceptions to support their decision making regarding mobile learning (m-learning) applications. There is a lack of research addressing students' perceptions of mobile applications for course management systems (CMS). The findings of this study may help administrators understand students' perceptions of a CMS m-learning application, Blackboard Mobile Learn (BML). This m-learning application is available on mobile devices, such as the iPad, iPod Touch, iPhone, Android, and Blackberry smartphones. The purpose of this quantitative survey study was to explore the linear relationship between the independent variables of students' perceptions of usefulness and students' perceptions of ease of use with the dependent variable of the students' intent to use BML. The technology acceptance model (TAM) provided the theoretical framework. The study was a survey-based cross-sectional design in which 98 students from 2 community colleges were polled. The results of multiple regression analyses indicated that students' perceptions of usefulness and students' perceptions of ease of use were both significantly and positively related to students' intent to use BML. The results of t tests for population means where the variances are unknown confirmed the students' intent to use many of the specific functions of BML: Announcements, Information, Contacts, and My Grades. The findings were inconclusive for Discussions, Assignments, and Course Documents. This study is significant in that it provides college administrators and faculty with supportive data, giving students a new educational platform: mobile learning. The key positive social change provided is a CMS m-learning solution for students to be lifelong learners.
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Kultur, Can. "Factors Affecting Faculty Intention To Use Course Management Systems In A Private University." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610439/index.pdf.

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This study aimed to investigate the factors affecting faculty intention to use course management systems (CMS). The study was conducted in a private university with a mixed-method approach. First, 260 responses to a questionnaire was analysed by using structural equation modeling technique in order to examine the provided model. Second, interviews with selected 14 faculty members were conducted to understand the interrelationships. The findings indicated that, faculty intention to use CMS is mostly related with seeing value in using CMS including both personal and task/course related issues. In addition, the use of CMS should be perceived as easy which is directly influenced by the computer self-efficacy of the instructors. Discrimination of perceived personal benefits and task/course related usefulness is found to be important. Course/task related perceived usefulness is found to be weak without perceiving them personally beneficial. Availability of training and support is found to be weakly related to initial intention, however it appeared as an important variable for continuing to use CMS. &lsquo
Communicating the vision through leadership&rsquo
, &lsquo
promoting CMS&rsquo
, and &lsquo
sharing experiences and real life examples&rsquo
emerged as powerful approaches to facilitate use of CMS. Institutional policies regarding issues like &lsquo
academic freedom&rsquo
should be considered carefully while supporting the use of CMS. Moreover, to support institutional change it is important to be aware of the existence of different faculty profiles, which should be considered separately in relevant decisions.
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Peters, Jeffrey D. "A Study of the Factors that Influence Community College Instructors’ Adoption of Course Management Systems." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404213008.

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Salisbury, Lauren E. "The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779.

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Arabie, Claire Pettit. "Educational Technology Tools in Learning Management Systems Influence on Online Student Course Satisfaction in Higher Education." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163286.

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Educational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.

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Hernández, Rentería Luis Alejandro. "Gamified layer for Google Classroom to improve the user experience and engagement of students with ADHD." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-14237.

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The implementation of a Course Management System into an educational institution oriented to students with learning disabilities such as ADHD,  represents a big challenge since these students experience persistent impairments in attention (or concentration) that impact negatively on their learning outcomes, engagement and motivation. It’s crucial to adapt and enhance these environments having in consideration the students’ special learning needs, in order to improve their user experience and engagement during their learning process. This thesis address the design and development of gamified layer that brings a current analog gamification practice into a Course Management System Environment, Google Classroom (GC). The prototype developed retrieves, transforms and shows the GC data in form of game elements such as points, badges, and progress bars, among others. After using the prototype during three weeks, the students showed an easy familiarization with the gamified layer of GC and an active participation and persistence during their course activities.
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Books on the topic "Course management systems"

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Research on course management systems in higher education. Charlotte, NC: Information Age Publishing, 2014.

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Ullman, Jeffrey D. A first course in database systems. 2nd ed. Upper Saddle River, NJ: Pearson Education, 2001.

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Ullman, Jeffrey D. A first course in database systems. 3rd ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2008.

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Jennifer, Widom, ed. A first course in database systems. Upper Saddle River, N.J: Prentice Hall, 1997.

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Group, Primary Research. Survey of the academic library role in course management systems. New York, NY: Primary Research Group, 2013.

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Geisler, Rainer. Industrial software applications: A master's course of engineers. Berlin: De Gruyter, Oldenbourg, 2015.

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University of the State of New York. Division of Occupational Education Programs. Technology education.: Grades 9-12, systems course. Albany, NY: University of the State of New York, State Education Dept., Bureau of Home Economics and Technology Education Programs, Division of Occupational Education, 1990.

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Programs, University of the State of New York Division of Occupational Education. Technology education.: Grades 9-12 systems block course. Albany, NY: University of the State of New York, State Education Dept., Division of Occupational Programs, 1987.

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Plattner, Hasso. A Course in In-Memory Data Management: The Inner Mechanics of In-Memory Databases. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013.

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Using Moodle: Teaching with the popular open source course management system. Sebastopol, CA: O'Reilly Community Press, 2005.

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Book chapters on the topic "Course management systems"

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Chen, Peilin. "Information Literacy Cultivation and Course Informationization Construction of University Management Course." In Advances in Intelligent Systems and Computing, 16–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53980-1_3.

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Uyaguari, Fernando Uyaguari, Monserrate Intriago, and Elizabeth Salazar Jácome. "Gamification Proposal for a Software Engineering Risk Management Course." In New Contributions in Information Systems and Technologies, 795–802. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16486-1_79.

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Li, Songfei, Sichen Pan, and Lina Wang. "Teaching Methods of University Economic Management Course Based on Python." In Advances in Intelligent Systems and Computing, 35–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53980-1_6.

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Saeed, Khalid. "Government’s Ability to Manage Political Conflict over the Course of Economic Development." In Computer-Based Management of Complex Systems, 624–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-74946-9_68.

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Dong, Weiguo, and Tingting Liu. "Innovative Teaching of University Management Course Under the Background of “Internet+”." In Advances in Intelligent Systems and Computing, 1952–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_272.

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Limongelli, Carla, Filippo Sciarrone, Marco Temperini, and Giulia Vaste. "A Module for Adaptive Course Configuration and Assessment in Moodle." In Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 267–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_30.

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Akoumianakis, Demosthenes, and Dionysia Mavraki. "Using Conversational Knowledge Management as a Lens for Virtual Collaboration in the Course of Small Group Activities." In Intelligent Computing Systems, 115–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-49179-9_5.

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Perdos, Athanasios, George Stephanides, and Alexander Chatzigeorgiou. "A Queuing Theory and Systems Modeling Course Based on Unified Modeling Language (UML)." In Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 460–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_58.

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Szirbik, Nick, Christine Pelletier, and Vincent Velthuizen. "Enhancing an Integrative Course in Industrial Engineering and Management via Realistic Socio-technical Problems and Serious Game Development." In Advances in Production Management Systems: Innovative Production Management Towards Sustainable Growth, 541–48. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22756-6_66.

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Chen, Shih-Ting, Pao-Lung Chiu, and Chia-Chi Mao. "Bringing Virtual Reality into Military Mental Health Education: A Pilot Study on Stress Management Course." In Advances in Intelligent Systems and Computing, 705–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51828-8_93.

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Conference papers on the topic "Course management systems"

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Lewis, Barbara, Virginia MacEntee, Shirley DeLaCruz, Catherine Englander, Thomas Jeffrey, Elizabeth Takach, Sharon Wilson, and Jason Woodall. "Learning Management Systems Comparison." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2873.

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The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student success. That selection needs to be based on both the objectives of the online course and the students’ needs. The LMS must have components that will allow the instructor to create a course that emphasizes active learning experiences. This paper will compare nine learning management systems and highlight the product features which enhance their ability to accommodate active learning.
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Simmons, A. "Asset Management of Signalling Systems." In 11th IET Professional Development Course on Railway Signalling and Control Systems. Institution of Engineering and Technology, 2006. http://dx.doi.org/10.1049/ic.2006.0696.

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Davey, E. "Rail Traffic Management Systems (TMS)." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2012). IET, 2012. http://dx.doi.org/10.1049/ic.2012.0048.

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Liu, Zhiyong. "A Communications Systems Laboratory Course." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.83.

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Bourne, A. "System requirements management." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2010). IET, 2010. http://dx.doi.org/10.1049/ic.2010.0099.

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Bourne, A. "System requirements management." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2008). IEE, 2008. http://dx.doi.org/10.1049/ic:20080373.

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Bourne, A. "System requirements management." In IET Professional Development Course on Railway Signalling and Control Systems (RSCS 2012). IET, 2012. http://dx.doi.org/10.1049/ic.2012.0055.

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Chew, T. C. "Project management & system integration of rail transit projects." In IET Professional Development Course on Electric Traction Systems. IEE, 2008. http://dx.doi.org/10.1049/ic:20080525.

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Raeburn, Stuart, Ed Kashy, David Gift, Byron Brown, and Gerd Kortemeyer. "Are Two Course Management Systems Better Than One?" In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322635.

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Petkova, M. V. "EMC and the management process." In 3rd IET Professional Development Course on Railway Electrification Infrastructure and Systems. IET, 2007. http://dx.doi.org/10.1049/ic.2007.1653.

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Reports on the topic "Course management systems"

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Shepherd, Michael J., Helen Mae Rinke, Todd Hanson, and Randy P. Wolfe. Management Academy LANL Business Systems: Property Management, Course #31036. Office of Scientific and Technical Information (OSTI), July 2016. http://dx.doi.org/10.2172/1261799.

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Bonnell, G. W. Computer course C709 - data base management systems and visit report - CANMET, Ottawa. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1985. http://dx.doi.org/10.4095/304861.

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Lundy, Erika L., Daniel D. Loy, and Patrick J. Gunn. Utilization of a Modified Delphi Method to Perform a Needs Assessment and Curriculum Revision of a Senior-Level Beef Systems Management Course. Ames (Iowa): Iowa State University, January 2014. http://dx.doi.org/10.31274/ans_air-180814-1139.

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Kochanski, Tim. The Economics Class Blog: An Alternative Course Management System. Bristol, UK: The Economics Network, September 2005. http://dx.doi.org/10.53593/n600a.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Capell, Peter. Analysis of Courses in Information Management and Network System Security & Survivability. Fort Belvoir, VA: Defense Technical Information Center, May 1999. http://dx.doi.org/10.21236/ada363791.

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Orbeta Jr, Aniceto C., Vicente B. Paqueo, and Bilal Siddiqi. Impacts of electronic case management systems on court congestion in the Philippines. International Initiative for Impact Evaluation (3ie), February 2021. http://dx.doi.org/10.23846/pwpie133.

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Hermeston, Mark W. Supplement Analysis for the Transmission System Vegetation Management Program FEIS (DOE/EIS-0285/SA-99-Olympia-Grand Coulee No. 1. Office of Scientific and Technical Information (OSTI), August 2002. http://dx.doi.org/10.2172/824745.

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Martin, Mark A. Supplement Analysis for the Transmission System Vegetation Management Program FEIS (DOE/EIS-0285/SA-23) - Schultz - Raver and Olympia – Grand Coulee. Office of Scientific and Technical Information (OSTI), August 2001. http://dx.doi.org/10.2172/824079.

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Bridges, Todd, Jeffrey King, Johnathan Simm, Michael Beck, Georganna Collins, Quirijn Lodder, and Ram Mohan. International Guidelines on Natural and Nature-Based Features for Flood Risk Management. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41946.

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To deliver infrastructure that sustain our communities, economy, and environment, we must innovate, modernize, and even revolutionize our approach to infrastructure development. Change takes courage, but as one starts down the path of innovation, what was once novel becomes more familiar, more established. The U.S. Army Corps of Engineers (USACE) is walking this path with our partners through the Engineering With Nature (EWN) Initiative, integrating human engineering with natural systems. The International Guidelines on Natural and Nature-Based Features for Flood Risk Management are the next step toward revolutionary infrastructure development—a set of real-world guidelines to help familiarize us with what was once novel. USACE and collaborators around the world have been building, learning, and documenting the best practices for constructing Natural and Nature-Based Features (NNBF) for decades. The consolidation of these lessons into a single guidance document gives decision-makers and practitioners a much-needed resource to pursue, consider, and apply NNBF for flood risk management while expanding value through infrastructure. Relationships and partnerships are vital ingredients for innovation and progress. The NNBF Guidelines was achieved because of the strong relationships in the nature-based engineering community. The magnitude and diversity of contributors to the NNBF Guidelines have resulted in a robust resource that provides value beyond a single agency, sector, or nation. Similarly, the work of incorporating NNBF into projects will require us to strengthen our relationships across organizations, mandates, and missions to achieve resilient communities. I hope you are inspired by the collaborative achievement of the NNBF Guidelines and will draw from this resource to develop innovative solutions to current and future flood risk management challenges. There is a lot we can achieve together along the path of revolutionary infrastructure development.
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