Online Learning for the Real World

2003 ◽  
pp. 159-176
Author(s):  
Bridget Khursheed
Keyword(s):  
Continuing Education ◽  
Real World ◽  
Evaluation Process ◽  
Virtual Classroom ◽  
Usability Evaluation ◽  
Online Course ◽  
Course Development ◽  
The Real ◽  
University Of Oxford ◽  
The University

This chapter examines usability evaluation in the context of the Diploma in Computing via the Internet offered by the University of Oxford Department for Continuing Education and, to some extent, its on-site course partner. This ongoing online course is aimed at adult non-university (the “real world” of the chapter title) students. The chapter follows the usability evaluation process through the life cycle of course development, delivery and maintenance, analysing the requirements and actions of each stage and how they were implemented in the course. It also discusses how pedagogical evaluation must be considered as part of this process, as well as the more obvious software considerations, and how this was achieved within the course. Finally it draws some conclusions concerning the enhancements to course usability of the virtual classroom and how this atypical evaluation material can and should be integrated into an overall usability evaluation picture.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2019 ◽  
pp. 250-297
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2021 ◽  
pp. 554-598
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

Preparing business graduates for the “real” world – the role of the university

2000 ◽  
Vol 15 (7) ◽  
pp. 356-369 ◽  
Author(s):  
Carol A. McKeen ◽  
Merridee L. Bujaki ◽  
Ronald J. Burke
Keyword(s):  
Real World ◽  
The Real ◽  
Business Graduates ◽  
The University

scholarly journals Enquiry-Based Learning Online: Course Development and Student Experience of a First-Year Enquiry-Based Learning Seminar

2017 ◽  
Vol 10 ◽  
pp. 129-142
Author(s):  
Jacqueline Murray ◽  
Nathan John Lachowsky ◽  
Natalie Green
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Online Course ◽  
First Year ◽  
Course Development ◽  
Online Distance Education ◽  
Online Course Development ◽  
Online Distance ◽  
The University ◽  
First Year Seminar

Online courses are increasing in popularity while universities are using first-year seminars to address the challenges of large impersonal classes, lack of student engagement, and increased skills development. Could the learning experience and benefits of an in-person first-year seminar be achieved through an online distance education (DE) format? How would students’ experience benefit from an online DE first-year seminar? At the University of Guelph, an online interdisciplinary first-year seminar was developed and offered four times. This essay includes reflections from the faculty instructor and educational developer who co-designed the course, results from pre- and post-course surveys completed by students, and interviews conducted with students.

scholarly journals Sistem Informasi Promosi Kampus Bina Darma Menggunakan Augmented Reality Berbasis Android

2017 ◽  
Author(s):  
Rahmat Illahi ◽  
Leon Andretti Abdillah
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
The Real ◽  
Goods And Services ◽  
New Students ◽  
Augmented Reality Technology ◽  
Promotion Process ◽  
The University ◽  
The City ◽  
Potential Customers

Promotions provide explanations and convince potential customers about goods and services with the aim to gain attention, educate, remind and convince potential customers. In the process can be done through various facilitators such as brochures or by utilizing a technology, such as Augmented Reality technology. Augmented reality is a variation of a virtual environment or more commonly called Virtual Reality (VR). VR technology really keeps users immersed in a synthetic environment. When the user is immersed in the environment, the user cannot see the unreal world. In contrast, with AR technology the user can see the real world, with virtual objects being added to the real world. Bina Darma University is one of the universities in the city of Palembang that run educational activities. In the process of promoting new students admission, Bina Darma University using brochures and installing banners. The thing that supports the improvement of the promotion process is the ease of prospective new students obtained information about facilities and facilities at the university. Therefore, a facilitator should be required to introduce the Campus of Bina Darma University of Palembang and all the facilities available.

A Free and Ordered Space: The Real World of the University

1989 ◽  
Vol 29 (3) ◽  
pp. 507
Author(s):  
Mary Ann Dzuback ◽  
A. Bartlett Giamatti
Keyword(s):  
Real World ◽  
The Real ◽  
Ordered Space ◽  
The University

The SOAR Strategies for Online Academic Research

2016 ◽  
pp. 68-104
Author(s):  
Carolyn Harper Knox ◽  
Lynne Anderson-Inman ◽  
Fatima E. Terrazas-Arellanes ◽  
Emily Deanne Walden ◽  
Bridget Hildreth
Keyword(s):  
Middle School ◽  
Real World ◽  
Academic Research ◽  
Advanced Technology ◽  
Students With Learning Disabilities ◽  
School Students ◽  
The Real ◽  
Instructional Needs ◽  
Conducting Research ◽  
The University

Students often struggle when conducting research online, an essential skill for meeting the Common Core State Standards and for success in the real world. To meet this instructional challenge, researchers at the University of Oregon's Center for Advanced Technology in Education (CATE) developed, tested, and refined nine SOAR Strategies for Online Academic Research. These strategies are aligned with well-established, research-based principles for teaching all students, with particular attention to the instructional needs of students with learning disabilities. To support effective instruction of the SOAR Strategies, researchers at CATE developed a multimedia website of instructional modules called the SOAR Toolkit. This chapter highlights the real world importance of teaching middle school students to conduct effective online research. In addition, it describes the theoretical and historical foundations of the SOAR Strategies, instructional features of the SOAR Toolkit, and research results from classroom implementations at the middle school level.

scholarly journals Teaching pervasive skills to South African accounting students

2019 ◽  
Vol 18 (1) ◽  
pp. 53-79 ◽  
Author(s):  
K Barac ◽  
L Du Plessis
Keyword(s):  
South African ◽  
Real World ◽  
Teaching Methods ◽  
Competency Framework ◽  
Accounting Students ◽  
The Real ◽  
South African Institute ◽  
South African Universities ◽  
The University ◽  
Chartered Accountants

Professional accountants need to retain and maintain a broad skills set. In response to this need, the South African Institute of Chartered Accountants (SAICA) emphasises the mastering of pervasive skills in its competency framework and expects South African universities offering its accredited programmes to produce graduates able to demonstrate such skills at acceptable levels of competence upon entry into the workplace. This study investigates the manner in which SAICA-accredited South African universities offer and teach pervasive skills, and attempts to determine whether heads of departments have identified the teaching of these skills as being the responsibility of the university, or not. These views were solicited through an e-mailed questionnaire. The study found that although the development of pervasive skills is an outcome largely included in these accredited undergraduate programmes, their presentation and integration into the courses vary considerably, and more integration of pervasive skills into course majors should be considered. Teaching methods and practices followed by the universities show significant diversity, and this result corresponds with those reported elsewhere in the literature. It is a concern that there is only limited use of research-based projects in these undergraduate programmes. An interesting finding of the study was that heads of departments perceive the acquisition of some pervasive skills to be best achieved in the real-world, practical workplace, rather than in the theoretical confines of the universities’ lectures and tutorials.

scholarly journals Service Learning in Human Service Classes

2016 ◽  
Vol 4 (3) ◽  
pp. 33-39
Author(s):  
Baomei Zhao
Keyword(s):  
Service Learning ◽  
Real World ◽  
Human Service ◽  
Ecological Model ◽  
The United States ◽  
Academic Disciplines ◽  
The Real ◽  
Service Project ◽  
Service Learning Projects ◽  
The University

Service Learning is a form of application learning that applies what the students learned in the classroom to the real world in the context of a community service project. In recent years, Service Learning has been included in many academic disciplines throughout the United States. Most often these service-learning activities need students to use more than what they learned in the classroom to apply critical thinking on the real world cases. This requires the faculty to work on establishing community relationships to develop service-learning projects for relevant courses, site deputies to work closely with the professor and students, and students’ passion to apply theory to practice. This paper used the Ecological Model and demonstrates Service Learning designs for four human service classes at The University of Akron to help students’ success.

scholarly journals Technical validation of real-world monitoring of gait: a multicentric observational study

BMJ Open ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. e050785
Author(s):  
Claudia Mazzà ◽  
Lisa Alcock ◽  
Kamiar Aminian ◽  
Clemens Becker ◽  
Stefano Bertuletti ◽  
...  
Keyword(s):  
Real World ◽  
Functional Performance ◽  
Proximal Femoral Fracture ◽  
Chronic Obstructive ◽  
The European Union ◽  
Patient Acceptability ◽  
Obstructive Pulmonary Disease ◽  
The Real ◽  
Technical Validation ◽  
The University

IntroductionExisting mobility endpoints based on functional performance, physical assessments and patient self-reporting are often affected by lack of sensitivity, limiting their utility in clinical practice. Wearable devices including inertial measurement units (IMUs) can overcome these limitations by quantifying digital mobility outcomes (DMOs) both during supervised structured assessments and in real-world conditions. The validity of IMU-based methods in the real-world, however, is still limited in patient populations. Rigorous validation procedures should cover the device metrological verification, the validation of the algorithms for the DMOs computation specifically for the population of interest and in daily life situations, and the users’ perspective on the device.Methods and analysisThis protocol was designed to establish the technical validity and patient acceptability of the approach used to quantify digital mobility in the real world by Mobilise-D, a consortium funded by the European Union (EU) as part of the Innovative Medicine Initiative, aiming at fostering regulatory approval and clinical adoption of DMOs.After defining the procedures for the metrological verification of an IMU-based device, the experimental procedures for the validation of algorithms used to calculate the DMOs are presented. These include laboratory and real-world assessment in 120 participants from five groups: healthy older adults; chronic obstructive pulmonary disease, Parkinson’s disease, multiple sclerosis, proximal femoral fracture and congestive heart failure. DMOs extracted from the monitoring device will be compared with those from different reference systems, chosen according to the contexts of observation. Questionnaires and interviews will evaluate the users’ perspective on the deployed technology and relevance of the mobility assessment.Ethics and disseminationThe study has been granted ethics approval by the centre’s committees (London—Bloomsbury Research Ethics committee; Helsinki Committee, Tel Aviv Sourasky Medical Centre; Medical Faculties of The University of Tübingen and of the University of Kiel). Data and algorithms will be made publicly available.Trial registration numberISRCTN (12246987).

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