scholarly journals Teaching video editing and motion graphics with Photoshop

2017 ◽  
Vol 13 (3) ◽  
pp. 17-24
Author(s):  
David Horowitz
Keyword(s):  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Learning Experience ◽  
Video Editing ◽  
Motion Graphics ◽  
Course Content ◽  
University Marketing ◽  
Adobe Photoshop ◽  
Teaching Video ◽  
Marketing Educators

The purpose of this paper is to examine the relationship between teaching video editing and motion graphics skills and concepts with Adobe Photoshop in a university marketing course and teaching effectiveness. Video editing and motion graphics skills and concepts were taught in a 16-week semester upper division marketing course using Adobe Photoshop. The student evaluation of teaching effectiveness data of this 16-week semester course was analyzed. The results from this analysis suggests students found learning video editing and motion graphics skills and concepts with Photoshop to be a positive learning experience. Marketing educators can teach video editing and motion graphics skills and concepts with Photoshop by following the 16-week semester course outline presented in this paper. This 16-week semester course outline contains the weekly topics and teaching materials that were used to teach the 16-week semester upper division marketing course. Finally, three sections of a master syllabus for this course, the course description, course learning outcomes, and course content are provided to help marketing educators develop and teach a similar course at their institution.

Web-Based and Interactive E-Learning Framework for Supporting Mechanical Education Systems

2006 ◽  
Author(s):  
Khaled A. Mohamed
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Student Evaluation ◽  
Learning Experience ◽  
Physical Models ◽  
Internet Technology ◽  
The Internet ◽  
Full Time ◽  
Course Content ◽  
Cad Cam

This paper presented a framework for an e-based mechanical engineering course learning. It utilizes the Internet technology and standards to communicate between the educator and students in an interactive matter. It discusses a novel way of delivering course content for students over the Internet. Using the developed framework, the instructor can set up his/her online course materials and resources, manage class student groups, and administrate student evaluation. It may be used on-site by full time students to establish an efficient interaction between the student, course content and instructor. It also offers online courses that make education accessible to distance learning students. The new system utilizes Internet technology to demonstrate class material using text, images, sound, video, 3D images and visualization, and even simulates the 3D and physical models according to the class requirements. This research also introduces a model for randomly generating exam to help the user practice taking the exam. The practice exam is graded instantly and reported to the user through web. It also provides a model for collaborative learning environments and synchronizing. Using the developed framework improves the way engineering students can understand mechanical engineering principals. It also relaxes the geographical boundaries between the students and the instructor without significantly changing the quality of learning experience. We introduce a case study and developed system implementation for CAD/CAM learning principals and Integration.

scholarly journals Lessons Learned from Research on Student Evaluation of Teaching in Higher Education

2021 ◽  
pp. 237-256
Author(s):  
Bob Uttl
Keyword(s):  
Higher Education ◽  
Effective Teaching ◽  
Teaching Effectiveness ◽  
Student Evaluation ◽  
High Stakes ◽  
Student Evaluation Of Teaching ◽  
Knowledge Class ◽  
Teaching Awards ◽  
Student Preference ◽  
Evaluation Of Teaching

AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.

The Impact of a Learning Management System on Student Evaluation of Teaching

2015 ◽  
pp. 425-448
Author(s):  
Mehrak Rahimi
Keyword(s):  
Management System ◽  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Learning Management System ◽  
Teaching Style ◽  
Teacher Educator ◽  
Course Materials ◽  
Academic Activities ◽  
Learning Management ◽  
The Impact

In this chapter the impact of using a learning management system on pre-service and in-service teachers' evaluation of a teacher educator in a teacher training university was compared. Two groups of students participated in the study and for one semester experienced a blended learning where the extension of academic activities of the course Materials Evaluation and Syllabus Design was presented via a learning management system online. At the end of the course both groups' evaluation of the instructor's teaching was compared in two aspects: teaching style and student-teacher interaction. The result showed that there was a significant difference between two groups' evaluation of the educator. Pre-service teachers were found to have higher attitudes towards teaching effectiveness and they were more satisfied with both teachers' teaching style and social behavior.

scholarly journals New Weighted Clustering Approach to Map and Prioritise Learning Knowledge Objects towards Learning Approaches

2016 ◽  
Vol 11 (06) ◽  
pp. 28
Author(s):  
Sai Sabitha ◽  
Deepti Mehrotra ◽  
Abhay Bansal
Keyword(s):  
Management System ◽  
Learning Experience ◽  
Learning Management System ◽  
Feature Space ◽  
Learning Objects ◽  
Learning Approaches ◽  
Course Content ◽  
E Learning ◽  
Knowledge Objects ◽  
Learning Management

To have a unique learning experience and a high learning impact, diverse courses should be incorporated in e-Learning. Learning Management System, a tool in e-Learning manages and delivers content to users. Learning Objects (LO), the course content is the fundamental unit of Learning Management System. Knowledge Object of Knowledge Management System can also be a viable resource in technology supported learning. A learning scenario for a given learner has to be identified. The course content (LO) has to match their learning skills. Data mining techniques can be widely used to find similar objects and K-Mean clustering technique can be used to produce more consistent clusters. The clusters can have strong and similar concepts of Learning Knowledge Objects. A new algorithm, a weighted cosine distance that gives real-valued distances between instances which further modifies the structure of the feature space is used for prioritising objects in clusters. These objects can be further mapped to learning approaches of the users. An experiment is conducted by using Learning and Knowledge Objects to understand the effectiveness of the weighted measure, thereby a personalized holistic learning environment is provided to the learners.

The effect of insufficient effort responding on the validity of student evaluation of teaching

2019 ◽  
Vol 11 (3) ◽  
pp. 604-615
Author(s):  
Mahmoud AlQuraan
Keyword(s):  
Higher Education ◽  
Construct Validity ◽  
Teaching Effectiveness ◽  
Detection Method ◽  
Student Evaluation ◽  
Principal Component ◽  
Data Sets ◽  
Factorial Validity ◽  
Content Type ◽  
Before And After

Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitioners in industrial and organizational psychology (Liu et al., 2013), the results of this study strongly suggest that higher education administrations should give the necessary attention to IER responses, as SET results are used in making critical decisions Practical implications The results of the current study recommend universities to carefully design online SET surveys, and provide the students with clear instructions in order to minimize students’ engagement in IER. Moreover, since SET results are used in making critical decisions, higher education administrations should give the necessary attention to IER by examining the IERs rate in their data sets and its consequences on the data quality. Originality/value Reviewing the related literature shows that this is the first study that investigates the effect of IER on construct validity of SET in higher education using an IRT-based detection method.

scholarly journals Comparing Conventional, Hybrid, and Distance Learning Courses in Horticulture

2016 ◽  
Vol 26 (5) ◽  
pp. 677-682
Author(s):  
William J. Sciarappa ◽  
Vivian Quinn ◽  
Daniel L. Ward
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Student Evaluation ◽  
Online Version ◽  
Conventional Instruction ◽  
Course Content ◽  
Conventional Curriculum ◽  
Significant Difference ◽  
Hybrid Format ◽  
Online Format

In a conventional sophomore level course entitled “Organic Farming and Gardening,” 114 undergraduate students registered from years 2007 to 2009. Due to high demand and insufficient classroom space, this conventional curriculum was reformatted with identical course content into both a hybrid and a fully online version in which 361 students registered from years 2010 to 2012 and 336 students from 2013 to 2015. In comparing conventional instruction with hybrid and fully online versions over a 9-year period, few significant differences were found in final grades involving 811 students. Final class grade averages of these three learning systems ranged from 85.5% to 89.6% over their first 3-year spans. Over their 6-year span, the conventional class average of 89.6% was higher compared with 88.3% for the hybrid format and 86.8% for the online format. Student evaluation surveys assessed faculty performance with eight evaluative questions on a 1 to 5 scale from years 2012 to 2014. No significant difference existed between teaching in person vs. remotely, averaging 4.35 for the hybrid and 4.17 for the online. An additional eight questions measured educational methodology, technology, student confidence, and class satisfaction. There were no significant differences in comparing the combined averages of 4.12 for the hybrid format and 4.00 for the online version. Student responses indicated a significant preference overall for hybrid and online course formats compared with conventional methods. Registration numbers indicated an overwhelming choice for online education with an average class enrollment of 91.0 students compared with 38.0 students for conventional classes and 25.2 students for the hybrid format.

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