Bibliografias temáticas / Information Systems curriculum design

Literatura científica selecionada sobre o tema "Information Systems curriculum design"

Autor: Grafiati
Publicado: 17 de julho de 2024

Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos

Selecione um tipo de fonte:

Índice

Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Information Systems curriculum design".

Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.

Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.

Artigos de revistas sobre o assunto "Information Systems curriculum design"

1

Atif, Yacine, Jameela Al-Jaroodi, Shayma Alkobaisi, Ahmed Jaffar, George Ditsa e Piers Campbell. "Enterprise Systems: Curriculum design and assessment". Education and Information Technologies 16, n.º 4 (24 de julho de 2010): 441–61. http://dx.doi.org/10.1007/s10639-010-9138-4.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Romano, Rosetta, Blooma John, Dale MacKrell, Sumaira Qureshi, Wayne Applebee e Peter Copeman. "Indigenizing the IT Curriculum by Design". Communications of the Association for Information Systems 53, n.º 1 (2023): 364–97. http://dx.doi.org/10.17705/1cais.05315.

Texto completo da fonte
Resumo:
In the context of an institution-wide initiative of the University of Canberra (UC), Australia, to mandate the Indigenization of the curriculum in all its courses, this descriptive case study reports on a pilot project to redesign the syllabus of an Information Technology (IT) unit that is a mandatory capstone for all students undertaking IT degrees. The capstone previously included no Indigenous-related content or pedagogical approaches. Indigenizing of the unit was achieved by embedding and interconnecting Tyson Yunkaporta’s (2009) 8 Ways of Indigenous Learning with the unit's content, teaching methods, and assessments, along with the Indigenous collaborative learning method Yarning Circles, in a design that could be expressed and unified in the teaching delivery to inform continuous adjustment and improvement of the unit’s curriculum, and also potentially inform the Indigenization of other UC IT units over time. A Design Science Research (DSR) methodology was put into action to evaluate the previous curriculum (as expressed in the offering of the unit), to design its Indigenized replacement, to implement it with student cohorts over two semesters, to collect data on the experience, and to reflect on the successes and challenges that arise. This methodology can also be applied reflexively in future iterative cycles of continuous adjustment and improvement of the unit’s curriculum by its conveners and colleagues to inform Indigenized designs for other units that currently have no Indigenous-related content. The extensibility of DSR is proffered as a methodological contribution to the project.
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Zheng, Yong Jun, George Dafoulas, Geetha Abeysinghe e Cristiano Cardoso Maia. "Curriculum Design within a Semantic Information System". Key Engineering Materials 572 (setembro de 2013): 562–65. http://dx.doi.org/10.4028/www.scientific.net/kem.572.562.

Texto completo da fonte
Resumo:
There is a demand for powerful curriculum design systems to support the representation, exchange, integration and sharing of curriculum data over the internet; to meet the requirement, this paper use ontology to describe the concepts and their relationships in a specific domain, with which the author annotate the data models, and make sure the data model has structural information as well as semantic information. In this way, data transformation in a semantic consistent way is supported and query formulation is facilitated in the process; an ontology-based description model is also proposed to give expression and organisation of curriculum information.
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Wang, Shouhong, e Hai Wang. "Redesigning the Information Systems Analysis and Design Course: Curriculum Renewal". Journal of Computer Information Systems 55, n.º 1 (setembro de 2014): 30–39. http://dx.doi.org/10.1080/08874417.2014.11645738.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Lightfoot, Jay M. "Fads Versus Fundamentals: The Dilemma for Information Systems Curriculum Design". Journal of Education for Business 75, n.º 1 (setembro de 1999): 43–50. http://dx.doi.org/10.1080/08832329909598989.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

Friedman, Charles P., George Nowacek e Charles P. Friedman. "Issues and Challenges in the Design of Curriculum Information Systems". Academic Medicine 70, n.º 12 (dezembro de 1995): 1096–105. http://dx.doi.org/10.1097/00001888-199512000-00012.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
7

Henson, Kerry, e Mustafa Kamal. "Closing The Gap - Information Systems Curriculum And Changing Global Market". American Journal of Business Education (AJBE) 3, n.º 5 (1 de maio de 2010): 17–20. http://dx.doi.org/10.19030/ajbe.v3i5.423.

Texto completo da fonte
Resumo:
The power of outsourcing basic computing technology such as computer programming, database design, customer service operations and system development, to mention a few have changed the conditions of employment in IT. Many of the projects that went off-shore did not perform well due to failure to consider important factors in business dimensions.
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

Ma, Chuanqi. "Design and Practice of Aerobics Teaching Design Based on Data Fusion Algorithm". Wireless Communications and Mobile Computing 2022 (11 de janeiro de 2022): 1–14. http://dx.doi.org/10.1155/2022/1275508.

Texto completo da fonte
Resumo:
Aerobic exercise is a very popular form of exercise. It combines various forms of sports and music. Aerobic exercise improves muscle tone and relaxes the mind and body while burning calories. It is designed to individualize instruction for different audiences. It is an important factor in the applicability of the operation. The purpose of this paper is to build different human models based on sensor network numbers to quantify different movements through the Internet of Things (IoT) to design personalized curriculum design and practice to improve the popularity of creative aerobics curriculum. In this paper, we first give an overview of the algorithm and data fusion algorithm and then simulate the aerobics creative curriculum design. First, the variance is used as the error measure to establish the data fusion algorithm and aerobics new concept innovation curriculum design and practice. The established model is compared with the aerobics curriculum design under the traditional model to highlight the advantages of the curriculum design under the data fusion algorithm. A comparison is also made with examples. The experimental results show that the data of the audience’s movement changes during different creative processes solve the aerobics creative editing problem. Compared with the traditional curriculum design, the efficiency of the curriculum design and practice is improved by 20.23%.
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Haruyama, Shinichiro, Sun K. Kim, Kurt A. Beiter, Gerard P. J. Dijkema e Olivier L. De Weck. "A new project-based curriculum of design thinking with systems engineering techniques". International Journal of System of Systems Engineering 4, n.º 2 (2013): 162. http://dx.doi.org/10.1504/ijsse.2013.056296.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

Clement, Keith. "Curriculum Design and Development at the Nexus of International Crisis Management and Information Systems". International Journal of Information Systems for Crisis Response and Management 2, n.º 3 (julho de 2010): 51–60. http://dx.doi.org/10.4018/jiscrm.2010070104.

Texto completo da fonte
Resumo:
This case study discusses the role of education, curriculum development, research, and service in supporting information systems for crisis response management. The study describes the Council for Emergency Management and Homeland Security (CEMHS) organization that designs and develops academic programs and courses in these specialized areas. CEMHS combines all levels of education in California (from K-12 and postsecondary education) into a “state-wide solution” and network of academicians and professionals in emergency and disaster management, crisis response, and homeland security education and training. The organizational purpose is constructing a “vertical track” of academic programs and specialized programs to benefit and enhance information resource and crisis management. The implications and lessons learned from building collaborative partnerships between the crisis and disaster response academic and professional communities in academic program development and research initiatives are also discussed.
Estilos ABNT, Harvard, Vancouver, APA, etc.
Mais fontes

Teses / dissertações sobre o assunto "Information Systems curriculum design"

1

Bower, Patricia. "Effective use of multimedia in the classroom: Enhancing third grade science curriculum". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1426.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Gansereit, Jake Nathan. "Cougar swing: A web site model curriculum devoted toward improving hitting productivity for varsity baseball competition". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1913.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Rogers, Camille Françoise. "Teaching ethics in the Information Systems curriculum". Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/cfrogers/Rogers%5FCamille%5FF%5F200601.pdf.

Texto completo da fonte
Resumo:
Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 144-157).
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Bell, Corbin Christopher. "Undergraduate Information Systems (IS) Curriculum and Career Track Development in United States Colleges and Universities: Assessment of Adherence to IS 2010 Curriculum Guidelines". DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1121.

Texto completo da fonte
Resumo:
The purpose of this study was to survey information systems (IS) curriculum in Association to Advance Collegiate Schools of Business (AACSB) accredited information systems programs across the United States, to evaluate current adherence to the IS 2010 curriculum guidelines, and to assess the number and type of career track developments initiated as a result of less stringent requirements in the new curriculum guidelines. In addition, an analysis was conducted to see if curriculum in AACSB-accredited information systems programs across the United States changed significantly since other similar evaluations reported in 1996 and 2006, and whether it is closer in adherence to the IS 2010 curriculum guidelines. The results of this study provided a current-state description of IS curriculums in the United States, specifically: (a) percentage adherance relationships and between AACSB-accredited information systems programs to IS 2010 curriculum guidelines; (b) defined curriculum profiles or latent class cluster characteristics of recent career track developments that have emerged; and (c) perceptions of adherence by the IS department faculty compared to the assessed adherence to IS 2010 curriculum guidelines. In the findings, a comprehensive view of the landscape for adherence to IS curriculum guidelines is discussed, including the following. (a) There is a wide range of adherence to the IS curriculum guidelines. In addition, none of the IS program assessed were either entirely compliant or not compliant at all. (b) Some topics are widely covered (over half) as core curriculum while other topics are offered as core curriculum in less than half of IS programs. (c) Very few IS programs have formally implemented the IS 2010 career track guideline recommendations. (d) IS programs implementing formal career tracks specify a reasonably small number of track options for students to consider. (e) IS programs that include career tracks provide unique offerings beyond the proposed sample tracks depicted in the IS 2010 curriculum guidelines. (f) There appear to be reasonably well-defined categories or clusters of IS programs as related to IS 2010 curriculum guideline adherence. (g) IS program faculty describe a higher perceived adherence to IS curriculum guidelines than what is actually assessed in this study. (228 pages)
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Scudieri, Paul Anthony. "Information in Complex Product Systems". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1236698805.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

Patel, Nandish V. "Developing living information systems through systems tailorability : deferred systems design". Thesis, Brunel University, 1997. http://bura.brunel.ac.uk/handle/2438/5319.

Texto completo da fonte
Resumo:
An interpretivist investigation of computer-based business information systems was conducted in two commercial companies and two higher education institutes, by using both quantitative questionnaire survey and qualitative interview research methods. The investigation focused on the social and organisational context of information systems development and usage in these organisations. The utility of structured methodologies is now being questioned by some researchers who are calling for alternative approaches, and this investigation draws on that alternative strand of thinking. The collected data primarily reveals that the development and usage of information systems happens in changing organisations, which suggests that the design and usage of information systems must cater for such a changing or dynamic environment. Therefore the data is interpreted using a philosophical outlook encompassing the notion of "living" information systems and Critical Theory, and this philosophical stance regards information technology as liberating human endeavour in organisations. Five sub-concepts and the concept of deferred system's design are derived from the data, which have been formulated to account and cater for change in information systems environments. The concept of deferred system's design encourages the design of information systems which allow for organisational human behaviour, consisting of organisational change, uncertainty, and learning, to be mediated by information technology. A systems design principle called `deferred system's design decisions' is derived to enable designs of tailorable information systems, which may be regarded as one form of living information systems to facilitate such organisational behaviour. An intersubjective theoretical model called the spiral of change model of tailorable information systems is proposed to explain and understand better the changing organisational environment in which information systems must be developed and in which they must function. To inform practice a computer tool is proposed which enables conceptions of " tailorable information systems that employ the principle of deferred system's design decisions and enables modelling changing or dynamic information systems.
Estilos ABNT, Harvard, Vancouver, APA, etc.
7

Bai, Guohua. "Feedback learning in information systems design". Licentiate thesis, Luleå tekniska universitet, 1994. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26690.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

Snoke, Robert Lee. "Generic Attributes of Australian Information Systems Graduates: an Empirical Study". Queensland University of Technology, 2004. http://eprints.qut.edu.au/15873/.

Texto completo da fonte
Resumo:
The need to provide currency in education in terms of the qualities and skills of graduates is a continuous requirement of higher education institutions. Industry expects that graduates from courses of study at universities have the necessary skills and attributes to be able to work in the modern work environment. The generic attribute agenda permeates all areas and sectors of education. Some of the areas of the generic attribute agenda include teaching, learning, assessment and the development of the generic attributes in students. This thesis specifically deals with a singular discipline, Information Systems, and the identification of the generic attributes applicable to this discipline. It does not attempt to enter the debate on the broader issues of how generic attributes are taught, assessed and developed in the educational sphere. The areas of teaching, learning, assessment and development of generic attributes in higher education are outside the scope of this thesis. This thesis presents an investigation of the extent of coverage of the identified generic attributes within the unit objectives. The generic attributes required from the Information Systems (IS) industry for graduates from IS courses of study were identified and validated using an extensive three round Delphi questionnaire of academics and industry representatives. Academic participants were from several Australian universities that offer IS undergraduate courses of study. Industry representatives were from the Australian Computer Society (ACS) and the Australian Information Industry Association (AIIA) and local Australian IS industry employers that employ the graduates from the participating universities also took part in the survey. The validation process involved two surveys, one in Queensland and a second involving the other Australian states. The significant finding from this survey was that the attribute of working as part of a team in a productive and cooperative manner was rated as the most important. Other significant findings included the high correlation between the Queensland study and the national study in terms of the relative importance of the attributes. Another important finding is that the attribute relating to discipline knowledge was rated as relatively unimportant being ranked 13th out of 29 attributes. The extent of treatment of the attributes within a course of study was identified by means of mapping each of the unit objectives within a course of study against the generic attributes and then plotting this data on a Kiviat chart. The universities used in this study included Queensland University of Technology (QUT), Southern Cross University (SCU), Bond University and Royal Melbourne Institute of Technology(RMIT). A similar mapping was performed for the major curriculum documents IS'97 Model Curriculum and Guidelines for Undergraduate Degree Courses in Information Systems (IS'97), Information Systems-Centric Curriculum (ISCC'99) and the Australian Computer Society Core Body of Knowledge. Comparisons were then made between the curriculum documents and the courses of study in terms of the extent of treatment of the generic attributes. Statistical analysis of the combined data from both the Queensland and Australian studies identified eight underlying factors. These included Team Communications, Information Use, Individual Competencies, IS Knowledge, Professionalism, Project Management, Professional Development and Diversity. Team Communications are associated with the attributes of working as part of a team, oral communications, written communications, interpersonal skills, time management and define problems. Information Use is associated with the attributes of: retrieval, evaluation and use of information, and sensitivity to gender customs and cultures. Individual Competencies are associated with the attributes of: self-motivation, ability to learn independently, reflection on strengths and weaknesses and work independently. IS Knowledge is associated with the attributes of: programming language ability, IS knowledge, reference discipline knowledge and technical competence. Professionalism is associated with the attributes of: ethics, curiosity about technology, continuous learning and intellectual development, embracing change, and professional development. Project Management is associated with the attributes of: analyse and evaluate solutions, understand the profit motive of business, knowledge of business operations and its orientation, quality of solutions and project management skills. Professional Development is associated with the attributes of: research skills and related discipline knowledge. Diversity is associated with the attribute of operate in a diverse environment. An important finding from the mapping processes were that all the documents displayed a similar coverage of the generic attributes. All the graphs showed a strong treatment of IS discipline knowledge. IS'97 showed the strongest coverage of written and oral communications as compared to the other curriculum documents or the courses of study examined. A number of limitations were identified during the study. Some of the more important ones are: * This study identified a significant shortfall in the manner in which the objectives of the units of study that comprise IS courses of study at the tertiary level are written. The study found that the curriculum documents from the USA were often written with a specific number of objectives that often related to the length of the course or the number of times class was held during a week. In Australia the traditional unit has approximately 6-8 objectives. The objectives are often related to the content of the unit rather than what the student should be able to do at the end of the unit, in terms of the attributes identified by the university as being obtained by the students when they complete the course of study. * The lack of direct access to the large mailing list of the industry representative body. * The currency of the unit outline. * The fact that many course unit outlines are written when a course of study is accredited. This means that by the time the course of study is due for re-accreditation, that a long period of time has elapsed. This time period is often five years or more. In the IS discipline this is an extremely long period for any course of study to be accredited; * The emerging and constantly changing employer and IS professional desired attributes of graduates. This is a reflection of the changing nature of the IS environment. The fact that employers and IS professionals judge the quality of a university course based on what the graduates can actually do in the workplace; * There is a large difference between the percentage coverage of the model curriculum documents within the courses offered in the USA where they constitute approximately 30 percent of the total course content. In the Australian context the model curriculum coverage represents approximately 83 percent of the course content; * The study used curriculum documentation and there was no validation from a student perspective of what they learnt or what generic attributes were developed in units they studied; and, * The courses of study used in this research are restricted to the tertiary sector and the current educational offerings of universities in the states of Queensland, New South Wales and Victoria, in Australia. While this may represent the views of the eastern part of the country, they may not be totally representative of the offerings for the country as a whole. One of the most important outputs from this research has been the development of a replicable methodology for determining the extent of coverage of the generic attributes within units and courses in other disciplines. The process would be to identify the relevant curriculum documents for the discipline and the Core Body of Knowledge from the associated professional association. The generic attributes that may have a specific context within the discipline need to be validated using a similar method such as the Delphi technique. Mapping of the generic attributes would then be done and a set of similar graphs produced. This research process meets the third research objective of producing a replicable methodology for mapping the unit objectives against the generic attributes. This study is unique in that it sought the views of both industry and academics of the required generic attribute of graduates from IS courses of study. The study then mapped the generic attributes against the unit objectives to give an indication of the extent of treatment or development during a student's course. In an attempt to increase the response rate to the Delphi study email was used as a medium for data collection. This provided the necessary data for the identification and validation of the importance of the generic attributes in a relatively short period of time as compared to the time that a traditional Delphi study would have taken. The email medium also allowed for the easy follow up of any questions raised during the course of the questionnaires. Delphi studies may now be conducted in a relatively short time frame. This will give the researchers the ability to publish their findings more quickly than other methods of conducting studies using the Delphi method. Individually addressed email, where this was possible, enhanced the response rate and provided the researcher with added anecdotal evidence from comments made in the reply to the survey instrument. The generic attributes need to be developed within the courses of study at the institutions examined in this study. Specifically the wording of objectives needs to reflect not only the content of the material to be covered but also the process through which the student gains that knowledge or competency. The elicitation of the generic attributes is required as part of the unit outline and should clearly demonstrate to students what skills they will be developing within a particular unit. This information is then able to form part of the accreditation submission for institutions seeking accreditation from professional bodies such as the ACS. From the process of gathering information for this study it became clear that the writers of the unit outlines need to have professional development in the writing of the unit objectives to address the inclusion of the generic attributes. The identification of generic attributes needs to be continually reviewed and a follow-up study is suggested to identify any longitudinal trends that may be evolving since this study commenced in 1998. This follow-up is needed because of significant changes in society may suggest that there are new and additional attributes that are now considered to be generic skills. The relationship between the generic attributes identified in this study and the multi-literacies (Millard Sheets Library, 2003. -http://www.otis.edu/library/infolit.htm, Accessed 12 January, 2004) that are now the focus of educators will provide the platform for a follow-up study of the generic attributes agenda.
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Snoke, Robert Lee. "Generic Attributes of Australian Information Systems Graduates: an Empirical Study". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15873/1/Robert_Snoke_Thesis.pdf.

Texto completo da fonte
Resumo:
The need to provide currency in education in terms of the qualities and skills of graduates is a continuous requirement of higher education institutions. Industry expects that graduates from courses of study at universities have the necessary skills and attributes to be able to work in the modern work environment. The generic attribute agenda permeates all areas and sectors of education. Some of the areas of the generic attribute agenda include teaching, learning, assessment and the development of the generic attributes in students. This thesis specifically deals with a singular discipline, Information Systems, and the identification of the generic attributes applicable to this discipline. It does not attempt to enter the debate on the broader issues of how generic attributes are taught, assessed and developed in the educational sphere. The areas of teaching, learning, assessment and development of generic attributes in higher education are outside the scope of this thesis. This thesis presents an investigation of the extent of coverage of the identified generic attributes within the unit objectives. The generic attributes required from the Information Systems (IS) industry for graduates from IS courses of study were identified and validated using an extensive three round Delphi questionnaire of academics and industry representatives. Academic participants were from several Australian universities that offer IS undergraduate courses of study. Industry representatives were from the Australian Computer Society (ACS) and the Australian Information Industry Association (AIIA) and local Australian IS industry employers that employ the graduates from the participating universities also took part in the survey. The validation process involved two surveys, one in Queensland and a second involving the other Australian states. The significant finding from this survey was that the attribute of working as part of a team in a productive and cooperative manner was rated as the most important. Other significant findings included the high correlation between the Queensland study and the national study in terms of the relative importance of the attributes. Another important finding is that the attribute relating to discipline knowledge was rated as relatively unimportant being ranked 13th out of 29 attributes. The extent of treatment of the attributes within a course of study was identified by means of mapping each of the unit objectives within a course of study against the generic attributes and then plotting this data on a Kiviat chart. The universities used in this study included Queensland University of Technology (QUT), Southern Cross University (SCU), Bond University and Royal Melbourne Institute of Technology(RMIT). A similar mapping was performed for the major curriculum documents IS'97 Model Curriculum and Guidelines for Undergraduate Degree Courses in Information Systems (IS'97), Information Systems-Centric Curriculum (ISCC'99) and the Australian Computer Society Core Body of Knowledge. Comparisons were then made between the curriculum documents and the courses of study in terms of the extent of treatment of the generic attributes. Statistical analysis of the combined data from both the Queensland and Australian studies identified eight underlying factors. These included Team Communications, Information Use, Individual Competencies, IS Knowledge, Professionalism, Project Management, Professional Development and Diversity. Team Communications are associated with the attributes of working as part of a team, oral communications, written communications, interpersonal skills, time management and define problems. Information Use is associated with the attributes of: retrieval, evaluation and use of information, and sensitivity to gender customs and cultures. Individual Competencies are associated with the attributes of: self-motivation, ability to learn independently, reflection on strengths and weaknesses and work independently. IS Knowledge is associated with the attributes of: programming language ability, IS knowledge, reference discipline knowledge and technical competence. Professionalism is associated with the attributes of: ethics, curiosity about technology, continuous learning and intellectual development, embracing change, and professional development. Project Management is associated with the attributes of: analyse and evaluate solutions, understand the profit motive of business, knowledge of business operations and its orientation, quality of solutions and project management skills. Professional Development is associated with the attributes of: research skills and related discipline knowledge. Diversity is associated with the attribute of operate in a diverse environment. An important finding from the mapping processes were that all the documents displayed a similar coverage of the generic attributes. All the graphs showed a strong treatment of IS discipline knowledge. IS'97 showed the strongest coverage of written and oral communications as compared to the other curriculum documents or the courses of study examined. A number of limitations were identified during the study. Some of the more important ones are: * This study identified a significant shortfall in the manner in which the objectives of the units of study that comprise IS courses of study at the tertiary level are written. The study found that the curriculum documents from the USA were often written with a specific number of objectives that often related to the length of the course or the number of times class was held during a week. In Australia the traditional unit has approximately 6-8 objectives. The objectives are often related to the content of the unit rather than what the student should be able to do at the end of the unit, in terms of the attributes identified by the university as being obtained by the students when they complete the course of study. * The lack of direct access to the large mailing list of the industry representative body. * The currency of the unit outline. * The fact that many course unit outlines are written when a course of study is accredited. This means that by the time the course of study is due for re-accreditation, that a long period of time has elapsed. This time period is often five years or more. In the IS discipline this is an extremely long period for any course of study to be accredited; * The emerging and constantly changing employer and IS professional desired attributes of graduates. This is a reflection of the changing nature of the IS environment. The fact that employers and IS professionals judge the quality of a university course based on what the graduates can actually do in the workplace; * There is a large difference between the percentage coverage of the model curriculum documents within the courses offered in the USA where they constitute approximately 30 percent of the total course content. In the Australian context the model curriculum coverage represents approximately 83 percent of the course content; * The study used curriculum documentation and there was no validation from a student perspective of what they learnt or what generic attributes were developed in units they studied; and, * The courses of study used in this research are restricted to the tertiary sector and the current educational offerings of universities in the states of Queensland, New South Wales and Victoria, in Australia. While this may represent the views of the eastern part of the country, they may not be totally representative of the offerings for the country as a whole. One of the most important outputs from this research has been the development of a replicable methodology for determining the extent of coverage of the generic attributes within units and courses in other disciplines. The process would be to identify the relevant curriculum documents for the discipline and the Core Body of Knowledge from the associated professional association. The generic attributes that may have a specific context within the discipline need to be validated using a similar method such as the Delphi technique. Mapping of the generic attributes would then be done and a set of similar graphs produced. This research process meets the third research objective of producing a replicable methodology for mapping the unit objectives against the generic attributes. This study is unique in that it sought the views of both industry and academics of the required generic attribute of graduates from IS courses of study. The study then mapped the generic attributes against the unit objectives to give an indication of the extent of treatment or development during a student's course. In an attempt to increase the response rate to the Delphi study email was used as a medium for data collection. This provided the necessary data for the identification and validation of the importance of the generic attributes in a relatively short period of time as compared to the time that a traditional Delphi study would have taken. The email medium also allowed for the easy follow up of any questions raised during the course of the questionnaires. Delphi studies may now be conducted in a relatively short time frame. This will give the researchers the ability to publish their findings more quickly than other methods of conducting studies using the Delphi method. Individually addressed email, where this was possible, enhanced the response rate and provided the researcher with added anecdotal evidence from comments made in the reply to the survey instrument. The generic attributes need to be developed within the courses of study at the institutions examined in this study. Specifically the wording of objectives needs to reflect not only the content of the material to be covered but also the process through which the student gains that knowledge or competency. The elicitation of the generic attributes is required as part of the unit outline and should clearly demonstrate to students what skills they will be developing within a particular unit. This information is then able to form part of the accreditation submission for institutions seeking accreditation from professional bodies such as the ACS. From the process of gathering information for this study it became clear that the writers of the unit outlines need to have professional development in the writing of the unit objectives to address the inclusion of the generic attributes. The identification of generic attributes needs to be continually reviewed and a follow-up study is suggested to identify any longitudinal trends that may be evolving since this study commenced in 1998. This follow-up is needed because of significant changes in society may suggest that there are new and additional attributes that are now considered to be generic skills. The relationship between the generic attributes identified in this study and the multi-literacies (Millard Sheets Library, 2003. -http://www.otis.edu/library/infolit.htm, Accessed 12 January, 2004) that are now the focus of educators will provide the platform for a follow-up study of the generic attributes agenda.
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

Ahlbrecht, Peter. "Impact of mobility on information systems and information system design". [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=973034017.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Mais fontes

Livros sobre o assunto "Information Systems curriculum design"

1

Hollowell, Jason. Moodle as a curriculum and information management system: Beginner's guide. Birmingham, U.K: Packt Pub., 2011.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Farmer, Lesley S. J. Instructional design for librarians and information professionals. New York: Neal-Schuman Publishers, 2011.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Ian, King. CfE advanced higher computing science: Information system design and development. Edinburgh: Heriot-Watt University, 2016.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Middle States Association of Colleges and Schools. Commission on Higher Education. Developing research & communication skills: Guidelines for information literacy in the curriculum. Philadelphia, Pa: Middle States Commission on Higher Education, 2003.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Middle States Commission on Higher Education. Developing research & communication skills: Guidelines for information literacy in the curriculum. Philadelphia, Pa: Middle States Commission on Higher Education, 2003.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

Middle States Association of Colleges and Schools. Commission on Higher Education, ed. Developing research & communication skills: Guidelines for information literacy in the curriculum. Philadelphia, Pa: Middle States Commission on Higher Education, 2003.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
7

Middle States Commission on Higher Education. Developing research & communication skills: Guidelines for information literacy in the curriculum. Philadelphia, Pa: Middle States Commission on Higher Education, 2003.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

Middle States Commission on Higher Education. Developing research & communication skills: Guidelines for information literacy in the curriculum. Philadelphia, Pa: Middle States Commission on Higher Education, 2003.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Taratukhin, Victor, Mikhail Matveev, Jörg Becker e Yury Kupriyanov, eds. Information Systems and Design. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95494-9.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

Kovalenko, Vladimir. Design of information systems. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/987869.

Texto completo da fonte
Resumo:
The tutorial discusses the design features of information systems (is) involved in the implementation of CALS technologies: MRP/MRPII/ERP systems, e-Commerce systems (B2B), supply chain management (SCM), customer relationship management (CRM), and decision support systems (OLAP). The issues of choosing the design technology, software tools for project development, building functional and information models in the environment of Business Studio, MS Visio, Elma, AllFusion Modeling Suite and Oracle Designer 10g, as well as the development of technical and operational documentation are highlighted. The characteristics of CASE technologies and their implementation in the Oracle Designer 10g environment are considered. A comparative analysis of the standards of the organization of the life cycle of creating and using IP, practical recommendations for the development of standard profiles, examples of the development of an IP project based on a cascading model of the life cycle, including using a process approach in the management and automation of processes. The models of the client — server architecture and the structure of cloud computing are considered. Modern approaches to the selection of ready-made is and their implementation in automated enterprises are studied in detail. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for students (bachelors and specialists) and masters of higher educational institutions studying in the direction of "Applied Informatics". It is also recommended for teachers and specialists working in the field of information technology.
Estilos ABNT, Harvard, Vancouver, APA, etc.
Mais fontes

Capítulos de livros sobre o assunto "Information Systems curriculum design"

1

Vaquero, Javier, Carlos Toro, Juantxu Martín e Andoni Aregita. "Semantic Enhancement of the Course Curriculum Design Process". In Knowledge-Based and Intelligent Information and Engineering Systems, 269–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04595-0_33.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Schagaev, Igor, Elisabeth Bacon e Nicholas Ioannides. "An Approach to Curriculum Design for Computer Science". In Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 493–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_63.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Carlsson, Sven, Jonas Hedman e Odd Steen. "Model Curriculum for a Bachelor of Science Program in Business Information Systems Design (BISD 2007): Organisational Impacts". In Information Systems Development, 781–93. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-78578-3_15.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Ling, Thong Chee, Yusmadi Yah Jusoh, Rusli Adbullah e Nor Hayati Alwi. "Users’ Verification of Information System Curriculum Design Model". In Recent Trends in Information and Communication Technology, 824–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59427-9_85.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Yuan, Guangjun, Jiyuan Sun, Zhenjun Lei e Yang Lu. "Probe on Curriculum Design of Electronic Circuit Based on Multisim14.0". In Application of Intelligent Systems in Multi-modal Information Analytics, 49–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51556-0_8.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

Dennehy, Denis, Kieran Conboy, Jaganath Babu, Johannes Schneider, Joshua Handali, Jan vom Brocke, Benedikt Hoffmeister e Armin Stein. "Adopting Learning Analytics to Inform Postgraduate Curriculum Design". In Re-imagining Diffusion and Adoption of Information Technology and Systems: A Continuing Conversation, 218–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64849-7_20.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
7

Wang, Pengwen, Yanan Hu e Jiaofei Huo. "Curriculum Reform and Practice of “UI Interface Design” Based on “Information Visualization”". In Advances in Intelligent Systems and Computing, 3–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69999-4_1.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

Wang, Jian. "Research and Design of the Curriculum System of Information Management and Information System Major". In Proceedings of the 2022 7th International Conference on Modern Management and Education Technology (MMET 2022), 355–61. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-51-0_50.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Cheng, Yi, Haoyun Wang e Yu Wang. "The Curriculum Design of College Spoken English Based on AI Spoken English Evaluation System". In Communications in Computer and Information Science, 418–25. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9492-2_35.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

Padayachee, Keshnee, e Grant Royd Howard. "A Combined Competency-Based and Design-Based Research (DBR) Approach to Curriculum Development: Implications for Information Technology (IT) Programs". In Lecture Notes in Networks and Systems, 223–40. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-62273-1_16.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.

Trabalhos de conferências sobre o assunto "Information Systems curriculum design"

1

Ling, Thong Chee, Yusmadi Yah Jusoh, Rusli Abdullah e Nor Hayati Alwi. "User evaluation on curriculum design information system". In 2014 International Conference on Information Technology and Multimedia (ICIMU). IEEE, 2014. http://dx.doi.org/10.1109/icimu.2014.7066629.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Gottipati, Swapna, Kyong Jin Shim e Subhajit Datta. "Career Track Based Capstone Course Design for Information Systems Curriculum". In 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2023. http://dx.doi.org/10.1109/educon54358.2023.10125198.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Tumanova, A. V., e N. V. Putilova. "CURRICULUM DESIGN AUTOMATION TAKING INTO ACCOUNT OCCUPATIONAL STANDARDS". In PROCESSING, TRANSMISSION AND PROTECTION OF INFORMATION IN COMPUTER SYSTEMS. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1452-3-2020-1-103-107.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Li, Haiyu, Chunhua Zhang, Xiaohua Song e Nan Zheng. "Cognition and Practice about Curriculum Teaching Design". In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.45.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Gorgone, John, e Vijay Kanabar. "Masters in Information Systems: A Web-Centric Model Curriculum". In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2487.

Texto completo da fonte
Resumo:
Web Technology has changed conventional Information Systems (IS) and conventional Information Technology (IT) as we know it. There is no doubt that Web technology will provide the foundation for most future software systems. IS curriculum therefore needs to be brought up to date to reflect this reality. In this paper we update our earlier research leading to the design of a graduate model curriculum for Information Systems and describe a generic web-centric Information Systems Masters curriculum model. It is strong on web-technology and its goal is to produce students who are comfortable with both today's technology and technology of the future. Universities and colleges can adapt this curriculum model to design a new Masters in IS curriculum or simply to bring up to date any existing IS/IT curriculum. The model suggests new core concentration courses, and concentration electives.
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

Gwilliam, Thomas J., Salem T. Keleta, Maggie D. Salomonsky, Vinay V. Vangala, Mia E. Varghese, Matthew W. Burkett e William T. Scherer. "The Current State and Future Needs of Systems Engineering Education: A Proposed Curriculum *". In 2023 Systems and Information Engineering Design Symposium (SIEDS). IEEE, 2023. http://dx.doi.org/10.1109/sieds58326.2023.10137808.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
7

Deshmukh, Anand P., Marlon E. Mitchell e James T. Allison. "Integrating Model-Based Design and Physical Design Evaluation for Improved Design Education". In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59299.

Texto completo da fonte
Resumo:
This article presents the development, deployment, and assessment of a hands-on curriculum module for a senior-level course in component design at the Industrial and Enterprise Systems Engineering department at the University of Illinois at Urbana-Champaign. In this course students learn how to design engineering systems using gears, bearings, springs, steel structures, and other components. The course has traditionally included a semester group project where students apply their component design knowledge to a realistic design application, helping to further solidify and integrate their design knowledge. In recent years the project has centered on the design of a trailing arm automotive suspension system with components that interact in complicated ways. Students are expected to follow a rigorous engineering design process and support their design decisions with thorough engineering analysis. Until recently this project was limited to virtual analyses and design solutions; the connection between these design solutions and physical realization was an obvious gap in the project experience. This project was revised to incorporate a targeted hands-on curriculum module, which was introduced in fall 2014. Objectives of this module include helping students gain experience with the ‘media’ of engineering design, and to help students connect analytical and simulation-based studies with the corresponding physical system. The implemented module is a two-part activity in which students design a suspension system using model-based design techniques (in Matlab), followed by physical testing and further analysis using a specially built physically reconfigurable suspension testbed. This testbed allows students to test unique designs rapidly, observe real-time dynamic system performance, and to analyze the difference between simulated and physical test results. Through this activity we gauge students’ attitudes towards traditional theoretical and paper-based design activities versus the hands-on module. We also work to answer the question: “to what extent does a project-based curriculum module influence student experiences and conceptual understanding of engineering design?” through systematic student surveys designed around this new hands-on curriculum module.
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

OU, QIBIAO, JING ZHAO, MIAO XIN, YU ZHANG e WEI HE. "DESIGN AND IMPLEMENTATION OF EMBEDDED SPECIALTY CURRICULUM SYSTEM BASED ON DESIGN THINKING". In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35988.

Texto completo da fonte
Resumo:
Abstract. In this paper, the curriculum system of embedded specialty in higher vocational colleges is designed by the “five-step” method of design thinking. Based on a thorough investigation of the market demand for embedded talents and the software and hardware platforms adopted by embedded developers, combined with the characteristics of higher vocational education and the professional foundation of Higher Vocational students, this paper puts forward that STM32 platform should be used as the basis of learning fragmentation of STM32 in the teaching of embedded specialty in higher vocational colleges. Through learning each module of STM32, we can master CAD, sensor technology, wireless control technology and bus technology. The implementation results were evaluated by the “three-evaluation” method—rationality, feasibility and survivability. The evaluation results show that after the implementation of the design thinking in the professional curriculum design, the students' professional counterpart rate has been greatly increased, and the students' award-winning coverage in the professional skills competition has exceeded 25%, and the overall teaching quality has been significantly improved.
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Kim, Charles, e Joseph Tranquillo. "An Inductive Approach to Teaching Interdisciplinary Design Outside of the Curriculum". In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34465.

Texto completo da fonte
Resumo:
The KEEN Winter Interdisciplinary Design Experience (K-WIDE) is an immersive co-curricular program that exposes students to authentic open-ended design inductively. K-WIDE occurs outside of the curriculum and does not bear any credit. Students do not receive any pay for the program, and their only motivation is to learn about design. We believe that our pedagogical approach which immerses students in intensive design, provides opportunities to learn and apply hands-on skills, and encourages critical reflection is effective in leading participants to become global systems thinkers. Students gain important skills in looking at problems from a wide range of perspectives to consider the societal impact of potential solutions while also being conversant in technical engineering to ensure the viability of a concept. In this paper we present the general pedagogical approach and provide some examples of the effect the program is having on students.
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

Siddique, Zahed, Amy Bradshaw, Patricia Hardre´ e Farrokh Mistree. "Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies". In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48258.

Texto completo da fonte
Resumo:
The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide targeted scaffolding and support for engineering students to develop competencies, then mapping the competencies at course, course sequence, and curriculum levels, for systemic development of competencies at higher order cognition. We illustrate the hierarchical approach for the design of a three-course sequence around the Formula Society of Automotive Engineers (FSAE) Racing team at University of Oklahoma, Norman, to foster meaningful learning, innovation, systems-level thinking, and the attainment of career-sustaining skills through authentic experiences. With a view to stimulating discussion, in this paper we highlight some of the salient features of our plan and some issues that warrant further investigation.
Estilos ABNT, Harvard, Vancouver, APA, etc.

Relatórios de organizações sobre o assunto "Information Systems curriculum design"

1

O’Brien, Thomas, e Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, novembro de 2021. http://dx.doi.org/10.31979/mti.2021.2067.

Texto completo da fonte
Resumo:
As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Pillay, Hitendra, e Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.

Texto completo da fonte
Resumo:
Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult to change the system. However, as the world transitions from industrial revolution to information revolution and now to knowledge economy, the foundational education sector has been confronted with several simultaneous challenges. The monograph reviews and analyses how these challenges may be supported in a system that is reliant on traditional rigid time frames and confronted by complex external pressures that are blurring the boundaries of the school education landscape. It is apparent that doing more of the same may not provide the necessary solutions. There is a need to explore new opportunities for reforming the school education space, including system structures, human resources, curriculum designs, and delivery strategies. This analytical work critiques current practices to encourage K-12 educators recognize the need to evolve and embrace disruptions in a culture that tends to be wary of change. The key considerations identified through this analytical work is presented as a set of recommendations captured under four broad areas commonly used in school improvement literature
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Thomson, Sue, Nicole Wernert, Sima Rodrigues e Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, dezembro de 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

Texto completo da fonte
Resumo:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Ferris, Jennifer. The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.1622.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Roussopoulos, Nick, Timos Sellis, Leo Mark e Christos Faloutsos. Design Issues For High Performance Engineering Information Systems. Fort Belvoir, VA: Defense Technical Information Center, abril de 1992. http://dx.doi.org/10.21236/ada264839.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

CORPS OF ENGINEERS WASHINGTON DC. Engineering and Design: Information Systems Design in Support of Military Construction. Fort Belvoir, VA: Defense Technical Information Center, abril de 1992. http://dx.doi.org/10.21236/ada404012.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
7

Flach, John, e Golbert G. Kuperman. Victory by Design: War, Information, and Cognitive Systems Engineering. Fort Belvoir, VA: Defense Technical Information Center, fevereiro de 1998. http://dx.doi.org/10.21236/ada358305.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

Tusiime, Hilary Mukwenda, e Nahom Eyasu Alemu. Embracing E-Learning in Public Universities in Ethiopia and Uganda. Mary Lou Fulton Teachers College, dezembro de 2023. http://dx.doi.org/10.14507/mcf-eli.j2.

Texto completo da fonte
Resumo:
Most of Higher Education Institutions (HEIs) in Ethiopia and Uganda are adopting e-learning to increased demand for, and to widen access to higher education. However, e-learning has not yet been fully embraced. Adoption of e-learning technologies in many universities in Ethiopia and Uganda is still ad hoc; and efforts towards full utilization of e-learning in HEIs are still undermined by many factors. This study has been conducted to explore institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes. Guided by explanatory-sequential mixed design, data were collected from 765 participants using key informant interviews(KII), survey questionnaire, and documentary review methods. The study findings revealed that glitches from policy agents, mandate, purpose, publics, effectiveness, fairness, desirability, and affordability of the eLearning policies; as well as responsiveness and policy sustainability were the most critical institutional challenges to implementation of online academic programmes at Gondar and Makerere University. The study also revealed that provision of appropriate student support services, setting realistic assignments, emphasizing staff self-direction, having effective attendance policy, sharing of learning/information materials, professional development, technological, and maintenance of effective communication with students, and maintaining social presence were the key eLearning policy strategies used in implementation of online academic programmes at Makerere University. The study results further revealed that widening access to online programmes, mobilisation of adequate financial resources, engaging in national wide policy reforms, organisational restructuring, employment of adequate qualified staff, curriculum reform and entrenching online courses in the university system are key policy reforms required to embrace implementation of all-inclusive online academic programmes. Hence, it was recommended that something had to be done to: overcome institutional policy challenges; improve eLearning policy strategies used; and to effect inevitable policy reforms required to embrace implementation of all-inclusive online academic programmes at Gondar and Makerere University.
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Furbo, Simon, Weiqiang Kong e Jianhua Fan. Simulation and design of collector array units within large systems. IEA SHC Task 55, outubro de 2019. http://dx.doi.org/10.18777/ieashc-task55-2019-0003.

Texto completo da fonte
Resumo:
Investigation of measured long-term field performance in relation to standardized collector test information and tools/models for annual performance prediction at different operating conditions and field designs.
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

Navathe, Shamkant B. A Knowledge-Based Approach to Integrating and Querying Distributed Information Systems Heterogeneous Intelligent Processing for Engineering Design (HIPED). Fort Belvoir, VA: Defense Technical Information Center, agosto de 1997. http://dx.doi.org/10.21236/ada341697.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Você também pode estar interessado nas extensas listas de trabalhos sobre o assunto "Information Systems curriculum design":
Artigos de revistas Teses / dissertações Livros
Oferecemos descontos em todos os planos premium para autores cujas obras estão incluídas em seleções literárias temáticas. Contate-nos para obter um código promocional único!

Vá para a bibliografia