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Online courseware development in Public Universities in Uganda: The Precepts of Active, Passive and Exclusive Participation 10th

Online Courseware Development in Public Universities in Ugan...

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10th European-Alliance-for-Innovation (EAI) International Conference on E-Infrastructure and E-Services for Developing Countries (AFRICOMM)

作者： Oyo, Benedict Maiga, Gilbert Muyinda, Paul Birevu Gulu Univ Dept Comp Sci Gulu Uganda Makerere Univ Dept Informat Technol Kampala Uganda Makerere Univ Dept Open & Distance Learning Kampala Uganda

ISBN: (纸本)9783030160425;9783030160418

Irrespective of the maturity or infancy of e-learning adoption in a university, the academic staff always have varying levels of commitment to online courseware development and delivery. Some will be actively engaged, some will be passively involved while others will remain ignorant about online courses' issues. This paper investigates trends in online courseware development in Uganda and classifies emerging participation levels into three, namely active, passive and exclusive engagement. The latter clustering followed a survey of 120 academic staff from six public universities in Uganda, with general findings indicating low participation of instructors in courseware development. For instance, whereas 60% of the respondents had been trained in the use of authoring tools, only about a half of them had continued to use these tools for courseware development. Essentially, the survey revealed that the variation in courseware development engagement is caused by both the individual and institutional strengths (active case) and weaknesses (passive and exclusive scenarios). As such, institutional support strategies for improvement in courseware development for each of these three categories are explored and discussed. Future researchers are encouraged to test the developed institutional support strategies in their e-learning or blended learning practice.

关键词： E-learning Blended learning courseware development University education

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Management and selection of visual metaphors for courseware development in web based learning

Management and selection of visual metaphors for courseware ...

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IEEE Conference on Cybernetics and Intelligent Systems

作者： Ramadoss, B. Balasundaram, S. R. Natl Inst Technol Dept Comp Applicat Tiruchirappalli 620015 India

ISBN: (纸本)9781424400225

Metaphors are widely seen in the user interfaces of today's web based applications. Some of the major features of metaphors are their ability to organize information related to any concept and to provide better understanding of the information. The traditional teaching and learning activities of educational systems have enjoyed the benefits of metaphors in several ways. This includes representing metaphors in various forms such as text, graphics, animated images etc. One of the challenges for Web Based Learning (WBL) courseware developer is to design the appropriate metaphors relevant to the context of information presented in the courseware. This paper focuses on the method of selecting one or more metaphors constructed already by the courseware developers that will help in understanding as well as learning the characteristics needed for the WBL courseware development. The selected metaphors can be considered as guideline objects, from which the desirable characteristics can be applied or recommended for the new metaphors to be defined. To decide upon the candidate metaphors, the repertory grid analysis is proposed.

关键词： courseware development visual metaphors recommender system repertory grid web based learning

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Open educational resources (OERs) and courseware development in dual-mode universities in Nigeria

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND development 2021年第3期69卷 1811-1833页

作者： Ofoegbu, Onyema Theresa Asogwa, Uche Donatus Ogbonna, Chimaobi Samuel Univ Nigeria Dept Arts Educ Educ Technol Unit Nsukka Nigeria

With increased emphasis on accessibility and quality education in tertiary institutions, open and distance learning (ODL) is occupying the center stage in Nigeria. Open educational resources (OERs) is becoming a valuable alternative to improving access to high-quality educational content released under open licenses by outstanding universities worldwide. Some conventional universities in Nigeria now offer both face-to-face and ODL courses, making them dual-mode. However, the universities who employ this dual-mode system are faced with the challenges of developing viable ODL courses. This study examined the extent the courseware developers in these universities in Nigeria use and publish their courses as OER and barriers to the effective utilization and publishing of OER especially in their institutional repositories (IR). The research instrument was designed as a descriptive survey. The sample for the study consists of 73 courseware developers selected from four dual-mode universities in Nigeria. The findings of the study showed that course developers in dual-mode universities do not use OER to a high extent nor publish OER to a high extent in their IR. It was observed that they experience more barriers with publishing of OER than with use of OER. Among others, it is recommended that there should be more awareness around this framework and course developers should be encouraged through incentives for greater participation in the use and publishing of OER in IRs.

关键词： Open educational resources (OERs) Dual-mode universities courseware development Open and distance learning (ODL) Institutional repository (IR)

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Software engineering principles for courseware development

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AEDS Journal 1980年第2期13卷 144-155页

作者： Magel, Kenneth University of Missouri-Rolla United States

courseware development should follow the lessons learned by the misnamed software engineers during the last twelve years. Many of these lessons are presented as twenty-eight principles of software development in this paper. The most important include a stress on human readability, the importance of early planning and analysis, the use of hierarchical structure, the need for independent evaluation, and the need to be flexible. © Taylor and Francis Group, LLC.

关键词： courseware development Software development

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DDQ framework for courseware design and development

DDQ framework for courseware design and development

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IEEE International Conference on MOOC, Innovation and Technology in Education (MITE)

作者： Rao, Archana S. Manuja, Manoj Infosys Ltd Educ & Res Dept Bangalore Karnataka India Infosys Ltd Educ & Res Dept Chandigarh India

ISBN: (纸本)9781479916252

Competency development of employees in large organizations has become very important in current times of extremely volatile business environment. In order to consistently provide its customers and clients the best business solutions, employees of an organization have to be the best in their competencies. A competent team of employees is the foundation of any successful organization. A company will disentangle and fail without employees who perform at high level every day. Hence, a focused approach is the need of the day for competency development of employees covering various aspects of technical, domain, process, project management and soft skills. All skill enablement programs require a structured courseware which may help the employees to learn a given competency in a focused and planned manner. In this paper, we discuss about the importance of courseware design and development during competency development of employees. A series of challenges are argued in this regard followed by a suggested DDQ framework for courseware design and development. Towards the end, we discuss benefits and advantages of this framework for various stake holders involved during the whole exercise.

关键词： Competency development courseware design courseware development

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Learning experiences of graduate students in courseware development: Reflective analysis

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Science Talks 2023年 5卷

作者： Fiona Wing Ki Tang Winnie Kwok Wei So Simon Kwun Yu Lam The Nethersole School of Nursing Faculty of Medicine The Chinese University of Hong Kong 7/F Esther Lee Building Shatin New Territories Hong Kong

Introduction Teaching and research commitment increase stress amongst academics. In a clinical specialty course, graduate students were involved in courseware development. This project aimed to explore their learning experiences through reflective analysis. Methods Four graduate students with nursing background participated in scenario writing for simulation. The teaching team conducted workshops in scenario writing for simulation training. Each student developed two to three scenarios related to their clinical background. The learning experience was examined by writing reflective papers, which were analysed by content analysis. Findings The reflective papers revealed three major categories, namely, development in teaching skills, strengthening generic capabilities and stimulating experience. The students learned the process and some essential elements of course planning. They were satisfied with the opportunity to update their clinical knowledge and strengthen their critical thinking, problem solving skills and creativity. The whole process was challenging but enjoyable with the support of the teaching team. Conclusion The findings suggest the participation of graduate students in course planning enabling them to gain experiential learning experience. Early engagement in future academics benefits graduate students by developing their pedagogical competence. With the guidance from faculty members, graduate nurses could be prepared to meet challenges in their future academic journey.

关键词： courseware development Graduate students Learning experience Simulation

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courseware abstraction: reducing development costs while producing qualitative improvements in CAL

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Journal of Computer Assisted Learning 1989年第2期5卷 103-113页

作者： Webb, G.I. Division of Computing and Mathematics Deakin University Australia

Abstract courseware abstraction is an approach to CAL whereby the lesson author creates a general parameterized CAL lesson that is then applied to many concrete examples. This approach has the following advantages over alternative approaches to lesson development: it is cost efficient;it facilitates lesson verification;it encourages the provision of as many examples as are desirable;it simplifies the selection of appropriate examples for presentation to each student;it provides a convenient framework for student evaluation, and it supports the development of factually exhaustive lessons. In short, it provides qualitative improvements, while at the same time reducing lesson development costs. Although widely used, courseware abstraction has not previously been identified as an important CAL technique and its relative merits have never received attention. In particular, there has been a failure to recognize that generative CAL derives most of its power from the use of courseware abstraction. Copyright © 1989, Wiley Blackwell. All rights reserved

关键词： courseware development Generative CAL

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Modular development of multimedia courseware 1

Modular development of multimedia courseware

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1st International Conference on WEB Information Systems Engineering (WISE 2000)

作者： Ateyeh, K Mülle, JA Lockemann, PC Univ Karlsruhe Dept Comp Sci Karlsruhe Germany

ISBN: (纸本)0769505775

The use of multimedia in courseware and web-based learning is a current topic. This is influenced by the wide availability and the permanently improving technical possibilities. The employment of multimedia technology in education makes it possible to illustrate and to grasp complex processes and coherences. However, the development of multimedia content is still a very costly and tedious task. In order to reduce the costs and efforts needed to build multimedia contents, it is desirable to organize the content in a modular way so that it can be (re)used and created cooperatively. in this paper, we present a development process for multimedia contents that supports a modular cooperative design of multimedia courseware. We argue that applying modularity to courseware design not only reduces the costs but also allows the development of a high-quality reusable and configurable courseware. Configurable courseware can be adapted to meet the needs and characteristics of different lecturers, students and contexts.

关键词： reusable courseware courseware development hypermedia

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Developing hypertext-based learning courseware for computer networks: The macro and micro stages

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IEEE TRANSACTIONS ON EDUCATION 1999年第1期42卷 39-44页

作者： Chou, C Natl Chiao Tung Univ Inst Commun Studies Hsinchu Taiwan

In order to design and develop hypertext-based learning courseware for computer networks, we need to know human learning processes and how hypertext can be used to facilitate learning, to be aware of appropriate instructional theories and models to guide our design processes, and to consider pedagogical issues. The instructional systems development approach and the elaboration theory of instruction are introduced as the macro and micro stages of designing hypertext learning courses. The-development of a sample course is reported. Discussions and a conclusion are provided.

关键词： computer networks learning courseware development hypertext learning

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"A chimera of sorts": Rethinking educational technology grant programs, courseware innovation, and the language of educational change

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COMPUTERS & EDUCATION 2008年第3期51卷 1184-1197页

作者： Wolff, William I. Rowan Univ Dept Writing Arts Glassboro NJ 08028 USA

How do we know when an educational organization, process, or courseware tool is innovative? How do we define the processes that encourage change or the ways in which faculty develop new courseware innovations? The terms innovation, change, and development have been overused in so many contexts that they now seem to have lost their meanings. A review of the literature on innovation and educational change offered no agreed up definitions or models. Prior studies that have considered innovations in educational technology have focused on the innovations themselves or the potential barriers to faculty adoptions of externally developed innovations. In this study of an educational technology services program that provides competitive grants for faculty-developed technology courseware projects at a large state research university, I shifted the focus to consider: what current and future higher education faculty consider to be an innovative courseware project, and how they conceive of processes for developing such innovations. Results suggested that when it is not reduced to a rhetorical device in a marketing campaign or department instructional technology vision plan, innovation that is defined locally by a community of practice can effectively transform teaching, learning, and the organizations that support these activities. (c) 2007 Elsevier Ltd. All rights reserved.

关键词： courseware development innovation educational technology learning communities post-secondary education

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