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1
Bartlett, Gennita B. "Newspaper design curriculum unit". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ54858.pdf.
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Loomes, Martin James. "Software engineering curriculum design". Thesis, University of Surrey, 1991. http://epubs.surrey.ac.uk/844417/.
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Software engineering design is a vital component of modern industry, unfortunately, the processes involved are still poorly understood. This poses a major problem for teachers of the subject, who are under constant pressure to improve the quality of education, but are unsure how to bring this about, or even how to detect such improvement. This thesis attempts to start the process of clarifying what we mean by "software engineering design", and apply the insights gained to the activity of curriculum design. First, we establish a method for the research, by constructing a framework to constrain and guide the process of seeking new insights. This leads to a decidedly eclectic approach to the problem, as software engineering design is viewed, and reviewed, from a number of different perspectives. Next, these views are synthesised into a model of the software engineering design process, and new insights are sought to refine the model. The central theme of this model is the idea that the design process can be considered as a one of theory building. Finally, we bring this model into direct contact with the task of curriculum design, both in a general sense, and also by providing illustrations of some of the consequences of its use.
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Cacioppo, Christopher M. (Christopher Michael). "Design of an exportable digital design curriculum". Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/38827.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1996.Includes bibliographical references (p. 96).
by Christopher M. Cacioppo.
M.S.
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De, Maci Lola De Julio. "Curriculum design in creative writing". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1012.
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Ho, Chi-keung Christopher. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform". Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.
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Lee, Mindy. "A graphic design curriculum development project". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569031.
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Examining the design education climate of Los Angeles results in finding a broken art education system and misconceived notions about graphic design. The struggle to implement design education into the lives of high school students leads to some students who have access to art classes with an emphasis on technical digital art and some students who have never taken an art or design class. This project is the work of bringing design education to students in the Los Angeles area. This design curriculum was created to promote creative process, problem solving, play and experimentation, and a deeper understanding of the use of graphic design as a communication tool. This curriculum was implemented at the High School Institutes at Inner-City Arts, a nonprofit that provides free arts education to thousands of youth in Los Angeles.
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Hicks, Robert Stewart. "Curriculum for website design in secondary schools". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2124.
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The purpose of this project is to develop a computer based curriculum to motivate and aid students on the secondary level in website development. This is accomplished by developing a website and classroom curriculum that will expand the knowledge of students. Brainstorming, organizing ideas and categorizing concepts are specific skills that are acquired course.
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Alexander, Wallace Martin. "Making the transition to curriculum integration : a curriculum design in middle level schools /". Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/AlexanderWM2001.pdf.
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Chandran, Koduvayur Krishna. "Modelling of the curriculum within engineering design education". Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/1008/.
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Ho, Chi-keung Christopher, i 何自強. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3862610X.
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LaVigne, Bryan. "Evaluation of Northcentral Technical College's drafting and design curriculum". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lavigneb.pdf.
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Couper, Brian J., i n/a. "Residential police education and its implications for curriculum design". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060629.170144.
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The current policy in New South Wales of referring to
its law enforcement body as Police without reference to the word
"force", is testimony to the re-emergence of the concept of community
policing.
This study deals with this phenomenon and the concept
of discretion, which allows police to take action according to
the dictates of a given situation rather than always act within
the strict letter of the law. While the power of discretion
should be used lawfully and ethically, political, legal and social
acceptance of such an approach allows a more flexible strategy
for coping with issues associated with deviant behaviour and
social injustice.
Therefore, the study present a holistic approach to
a curriculum for police recruits. It deals with the linking
of "reactive" and "proactive" policing strategies by means of
discretion and in so doing enhances the police officer's ability
to make a reasoned judgement in choosing between a number of
alternatives according to the dictates of the situation.
The proposed curriculum takes account of new policing
strategies, students' needs and career aspirations, modem
technology, effective teaching methods and the need for recruit
training to be attuned to dynamic changes in social needs and
demands.
The study also emphasises the need for further research
into the role of field training officers and the integration
of field training with academy education as a vital component
in the preparation of a police officer for the complex role ahead.
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Smith, Connie. "A Preschool Outdoor Curriculum and Playground Design, Teacher Education". TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1417.
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The writer proposes the utilization of a developmentally based outdoor curriculum and playground designed for young children. The curriculum consists of an overview, objectives, curriculum methodology, playground designs and evaluation. Cognitive, affective and psychomotor domains are each included in the objectives. A curriculum methodology focusing upon approaches for individualization and development of the total child is presented. The playground designs are based upon current research. Play value, development appropriateness and safety were considered in developing playground designs and curriculum. Evaluation of the curriculum and playground will be measured through assessments of the individual child, the class, and the staff. Numerous approaches to evaluation are described.
This project is intended to assist preschool teachers in establishing and maintaining a program based on current research and literature. Ideas to assist other preschools in adaptation are presented. Included in the ideas are steps in developing a curriculum and playground design as well as a suggested approach to training parents and staff in the rationale and appropriate use of the curriculum.
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Knowlton, Corey Lamoin. "Web page design class curriculum for the secondary level". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2108.
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Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.
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Perolini, Petra S. "Futuring Design: Transforming Interior Design using Design Futures Theory". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393969.
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Design studies traditionally examine the process of design in the context of how that process contributes to the creation of the designed object, system or structure. That is, a successful design process is measured by the capacity and efficiency with which it results in an object, space or system. In many cases, there is no measure of how well-designed these outputs are, at most; such measures will generally be limited to cost, efficacy and user satisfaction. Further, the notion of what constitutes well-designed is arbitrary and inconsistent across disciplines. The theory of Design Futures highlights the crucial implications of design on society and the environment in which the designed object operates over its lifetime. This thesis deals with the challenge of finding ways to incorporate the principles of Design Futures to improve design practice so that it incorporates both the lessons learned from historical enquiry and the experience of design practitioners who have attempted to incorporate these historical lessons. Inevitably, any attempt to improve design practice must engage with education practice to ensure that designers acquire the principles and methods of design which they apply in their professional practice.
Human-centred design focuses on the impact of the design on the user as they make use of the space, dwelling or object that has been designed and Design Thinking facilitates this by framing the problem as broadly and contextually as possible and iteratively reviewing the design approach with the user. Design Futures is one of a number of theories, or movements, that extends the context to the long term social, environmental and cultural implications of the design. This research builds on that work to discover a framework that connects theory to practice and how that framework might be used in educating designers to embed that theory into their practice thereby assisting them to take responsibility for the long term cultural, social and environmental implications of their design.
This research sets out to link the theory and the practice by creating a Design Futures framework and integrating it into the curriculum of an Interior Design course. This challenges the superficial view of Interior Design with a view to teaching a socially responsible design practice that takes a long-term view. Such a curriculum is built on the theoretical underpinnings of Design Futures and is informed by the key principle that a designer is responsible for the social, cultural and environmental impact of their design. The term sustainability is used in this research to include these impacts over the long-term.
This review unfolds in a narrative that moves from the literature review of Interior Design theory and practice in chapter one to an analysis of Urban Planning and its social impacts in chapter two. This second phase combines the literature review with interviews to explore the mechanics of change through an examination of the theory and practice of Urban Planning. The chapter on Authenticity extracts and examines a framework based on the variables of success developed by Price Waterhouse Coopers and summarised by the Greater Namoi Chamber of Commerce, to determine criteria for urban planners to measure the “Success of the City.”
Interviews were carried out with the founder and residents of Common Ground and with the urban planners commenting on authenticity. The practitioners actively engaged in the research as they commented on the value of authenticity as a framework for measuring the impact of gentrification as well as on the authenticity of their practice.
Given the apparent power of a framework to record and collate quantitative action research, these frameworks are then examined and compared with the Authenticity framework, to create the proposed Design Futures framework. This framework is then tested against Action Research previously undertaken by the author to explore its aptness for measuring Design Thinking and ways in which it might be employed pedagogically.
There are two separate sets of Action Research used to retrospectively review the Design Futures framework. Firstly, the author and colleagues undertook major external projects applying Design Futures theory to refine, develop and promote it. In addition, the students engaged in delivering design projects to real-world clients by applying Design Futures methodology and so were actively engaged in developing and testing the concepts that were later incorporated as the components of the Design Futures framework developed in this thesis.
By working with the students to refine and test the application of Design Futures theory, the research actively engages the students as participants in the research that they are applying. By developing the framework and the Action Research independently but from the same underpinning theory, it is possible that built in assumptions have been reinforced rather than exposed. Methods for overcoming this weakness are addressed in the conclusion.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland College of Art
Arts, Education and Law
Full Text
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Ribeiro, Bruno B. R. "Reshaping Visual Communication Design Curriculum to Support Collaboration with Computer Science and Engineering". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337915762.
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Swart, Kamilla Rhodes Dent. "A curriculum design for sport tourism studies in South Africa". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064504.
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Thesis (Ed. D.)--Illinois State University, 2001.Title from title page screen, viewed March 14, 2006. Dissertation Committee: Dent M. Rhodes (chair), Adel Al-Bataineh, Ken F.Jerrich, Douglas M. Turco. Includes bibliographical references (leaves 146-154) and abstract. Also available in print.
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Teall, Daniel L. "A curriculum design for adults regarding apologetics and contemporary issues". Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Joseph, Sundari Catherine. "Curriculum design for pre-registration nurse education : meeting skill requirements". Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/189.
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The preparation of newly qualified nurses has raised many professional debates and yet the ‘end product’ of nurse education, the qualified nurse continues to demonstrate knowledge and skill deficits in areas considered essential to patient care. Technological advances in an ever-changing and complex clinical environment mean that certain acute clinical skills have become routine for the qualified nurse and yet few educational institutions and NHS Trusts in the UK have seen the need to address this within the pre-registration nursing curricula. This study, questions whether the pre-registration nursing curricula is failing newly qualified nurses by not adequately preparing them to cope with the complexities of practical skills within the clinical environment. This skill deficit is rectified on qualifying when nurses rapidly equip themselves with skills that are considered essential for practice. Using a constructivist paradigm and a mixed methods research approach, the opinion of key stakeholders in pre-registration nurse education was sought. Focus groups and surveys were conducted with skills teachers to ascertain essential skills. Constructive alignment theory (Biggs 1999) was tested with two student cohorts from a pre-registration nursing programme (n=58). Comparisons were made between an experimental group who acquired certain skills during their pre-registration programme and a control group who had not acquired those additional skills. The programme was evaluated using Stake’s (1967) countenance model of evaluation. Data were analysed using SPSS, constant comparative analysis and triangulation. The findings confirmed that nurses should acquire the skills investigated in this study, but differences of opinion were found as to when this was acceptable. Favourable results for the experimental group were demonstrated indicating the need to provide nurses with the additional skills prior to qualifying. The study also identified other like-minded UK nurse educators who had been innovative with their skills’ curricula. Nursing curricula can be successfully underpinned by an educational theory such as constructive alignment providing added value to the learner and enablingnurses to enter the profession fit for practice and purpose. To further enhance the quality and standard of provision, the following are recommended: strengthening the collaborative relationships between the key stakeholders for nurse education, as well as promoting interprofessional learning and skills development. This will help improve the international credibility for the UK skills curricula.
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Yeung, Kai-hing Lionel, i 楊啓興. "The changing curriculum: from manual draftingto computer aided design (CAD)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960571.
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Khurana, Karan, i Nikolay Ryabchykov. "Some features of fashion design curriculum in Ukraine and Ethiopia". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/9900.
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The core competencies for the formation of an international scientific plan were formulated on the base of the analysis of the curricula for the preparation of fashion designers in Ukraine and Ethiopia. They include such competences as general social competence, typical scientific competence, historical, cultural and cultural enlightenment competence, art competence, technological and project-technical competence, material science competence, especially professional competence, designing competence, computer competence, managerial competence, creative competence, communicative competence, marketing competence.Основні компетенції щодо формування міжнародного навчального плану були сформульовані на основі аналізу навчальних програм для підготовки дизайнерів одягу в Україні та Ефіопії. Вони включають такі компетенції як загальна соціальна компетенція, типова наукова компетенція, компетенція історичної, культурно-просвітницької, художньої діяльності, технологічну та проектно-технічну компетентність, компетенції матеріалознавства, особливо професійну компетентність, проектувальну компетентність, комп'ютерну, управлінську, творчу, комунікативну, маркетингову.
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Fulkerson, Tahita N. (Tahita Niemeyer). "A Faculty Orientation and Design for Writing Across the Curriculum". Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331080/.
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A Faculty Orientation and Design for Writing Across the Curriculum is a case study of the work done to introduce the concept of writing across the curriculum at an urban community college. Emphasizing the related processes of learning, thinking, and writing, the researcher describes private interviews and analyzes transcriptions of small group meetings designed to discuss ways to encourage increased quantity and improved quality of writing in vocational and university-parallel courses on the campus. The focus of the study is the transcription of the faculty meetings where teachers reveal their methodologies and educational philosophies as they discuss ways to provide increased writing opportunities to large classes of open-door students. The culmination of the orientation project is a faculty booklet of ways to increase writing. The researcher concludes that although a writing "program" is not in place as a result of the year's work, essential groundwork for such a program is laid.
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PICKARD, FRANK. "CURRICULUM DESIGN INFLUENCES ON GENERAL EDUCATION REQUIREMENTS IN FINE ARTS PROFESSIONAL BACCALAUREATE DEGREE PROGRAMS". Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184035.
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The purpose of this study was to identify the forces and pressures that have influenced curriculum design decisions regarding general education requirements in the fine arts professional baccalaureate degree programs and to determine how curriculum planners are responding to these pressures. A review of the literature revealed a national movement to examine general education requirements in higher education. Problems arise when particular degree programs are already discipline-specific in nature with a substantial number of course requirements prescribed in the major area of study. The problems are compounded further in the professional degree programs where emphasis is often placed on knowledge and skills that are acquired through practical application of theoretical principles. The fine arts professional degree programs were selected as the focal curriculum structures. Based on the literature review it was expected that specific environmental forces, such as the renewed national interest in general education, would emerge as influences affecting curriculum design processes in the fine arts. Recent theoretical studies on emerging curricula structures also indicated a prevalence of systems perspectives where curriculum design processes focus on environmental influences that are precipitating a redefinition of program structures. It was anticipated by the researcher that a reexamination of curriculum design processes would reveal a responsiveness to specific forces identified in the theory as both internal and external environmental considerations. The research approach was primarily observational, utilizing parametric estimates and analyses. Particular data gathered were periodically subjected to inferential analysis. The researcher found that a majority of the fine arts curriculum planners contacted for this study were involved in curriculum review and revision of the professional baccalaureate degree programs. It was also revealed from results of the study that curriculum design influences were primarily institutional/internally motivated although current theoretical literature on curriculum design processes indicated that systems perspectives dominated these processes. Finally, it was discovered that fine arts alumni from professional baccalaureate degree programs favor traditional general/liberal curricular structures in higher education.
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Marulcu, Ismail. "Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines". Thesis, Boston College, 2010. http://hdl.handle.net/2345/1532.
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Thesis advisor: Michael BarnettThis mixed method study examined the impact of a LEGOTM-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K-12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also found that students in the engineering group outperformed students in the control group in regards to their ability to answer open-ended questions when interviewed. Implications for students' science content learning and teachers' professional development are discussed
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Bulone, Philip A. "Reflections on Global Competence by Four Design Educators". Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108027.
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This inquiry investigated four design educators’ perspectives and beliefs of global competence teaching and learning, and aimed to inform effective global competence curricula planning and instruction across disciplines. The literature uncovered multiple reasons to warrant design educator reflections: (a) similarities among global competence and design thinking characteristics, (b) design education accreditation emphasis on globally oriented standards, and (c) design thinking as a resource to improve practices across disciplines. Accordingly, the inquiry employed a qualitative design and a multiple case-study approach. Data collection methods included: (a) interviews, (b) image artifacts, and (c) researcher reflective memos. A comparative analysis used systematic coding to reveal core theme statements grounded in the data.
The inquiry revealed all four design educators believed: (a) active learning and information gathering activities were effective ways to teach global competence, (b) interaction with others from different backgrounds contributed to global competence development, (c) a formal education experience changed the ways they view the world and empathize with others, (d) the critique was an effective global competence teaching and learning tool, and (e) the role of perception processes fostered ability to recognize qualities of other people and places. All four design educators’ image artifacts represented meanings and interpretations of global competence as human-centered, and expressed physical connection. Ultimately, three overarching discoveries emerged: (a) design educators use mindshifts to develop global competence, (b) design educators are makers of their global competence development, and (c) design educators are mature motivators of global competence development.
The inquiry concluded with a model for design education global competence development grounded in the data and the literature. Implications for action connected to three higher education teaching and learning areas: (a) mindfulness, (b) the maker movement, and (c) mindsets. Overall, the four design educators’ information-rich narratives and practical curricula design applications presented in this inquiry aim to encourage other educators to relate the global dimensions of their own disciplines to current teaching and research practice.
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Nobanda, Vusumzi Zwelandile. "Complementary of Curriculum design and development process and Curriculum implementation in the South African education system: Teachers’ experiences in the Libode Education Mega-District". Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/834.
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The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.
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Cottle, Katherine. "Effective MUGs| A Grammar Curriculum for Basic Writers". Thesis, University of Delaware, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427448.
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The purpose of this study was to design a grammar curriculum that could help college age students in basic writing classes to identify and correct grammatical errors in their own writing. After reviewing literature in best practices in grammar instruction as well as other kinds of instructional best practices, the grammar curriculum, Effective MUGs (MUGs stands for mechanics, usage, and grammar), takes advantage of these best practices including sentence combining, sentence revision, sentence creation, grammar in context, strategies instruction, and Bring Your Own Device (BYOD). The study was designed to measure how effective the grammar curriculum was (by examining student writing in essays as well as grammar exercises), how students used tools in the curriculum (by examining results from cognition labs), and how students and instructors perceived the curriculum (through interviews). The data on student grammatical error from this study must be viewed with reservations because of the lack of statistical significance. The most significant findings were qualitative and offered insight into the strengths of the Effective MUGs curriculum as well as which aspects that need revision. Both students and instructors thought that the gradual release of strategies instruction was one of the most effective tools and they both enjoyed using BYOD in conjunction with Google Docs. Students were most challenged by subject-verb identification and feeling confident about use of unfamiliar sentence elements; instructor interviews confirmed these student challenges. The data from the study will prompt revision to the curriculum as well as enhanced professional development.
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Buda, Sharon Liddell. "Curriculum design for teaching citizenship through character and diversity education using arts based integrated curriculum for art educators". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1162921623.
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Bernard, Nicodemus Pitre Britnell Richard E. "Creating a design process and constructivist curriculum for the effective integration of fashion and industrial design". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/BERNARD_NICODEMUS_56.pdf.
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Bartlett, Gennita. "Newspaper design curriculum unit /". 1999.
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Gosselin, David Allen. "Graphic user interface design curriculum". 2002. https://scholarworks.umass.edu/dissertations/AAI3068561.
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In an era where information is created for and acquired from on-line sources, including web pages, computer based instruction, and digital design, developers need to ground constructs of digital pages in proven design principles. Traditional art education provides such basic design principles which, it will be shown, carry over to digital design. Without a base understanding of “why” design decisions are being made, interface designers often create less effective and less readable interfaces. This in turn, could lead to reduced use of an application compared to other better designed applications with perhaps less functionality. This thesis proposes a comprehensive curriculum outlining the fundamental principles of interface design. An intuitive approach is used to hasten the learning process of the curriculum for those who do not have the time or resources for an expanded course curriculum. An evaluation of the curriculum, including surveys and focus group sessions, provides evidence of improved learning and the student's ability to recognize, understand and produce the outlined principles.
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Hsieh, I.-Ying, i 謝譯瑩. "An Integrated Curriculum Design Study in the school-based Curriculum Development". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/86895350410707787016.
Pełny tekst źródłaStreszczenie:
碩士國立中正大學
教育研究所
93
The main purpose of this study is to investigate the process of the integrated curriculum design in the school-based curriculum development for the implementation of the current nine-year’s curriculum from the primary to the junior high schools. The case-study schools participate in the nine-year’s curriculum and cooperate with the university and primary schools in the in-depth teaching program. The case-study schools adopt different models to procced their school-based curriculum development in the context of “School-based curriculum development”, “curriculum integration” and “educational partnership”. What kind of their planning-design-implementation-evaluation cycle and what kind of their membership and impacts are covered. This study also tried to investigate the model and characteristics of the case-study primary schools in their curriculum design. Whether more delectated curriculum can be turned up is investigated. Finally, through the publication surrey regarding with the educational partnership, the study explored the way that the case study primary schools can interact with the teacher preparation program in their curriculum and institutional cooperation. What difficulties were experienced during the process and what is their responding strategy’ are discussed. By means of this case study, if is hoped that relevant research domains can be enriched and useful reference is provided to educational workers. This study takes a large village type school as the case study object in accordance with a designated sampling process. The data collection method consists of participant as observer and literature survey in order to be thorough in under standing the case school and its development process. Through analysis and discussions, the results concluded from this study are summarized as follows： 1. In school-based curriculum development aspect Cased-study primary school takes Skilbeck’s situational analysis model as the reference frame and further adopts Tsin-Tien Tsai’s model for detailing development strategy and procedure in order to develop the school-based curriculum in conformance with the nine-year’s curriculum. Emphasizing teacher professional development with the teaching system as leading branch and the administration leadership and support as back-up branch. The formation of school curriculum development committee as the curriculum research and development center to promote curriculum innovation inspiring better school organizational culture. 2. In curriculum integration aspect 2.1 The case-study primary school proceeds thematic teaching based on Beane’s curriculum integration model in line with the school development vision. Flexible curriculum and collaboration instruction are used to combine with study spheres and themes to achieve horizontal and vertical integration. Students are immersed in a theme to learn life experiences, knowledge and skills. 2.2 The case-study primary school developed the narrative curriculum based on Drake’s story model as their dominant curriculum, utilizing story to lead students into the situational learning state good for reading comprehension and judgment. Practical teaching activity is used to try hard for searching meaning and actively integrate situations. 3. In participating nine-year’s curriculum and in-depth teaching plan aspect 3.1 Currently, the case-study school and educational partners are on a reciprocal and equal respect relationship. But passing into the plan’s third year and as the curriculum design maturing, there is a trend that the case study school is increasingly playing the leading role. 3.2 The case study school and teacher preparation institution has developed good partnership to promote a feedback loop between curriculum theory and practice and apparently an action research field is formed. In the future, the case-study school may proceed in educational action research and school teachers may under take their curriculum reform. Keyword：School-based Curriculum Development, Curriculum Integration, Educational Partnership.
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Guo, Zong-Ru, i 郭宗儒. "Financial Management Curriculum Practical Case Design". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/33845586538000417004.
Pełny tekst źródłaStreszczenie:
碩士靜宜大學
國際企業學系
102
For Business and Management education, the most important direction is in line with practice. Cultivate talents with practical operational capability is an important task of higher education. In this paper tried to propose a scenario of integrated curriculum as a starting point for planning courses taught. And take “cash flow plan for the center of the enterprises operation” as the ultimate goal at the end of the course. In the scenarios of the virtual solving process, enable students to discuss ways through group. Actual operating cash planning process learning financial management, In order to be able to in line with practice. Namely, in this paper proposed design of integrated scenarios problems so as to throughout the curriculum planning for the overall financial management of teaching content. Wish rising the motive and performance of learning, then solving enterprises financial problems through what they have learned. Based on the principle of education, this paper quoted Dewey “learning by doing” and Vygotsky’s argument of construct knowledge. About design scenarios problems refer to situated learning and problem-based learning to emulation the real scenarios. It emphasizes the argument of solving problem. Contribution of this paper is proposes operation of virtual scenarios which complete and throughout entire semester. In order to let students through above to learning practice solutions completely. And the solutions be able to match with course schedule, accomplish the theory is in line with practice.
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鄭尊仁. "Curriculum design of Chinese pronunciation course". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/22257405998834156958.
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Chang, Chin-Hung, i 張錦虹. "Curriculum Design for Chinese Immersiom Camps". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/qtsst8.
Pełny tekst źródłaStreszczenie:
碩士國立臺灣師範大學
華語文教學研究所
97
“Developmental research” is applied as the main research methodology in the present study. The theoretical framework was set up based on related studies of the theories and functions of immersion, intensive curriculum, the outcomes of foreign language camps, the characteristics of American learners, and curriculum design. The results of the present study were concluded after the literature review. Demands were analyzed and practical examples were designed. First, within the setting of immersion camps it was found that learners improved in terms of language ability and in their appreciation of the target culture. Second, the curriculum was designed based on themes and experiential teaching. This is considered to be an efficient way to make students practice the target language. The present study utilized the following three themes: “getting used to the environment at camp,” “nature exploring” and “cultural activities”. Future teaching development demands that attention be paid to the implementation of the curriculum designed, designing a curriculum for specifically aged children as well as complete TCSL materials for Chinese immersion camps.
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Hsu, Yu-Chi, i 徐渝琪. "Professionals’Prospect of Undergraduate Interior Design Curriculum". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/v8v926.
Pełny tekst źródłaStreszczenie:
碩士國立臺北科技大學
創新設計研究所
96
Since the initiations of the interior design education in domestic universities began in 1985, it has been cultivating a great number of professional talents in interior design in the last 21 years. Has the present planning of interior design curriculum in universities met the expectations of interior design industries? And what is the viewpoint of the industries about the present planning of interior design curriculum in universities? What professional knowledge and skills should also be provided with in undergraduate interior design education to achieve the goal of professional practice? Thus, the purpose of this research is to understand present curriculum planning of interior design education in universities as well as the industries’ viewpoints and suggestions concerning the present curriculum planning in order to present a reference for future curriculum planning. In this research, the author has collected the academic curriculum offered by the 11 domestic universities that have set up interior design relevant departments or divisions. The collected curricula are divided into three categories in knowledge, skill and innovation & design for the enquiry of professional viewpoints and suggestions. It has been discovered in this research that the undergraduate interior design curriculum has put most weighting of ratio in knowledge category; secondly innovative works and design application; and skilful courses the least. The industry suggests that the curriculum including environmental protection and relevant issues, business operation management, etc. should be added or emphasized.
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Johns-Boast, Lynette Frances. "Engineering the Curriculum: Towards an adaptive curriculum". Phd thesis, 2016. http://hdl.handle.net/1885/110397.
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The curriculum is one of the most important artefacts
produced by higher education institutions, yet it is one
of the least studied. Additionally, little is known about
the decision-making of academics when designing and
developing their curricula, nor how they make use of them.
This research investigates how 22 Australian higher
education engineering, software engineering, computer
science, and information systems academics conceive of
curriculum, what approaches they take when designing, and
developing course and program curricula, and what use they
make of the curriculum. It also considers the
implications of these conceptions and behaviour upon their
curricula. Data were collected through a series of
one-to-one, in-depth, qualitative interviews as well as
small focus group sessions and were analysed following
Charmaz’ (2006) approach to grounded theory.
In this thesis, I argue that the development of curricula for new
higher degree programs and courses and / or the updating and
innovating of an existing curriculum is a design problem. I
also argue that curriculum is a complex adaptive system.
Surrounding the design and development of a curriculum is a
process of design that leads to the creation of a designed
object – the official-curriculum. The official-curriculum
provides the guiding principles for its implementation,
which involves the design and development of the
curriculum-in-use, its delivery, and evaluation.
Data show that while the participants conceive of
curriculum as a problem of design involving a design
process leading to the development of the
official-curriculum, surprisingly, their behaviour does not match
their conceptions. Over a very short period, their behaviour
leads to a process I have called curriculum drift where
the official-curriculum and the curriculum-in-use drift away
from each other causing the curriculum to lose its integrity.
Curricular integrity is characterised through the
attributes of alignment, coherence, and cohesiveness. Without
integrity, a curriculum is unlikely to be able to deliver all its
required outcomes.
Utilising the concepts of system dynamics and systems thinking I
propose that not only is the curriculum a complex adaptive
system, it is a multi-dimensional object. Adopting this notion
facilitates possible interventions that may be used to monitor
the curriculum and to moderate the effects of curriculum drift.
I argue that using the articulated purpose of the
curriculum to determine the desired outcomes of that
curriculum will enhance curricular alignment, leading to
improved student learning and outcomes. Furthermore,
perceiving the curriculum as a multi-dimensional object
reinforces the proposition that aligning the purpose and
desired outcomes of each course with those of the program
will achieve improved desired outcomes from the program as a
whole.
The original contributions to knowledge arising from this
research are curriculum drift, an enhanced approach to the
curricular alignment, and a multi-dimensional view of
curriculum.
Perhaps the most important implication of this research,
is insight into how we might incorporate curriculum drift
into curriculum review models. Successful incorporation has the
potential to deliver increased quality of educational outcomes by
enabling innovation whilst maintaining the integrity of the
curriculum.
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Chen, Meei-Fang, i 陳美芳. "Curriculum Design for Basic Design Competence of Vocational High Schools". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/77196967748618573574.
Pełny tekst źródłaStreszczenie:
碩士國立雲林科技大學
工業設計系碩士班
95
As the Global View (2007) reports, there are about 5000 design-major students going to work annually in Taiwan; however, the business companies compliant of only few students well-qualified. It indicates that these design students don’t even meet the requirements of the business companies. Based on the claim that the cultivation of design professionals is rooted from design education, according to the new vocational school curriculum of 95-academic-year, this study is to plan subject group and unified core curriculum, and emphasizes the concept of real group and empty department. In addition, through literature review, the required design abilities are collected and used to conduct interviews with professionals and scholars. According to the interview result, the researcher summarizes the most required basic design ability indexes: knowledge, aesthetic, creativity, expression, technique, and practice. These six ability indexes are suggested and used to develop the common basic ability for vocational school design education. For the cultivation of design ability, students need to be provided with related programs to learn for the purpose of meeting the full requirement of design education. There are ten programs included, such as Introduction to Design, Color Theory, Art Appreciation, Design Basic, Shape Design, Design Drawing, Designing painting, General Design, Computer Drawing, Project Work, etc. Among them, five programs are technique domain, three are knowledge domain , and two are affection domain. They are planned to be the core subjects. At last, according to the suggestions and approval from professionals and scholars in terms of “Design Ability Need”and “Cultivation Curriculum Design”, the result has proven that six ability indexes and ten subjects mentioned in the preset study can be applied to vocational school basic design curriculum.
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陳薇先. "The Effect of the Backward Design Curriculum on Pre-Service Teachers’ Assessment Beliefs and Abilities of Curriculum Design". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/92tbw3.
Pełny tekst źródłaStreszczenie:
碩士國立彰化師範大學
科學教育研究所
105
The nature of backward design uses formative assessment to collect learning evidence, design teaching learning activity and examine whether curriculum goals are reached. The purposes of the study were to investigate the impact of “the Curriculum Design and Development” based on backward design on pre-service teachers’ assessment beliefs and abilities of curriculum design. In this study, a case study was conducted to observe a class of 31 preservice teachers who took a course named “curriculum design and development” at an university of central Taiwan. However, valid samples were 26. The aim of the course was to let preservice teachers to acquire the principle and practice of "backward design". The research data mainly collects the beliefs of the students before and after the course, as well as their abilities of curriculum designs. Two instruments were adopted. The first one was the translated questionnaire developed by Brown, Chaudhry & Dhamija (2015) to explore pre-service teachers’ "formative assessment beliefs" and "summative assessment beliefs". The second one was the three-stage curriculum design standard rubric which was developed through referring the rationale of backward design proposed by Wiggins and McTighe (1988) and the content of the teachers’ design profession proposed by Huizinga, Handelzalts, Nieveen & Voogt (2014). In the study, the preservice teachers were excepted to understand the content of formative assessment, especially the purpose of assessment, and to change their belief of assessment in teaching practice. The results indicated that the "backward design" had a deep impact on preservice teacher's "formative assessment beliefs", helped them to explore the differences between "formative assessment" and "summary assessment". In addition, the impact on science teachers’ assessment beliefs was more than on non-science teachers’. Moreover, the "backward design" enhance preservice teacher's curriculum design abilities. The impact on the curriculum design ability of science teachers was more than on that of non-science teachers. In summary, the "backward design" course supported preservice teachers to understand how assessment is integrated into curriculum and provides a way of designing a curriculum. Therefore, the "backward design" course elaborated the concept of assessment and curriculum design. It is worth to recommend teacher educators to use the "backward design" for improvement of curriculum design abilities and extention of understanding of assessment. In the study, the impact of assessment and practical beliefs on the curriculum and the modification of the course was discussed.
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I-Hsuan, Lee, i 李逸萱. "The Analysis and Design of Ecotourism Curriculum". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/7qhqyu.
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碩士國立臺灣師範大學
生命科學研究所
97
Ecotourism is the low environmental impact traveling style, encouraged to popularize by many countries and area, and it rapidly grows around the global tourist market. Both theoretical and practical training is necessary to carry out the real concept of ecotourism. In order to raise talented personnel for the society demands, many schools and institutes around the world establish ecotourism-related curricula. The objectives of the study were twofold and the related methods were as follows: first, content analysis was the methodology to make comparisons on the content framework, and objective of the ecotourism curricula between Taiwan and other countries or areas. The framework of ecotourism curricula of Taiwan were related to the type and resources of school and curriculum standard. However, Australia's ecotourism curricula modules were more diversified and more completed than other countries or areas; second, Delphi Technique was another method to investigate expert opinions in the basic principles of ecotourism and related curriculum designs. The experts agreed that the most important basic principles of Taiwan’s ecotourism were “ecotourism should be sustainable development” and “ecotourism should have the meaning of environmental education.” In accordance with the principles, the compulsory courses of ecotourism curriculum in universities were " Ecology ", " Biological Diversity ", " Conservation Biology "," Introduction to Ecotourism " and " Theory and practice in interpretation ". The overall results could provide useful references for the future courses development and further ecotourism curriculum designs.
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郭芳君. "Curriculum Design of Short-term Chinese Courses". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/44253117139653153099.
Pełny tekst źródłaStreszczenie:
碩士國立臺灣師範大學
華語文教學研究所
95
This study explores the curriculum design of short-term Chinese courses, feasible models for such curricula, and design theory. Chapter One introduces the rationale for the study. Chapter Two is the literature review. Culture is defined and the theme of culture in pedagogy is discussed. Then, foreign language teaching and curriculum design theory are probed. Last, the two factors of curriculum design, culture and language, are combined for analysis. Chapter Three presents an analysis of three different case study groups. Case studies one and two comprised observations of students, teachers, and administrative staff involved in short-term Chinese courses so that the different factors affecting curricula could be determined. These case studies elucidate how contemporary short-term Chinese courses are held in Taiwan. The third case study involved observations of a short-term German course offered at the Goethe-Institut. From observations of curriculum design and organizational make-up in other countries, much can be learned on how short-term Chinese courses can be further developed and what feasible methods exist. Chapter Four discusses the theory of short-term Chinese cultural studies courses, the main factors of short-term pedagogy, and models of pedagogical design. Chapter Five is the conclusion and reviews all relevant discussion.
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Chun, Yeh Mei, i 葉眉君. "A Study of Industrial Design Curriculum Program". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/40719866663912495279.
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碩士國立臺北科技大學
技術及職業教育研究所
88
This research aims to reconstruct the Industrial Design Curriculum to several Industrial Design professional programs in order to promote the practical professional ability for the students in this field. It starts from literature review, specialists and professors discussion, questionnaire, ……etc. This research also studies the educational goals and contents of each professional program, the importance of those goals and contents within “currently” and “five years later” of industrial design education. This research collects all curriculums from 10 Industrial Design Departments of domestic universities and inducts the “ Industrial Design Professional Programs Questionnaire”. It takes a sample of 250 from 919 subjects via the China Industry Design Association and the domestic Industrial Design Departments. This research has been designed a complete Industrial Design Professional Programs including: (1) Design Foundation Curriculum; (2) Design Engineering Curriculum; (3) Design Communication Curriculum; (4) Design Practical Curriculum and (5) Design Management Curriculum. Each one has its own specific educational goals and courses contents. Several recommendations are made for institutions of industrial design education and business fields.
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Kleynhans, Andries Mentz. "The design of an undergraduate chiropractic curriculum". Diss., 1998. http://hdl.handle.net/10500/17099.
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Evidence is provided to support Kierkegaard's phenomenology that only what is learned
through experience is truly known. It is demonstrated that the chiropractic curriculum
represents a unique area of investigation and that it is possible to define curriculum; to create
a functional and integrative model which subsumes elements from the traditional, cyclical
and process models; and to design an integrative, problem-based, evidence-based,
experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four
domains which deal respectively with a) curriculum processes which include the selection,
motivation and interaction of curriculum developers, curriculum definitions and models, and
an algorithm for curriculum design; b) curriculum organisation which addresses
philosophical, sociological, cultural and psychological foundations, curriculum paradigms
and a chiropractic conceptual framework; c) curriculum development which concerns design
strategies, situational analysis, intent, content, design and organisation of learning
experiences and assessment of student performance; and d) curriculum application, which
includes the learning climate, quality management, management of change, self-evaluation
and external accreditationCurriculum and Instructional Studies
M. Ed. (Didactics)
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Kuo, Yi-Shan, i 郭伊珊. "Tabletop-Game Design with Homeland Culture Curriculum". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78839898784021443936.
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碩士國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
104
The objective of this research was to design a tabletop game, which contained local knowledge such as the variety of local fishes and fishing methods. In addition, the research specifically would address the importance of the sustainable fishery concept. This tabletop game could be become a powerful tool for creating the interests in saving the environments. The game was designed for two to four players, s simple rule, safe and durable, which the average play time was approximately 10 to 15 minutes. The researcher used the most common fishes in the northeast tip of Taiwan and the fishing method was the key elements for a board game in the process. Moreover, the game rules could be designed based on the MatthewF’s iterative design process, which integrated instructions from the “Count Your Chickens” and “AB in die Tonne” and came with a new board game. The participants are children, who are three to six years old, from a suburban kindergarten of elementary school in New Taipei City. This study showed that students, who are four to six years old, were able to understand the value of sustainable fishery concept. Thus, the board game had proven to have educational value in sustainable fishing. Finally, the board game could create not only proven to be a play area educational material in kindergarten, but also suited to lower grade students’ or family by the extending rules and accessories.
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Mosely, Genevieve Kate Lydia. "Innovative futures: design in the Australian Curriculum". Thesis, 2019. http://hdl.handle.net/1959.13/1400456.
Pełny tekst źródłaStreszczenie:
Masters Research - Master of Philosophy (Mphil)Building the innovative capabilities of students is recognised as a national priority for economic growth and productivity, particularly in the context of rapidly developing technologies that are radically changing traditional ways of living and working. Current education policy rhetoric in Australia emphasises Science, Technology, Engineering and Mathematics (STEM) as the key avenue for developing innovative capabilities and skills that are critical for an unpredictable future workforce. This policy rhetoric, however, overlooks the potential for innovative capabilities, including creativity, critical thinking, and problem-solving skills to be developed through curriculum areas beyond STEM. Despite being overlooked in the policy space, design is increasingly recognised in the research literature as providing students with opportunities to develop creativity and imagination, and prepare them with the skills needed to face the challenges of a globalised future. However, there are stark limitations in the understanding of how design is represented in the Australian Curriculum, which provides key information for teachers about how to teach design in Australian classrooms. Using qualitative approaches, including content analysis and tools from Membership Categorisation Analysis, this study examines representations of design, including concepts associated with design, across the curriculum. The results illustrate that design and design thinking is represented in multiple ways across the Australian Curriculum and that curriculum documents in key learning areas present teachers with limited and potentially confusing representations of design. In exploring the complex incorporation of design in the Australian Curriculum and specifically within the Technologies curriculum the study examines the implications of these representations including for teachers’ pedagogies and students’ future aspirations.
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Rosales, Lassús José Luis. Pontificia Universidad Católica del Perú, 2010. http://repositorio.pucp.edu.pe/index/handle/123456789/117090.
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Taking as an object of study the current official curriculum, this article analyzes the discourses of body underlying the curriculum. Five types of discourses have been identified: body that knows; expressive body; body as a trait of personality; universal body, and moving body. The study mentioned the changes of these discourses in relation with the different levels of the basic education (initial, primary, secondary).El presente estudio analiza los discursos sobre el cuerpo en el currículo oficial (Diseño Curricular Nacional) a lo largo de los tres niveles de la Educación Básica Regular (inicial, primaria y secundaria). El análisis evidencia cinco tipos de cuerpo en este documento: (i) el cuerpo que conoce; (ii) el cuerpo expresivo; (iii) el cuerpo como marca de la personalidad; (iv) el cuerpo universal (objetivo), y (v) el cuerpo móvil. El estudio explicita los cambios que ocurren en estos discursos a lo largo de los tres niveles de la educación básica.
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Hsieh, Ming-fong, i 謝明峰. "Analysis of Website Design Curriculum Teaching Mode and Case Study Curriculum Efficacy: An Example of Practical-experience-oriented Curriculum". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54358532199653006426.
Pełny tekst źródłaStreszczenie:
碩士國立雲林科技大學
設計運算研究所碩士班
99
With the fast-changing pace of technological environment, website design approach consists in many aspects including education, industry and policy, combining new concept and industry trend to instill in pupils’ thoughts. The main purpose of this research is to discuss the teaching mode of website design curriculum instructors oriented by instructor’s practical industry experience, to identify the impact on pupils’ cognitive attitude and to survey comments on the curriculum. In-depth interviews were conducted on five website design instructors with practical industry experience to understand every instructor’s background, teaching mode, current status in teaching and other relevant information. Also we surveyed the pupils of practical-experience-oriented case study curriculum with pretest and posttest questionnaires to realize the impact of teaching mode on pupils. The results indicated the instructors’ unanimous goal of developing talents meeting industry demand, yet with vast difference in the mode of execution. The case study of this research was “project-oriented”, with pupils’ core ability complying with industry demand. During the process, pupils encountered many difficulties in learning with regard to “basic software tool”, “program and data base”, “grouping”, etc. It is thus suggested that instructors incorporate practical experience into website design curriculum with a progressive approach. Pupils’ difference in background and ability should be considered. Diversity of current websites should be combined in curriculum structure design to create a series of integrated curriculum. Instructors are advised to not only comprehensively instruct basic concept of website design and software operation, but also integrate applications such as language programming, database, electronic commerce, etc, so as to develop website design talents tailored for industry demand.
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Huang, Li-ting, i 黃莉婷. "Fogarty’s Webbed Curriculum Integration Model Curriculum Design and Implementation : The stories of Tainan City". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/30397403787939456851.
Pełny tekst źródłaStreszczenie:
碩士國立中山大學
教育研究所
99
This study has taken the historical development, characteristics and students’ backgrounds and life experiences of Tainan City into consideration. The researcher has chosen the Fogarty’s webbed curriculum integration model to blend in “glocolization” theme into the teaching curriculum. A “glocolization” curriculum (consisting of a total of six units) suitable for the fourth grade students was constructed with the hope to help the students to walk out from their own life experiences to re-experience the relationship between global and local living space. A qualitative research was adopted by this study, and the fourth grade students from a class in a certain school that the researcher teaches was taken as the research subjects to implement a year of curriculum teaching. Relevant data were collected through observation, content analysis, interview, documentation, reflective notes, etc., and the data were then sorted, analyzed and cross-examined. After summarizing the research results, the paper has obtained the following conclusions and suggestions: 1. From time-space perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) To understand the correlation between the local historical and global events; (2) the teachers must possess the abilities to self-compile and support the historical teaching materials; (3) the effectiveness and limitations on the application of Google Earth software and electronic whiteboard; (4) the use of old photographs, old maps and animation is beneficial to historical teaching; and (5) to adopt multiple assessment method to evaluate the students’ awareness on historical aspect. 2. From environmental perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) To combine the environmental issues of “local” characteristics and “globalization”; (2) as affective are hard to evaluate, they need long-term follow-up observations; (3) field investigation is able to simulate students to care about the environment, strengthen the research depth and further enhance the students’ motivation in learning; (4) to combine the community resources by inviting relevant people to perform cooperative teaching; (5) to blend in the school’s major activities into the curriculum; and (6) the scaffolding learning sheet is beneficial to learners to comprehend, apply and stay focus in thinking. 3. From living perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) Tainan’s snacks have its ingenuity and cultural diversity; (2) to introduce a model of transitional Taiwan snack – Zhou’s Shrimp Rolls; and (3) to broadcast and review the advertising images are beneficial to help students to analyze the transformation of “globalization” to “glocolization”. 4. From cultural perspective, the curriculum integration design and implementation outcomes of “The stories of Tainan City” are: (1) The students are able to deepen their impressions on local cultural customs through physical exhibitions and sharing of personal experiences; (2) learn to respect the cultural diversity; (3) YouTube, Digital Archives, Council for Cultural Affairs and other Internet resources are beneficial to carry out teaching activities; (4) the local cultures have encountered two major crises; and (5) in response to globalization, we must begin to promote local identity first. Finally, based on the aforesaid research findings, the study has proposed relevant suggestions to educational administrative organizations, teacher training institutes, schools and future follow-up studies on curriculum design and implementation of “glocolization” theme perspective. This aims to serve as a reference for educators and curriculum researchers to use in developing and integrating the “glocolization” curriculum.
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CHEN, YU-WEI, i 陳諭韋. "Games and Activities Curriculum Design of Explore Education". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4h4922.
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碩士亞洲大學
休閒與遊憩管理學系碩士在職專班
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The research aims to find out how a series of games and activities of explore education assist young children overcome self-handicapping and develop motivation and abilities. It also serves to help develop game curriculum that combines activities and guidance to nurture a healthy and happy child. The key findings of the research are as follows. 1.Games and activities in explore education emphasize the importance of actual experience and sharing. They guide the child to share his feelings and opinions while searching for truth. Then the child can understand the concept by using imagination. Finally, the child is capable of solving problems. 2.Ample inspiration and exploration is the key factor of success. Games in explore education is a easy and convenient way of teaching. They help the child search for and share techniques in a secure and safe environment. Hence, the child is able to handle pressure and develop communication skills. Eventually, the child develops vision, motivation, ambition, and teamwork skills. The curriculum and teacher play an important role in the process to inspire each member in the group the work together to reach the goals. Therefore, innovative ideas when designing and planning the curriculum are critical.