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Data breaches and cybersecurity incidents have been a major concern for companies in various sectors, including healthcare, financial, entertainment, business, education, and government. Maintaining and protecting these systems requires a workforce that is educated with the practical and technical skills needed by cybersecurity experts for information warfare and non-technical skills demanded by the industry. This paper describes the design and development of an undergraduate software and web security course using active learning strategies. It discusses the rationale in the course design on the selected cybersecurity knowledge and skills for a cybersecurity course developed at York College of the City University of New York (CUNY). Several active learning activities were used to promote both technical security and non-technical skills necessary to perform cybersecurity work, such as think-pair-share, buzz group, and roleplay. The results show that active learning help promote students' development in solving problems, proposing solutions, and explaining ideas through writing and discussion, essential cybersecurity skills. The paper may serve as an informative guide for other instructors to promote active learning in their cybersecurity courses. A course evaluation survey has suggested favorable results using active learning activities in the class. Students believe that it helped them to understand complex concepts and engage with the materials and activities.

Using virtual internationalization as a key concept, this article adds to the body of experiencebased knowledge on how to build partnerships and develop courses within higher education. The purpose of this article is to disseminate knowledge about the collaborative process that took place when Swedish and Canadian universities created an international online course focused on work and health. The article presents the challenges and mitigating strategies during course implementation and preconditions that enabled the co-production of the course. The conclusion provides critical reflections, questions and lessons learned that arose from the instructors reflections in relation to virtual internationalization. The self-reflexive experiences were analysed through the lens of internationalization in higher education and virtual internationalization literature, and the theory of social coordination and bureaucracy to enable an understanding of how we did it our way.

The purpose of this study was to evaluate how well a Faculty First-Year Seminar incorporated criminal justice health (CJH) and substance use disorder (SUD) content. Students completed a survey during the first and last classes of the semester, evaluating their level of knowledge, skills, and attitudes regarding SUD in criminal justice (CJ) involved persons. Answers to both open-ended and close-ended questions were evaluated. Students reported significantly higher confidence in course content after the semester compared with baseline. Findings indicated students' increased confidence in knowledge of CJH in individuals with SUD, and of CJ policy and advocacy. Social justice course content can be successfully developed and evaluated for nursing curricula.

The dynamism of education requires that teaching and learning follow suit. The globalization of education community has made materials for teaching and learning easily accessible but sometimes being aware that these resources exist is challenging. The present resource manual attempts to address this by highlighting some of the teaching and learning resources that are available to the instructor in animal genetics and breeding. The availability of the Internet has improved the access to teaching resources that will be of assistance to teachers and learners. Taking cognizance of this rich resource, a teaching resource portfolio relevant to the animal genetics and breeding has been developed. The portfolio includes some textbook resources for improvement of general teaching skills and course development; educational visual resources such as videos and internet sites: publishing companies that provide teaching texts as well as ancillary teaching resources; some journals relevant to animal genetics and breeding; and brief descriptions of the items contained in the portfolio. Some recommended articles focusing specifically on current issues in teaching that facilitate the process of learning for students as it may pertain to the animal genetics and breeding classroom as well as online sites of relevant humor content resources are provided. As such, this teaching resource manual is timely in providing instructors in animal genetics and breeding with the links to important teaching resources.

OBJECTIVES To develop a novel multispecialty simulation-based course that teaches both technical and nontechnical skills in the management of adult and pediatric critical airways to graduating medical students and 2) to encourage a collaborative, multispecialty approach to the management of a difficult airway amongst fourth-year medical students who have enrolled in otolaryngology, anesthesia, and emergency medicine residency programs. METHODS Fourth-year medical student who had matched into otolaryngology, anesthesia, and emergency medicine participated in an intensive half-day course consisting of a series of hands-on skills stations with increasing complexity, followed by simulated complex patient scenarios designed for shared management of airway emergencies. Participants completed questionnaires prior to and immediately after the course. Fischer's exact test was utilized to compare data between the precourse and postcourse surveys. Free-text responses were qualitatively assessed to inform course development. RESULTS Thirty-four medical students were enrolled (6 otolaryngology, 15 anesthesia, 13 emergency medicine), and 30 students completed both surveys. Fisher's exact test demonstrated improved confidence (P

The purpose of this article is to enhance understanding of the increasing importance of service user and carer involvement in social work research. The paper outlines actions taken to develop knowl...

UniCampus, online learning environment started in 2014, as an attempt to provide the first Romanian language MOOC-like Massive Open Online Courses. For the development of the DigiCulture project we decided to extend the existing UniCampus platform with a new DigiCulture theme. This paper presents the technical development, based on the Moodle framework, with new user interactions. The DigiCulture project develops free, online short courses dedicated to adults with low digital skills. The shortage of digital skills in Europe reported in 2016 in “European Digital Progress Report EDPR” of the European Commission: 45% of Europeans have insufficient or no digital skills. As there are big differences between the countries that are partners in DigiCulture, we propose an integrated approach for course development, but with national personalization as language, study cases. These implementation and personalization are presented in this paper.

The content of noise, vibration, and harshness is an important part of the undergraduate mechanical engineering program education to prepare students ready for their future career, and it has received great attention from educators. Since course content in noise, vibration, and harshness usually requires more mathematical background knowledge and skills such as problem-solving in differential equations and linear algebra, students at the undergraduate level usually experience difficulty in the problem-solving work in noise, vibration, and harshness, though they have already completed the pre-requisite mathematics courses. In this paper, a new schedule and course content design for noise and vibration courses are introduced. By embedding active learning and design during projects, the students were able to obtain a better understanding of the concept of acoustics and vibration, as well as applying the knowledge from lectures to labs so they can connect the learning to real-world applications. Four projects are introduced and explained. To evaluate the effectiveness of the course, student outcomes are assessed and discussed.

Electromagnetics (EM) and its applications have been a vital part of scientific and engineering instruction for well over a century. As approaches, applications, and curricular models evolve, educators in the field face many challenges and pressures. Here, we consider issues that face those who teach EM theory, identify some of the trends and opportunities that lie ahead, and make recommendations for the next decade of training and course development in the field of EM.

Contemporary University students are considered the Z generation who were born after 1995. They are more tech savvy than millennials. To target the generation, traditional class management platforms have evolved to smart LMS that is more customized and accessible for smart devices. Global level information search and collaboration can also be implemented using such smart LMS. However, switching from one LMS to another LMS requires great effort from teachers and support from staffs. This study measured the learners’ perception of the system when they were exposed to a new smart-LMS. Blackboard Learn Ultra was used for 15 weeks and at the end of the semester, a questionnaire was administered to the students of these classes. Results indicated that experience with previous LMS discouraged students from adopting Blackboard Learn. Result of TAM modeling indicated that perceived usefulness, compared to perceived ease of use and attitude, was an effective aspect to bring positive acceptance of the system. A qualitative approach and network analysis were also conducted based on students’ responses. Both positive and negative responses were detected. Inconvenience due to mechanical aspects was mentioned. Dissatisfaction compared to previous local LMS use was also mentioned. Mobile application and communication effectiveness were positive aspects. Revised course development and promoting how useful the system may help enhance the acceptance of the new system.

Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research will be the creation of the coursebook ‘Study, Teach and Research in Turkey. English for Academic Mobility’ for Intermediate/Upper-Intermediate learners, including Students’ Book, Teachers’ Book, DVD with audio and video material. The course development involves several stages. The course can be useful for university students and academics and language courses in Turkey and abroad. Keywords: Academic mobility; cultural preadaptation; higher education; teaching English.

This literature review proposes a mechanism for assessing the extent to which the processes involved in developing blended learning courses are managed. A review of the literature on the development of blended learning courses reveals a wide disparity in how these processes are managed. Emerging from the review is a set of criteria that constitute a typology that can be used to compare approaches to managing the development of blended learning courses. The typology is then applied to 20 case studies/models of blended learning development taken from the literature review. Applying the typology, a clear distinction between how blended learning courses are managed emerges. This distinction is then examined using management theories of managerialism, collegiality and neo-collegiality to contextualise the distinction and the commonality in these managed processes.

The paper deals with the methodology for organizing independent work in mathematics using routine calculations. The importance of their use for students of applied areas of training, in particular, students of medical universities, is substantiated. The main points of course development in the Moodle system are highlighted, which allow to simplify the lecturer's work.

The huge and continuous evolution in mobile communications industry increases the popularity and importance of mobile communications sector in daily life of communities. This increases the jobs in this sector since 2000 and huge numbers of university graduates’ engineers are enrolled in working inside this field. However, the absence of industry-related mobile communications course has motivated Electrical Engineering Department at Mutah University to develop a new and unique course that satisfies the industry needs and reducing the gap between mobile industry and academia. This paper shows that the bachelor degree in communication engineering is the most disseminated electrical engineering major. Accordingly, the mobile communications modules (courses) in Jordanian universities are analyzed to highlight the gap with industry needs and evolutions. To highlight the industry expectation and the required skills from newly fresh graduate communications engineer, an online form is distributed among seniors, juniors and experts’ engineers in the industry. Finally, the new course objectives, context are established at Mutah University/BSc Communications Engineering course plan. The results of the course workshops and the feedback provided by students and industry representatives indicate that the developed course and its approach have achieved the goal.

Objective To develop and evaluate an online continuing education (CE) course designed to improve healthcare provider self-efficacy to make strong adolescent HPV vaccine recommendations to East African immigrant families. Methods Focus groups with providers and East African immigrant mothers informed course development. Providers serving East African immigrant families were recruited to view the course and complete pre-/post-test and two-month follow-up surveys. Pre-/post differences were compared with paired t-tests. Results 202 providers completed the course and pre-/post-test; 158 (78%) completed two-month follow-up. Confidence to make strong HPV vaccine recommendations to East African families increased from 68% pre-test to 98% post-test. Confidence to address common parental concerns also increased: safety, 54% pre-test, 92% post-test; fertility, 55% pre-test, 90% post-test; child too young, 68% pre-test, 92% post-test; and pork gelatin in vaccine manufacturing, 38% pre-test, 90% post-test. Two-month follow-up scores remained high (97% for overall confidence, 94%–97% for addressing parental concerns). All pre-/post-test and pre-test/two-month follow-up comparisons were statistically significant (p, Highlights • Online continuing education targeted HPV vaccination in East African communities. • Education addressed culturally-specific vaccine concerns in East African communities. • Education increased provider self-efficacy to recommend HPV vaccine.

Curriculum that informs students about social work practice with Native Peoples must be culturally relevant and responsive. However, the voices of Native Peoples are often excluded from identification of needs and relevant practice models for services. A unique partnership between the Native People from several tribes and a rural southwestern social work program led to an innovative project of curriculum development for social work practice with Native Peoples. The curriculum content evolved directly from the experiences of Native tribal members in the region. A retreat format initiated the process with subsequent quarterly meetings that provided a venue for course development with specific attention to the development of Native faculty as authors and teachers. The impact of this process is discussed through the voices of Council members, students, and Native instructors. This paper offers guidance to social work programs who are interested in expanding their understanding of Native curriculum development.

The automotive industry brings to market continuously improved electric and hybrid electric vehicles, and each new vehicle includes improved autonomous features. The automotive companies are constantly looking for specialists to design, implement and test the new features and technical solutions, including university graduates with competencies needed for current and future developments in the automotive industry. The approach taken at McMaster University in the School of Engineering Practice and Technology to prepare students who possess the competencies needed by the fast-evolving automotive industry is presented. The ways in which the expected competencies are conveyed from the technical experts engaged in the automotive industry to academia are shown. The Problem-Based Learning (PBL) teaching method that allows to deliver a constantly evolving course content related to the design and electrical and hybrid electric vehicles is presented. The collaboration between industry experts and academia through input in course development, annual course revisions, and assessment and feedback of final projects is described.

The education sector in India has seen a strong change in terms of professional courses. The public and private sectors have both been working toward making the students employable. The professional courses are designed at graduate and postgraduate levels to provide the skills to students that make them job ready. The colleges are teaching a predefined course curriculum in every course, and on the basis of this curriculum, exams are conducted and students are assessed. But this curriculum is not enough to make the students’ job ready. The students need to be trained on the current trends in the industry, especially for the courses related to information technology. These extra efforts that the colleges provide for the students are termed as pre-placement activities. In this paper, we have conducted an analysis of the factors that impact the placement of students after the completion of Masters in Computer Application (MCA) course. This is higher education a postgraduate university course of 3 years. In this study, we have considered the marks obtained in university examination and other pre-placement activities including technical tests, technical interviews and personal interviews. The results of the analysis indicate how these different factors influence the placement of students after the course.

Many textiles/apparel programs are facing hardship due to the relatively small size of the program. Creating general education (GE) courses can be an effective tool to not only increase the enrollment, but also recruit new students. FASH 30 Fashion and the Human Environment was created in a fashion program at a four-year university as an introductory course to fashion students. Then it was converted to a lower division GE course. PEST analysis served as a foundation of the course development. PEST refers to a strategic method for understanding external environment by following the framework including political, economic, socio-cultural and technological components. Built on the PEST Model, FASH 30 takes acritical look at the complex human environment by using fashion as a common thread that links the diverse facets of it together. An increasing enrollment pattern of FASH 30has been consistent after it became a GE course.

Can student reflection play a beneficial role in pursuit of a career in software development? In this paper, we report on a study of the effectiveness of one reflective tool, “exam wrappers,” for teaching a software engineering (SE) and computer science (CS) fundamentals course focused on object-oriented design and programming. In general, reflection is an area of growing interest in SE. We see it, for example, in the use of retrospectives in Scrum. Reflection is increasingly being used in the science and engineering college courses, after a long history in liberal arts. We collected exam scores for nearly a thousand (957) students who took the course. This relatively large sample of exam scores allows us to perform statistical analysis to measure effects otherwise challenging to detect. Because exam wrappers are used toward a specific, measurable end, this is one case where statistics can be used to judge the effectiveness of a type of reflection. Having a way to measure the results of this effort contributes to the science of education. We compare student performance on assessments in several ways, focusing our analysis mainly on comparisons between the terms (quarters) where these wrappers were used, and prior years when they were not used. In terms when an exam wrapper was present, our results show a greater relative improvement from the first exam to the final exam for low-scoring students than in terms when the exam wrapper was absent. This result is statistically significant and lends support to the hypothesis that exam wrappers can improve student outcomes. We discuss potential confounding factors and also the implications of this work for SE and CS course development.

In this paper, the authors first introduce a theory-based course development framework that organically combines learner-centered design, backward design, project-based learning, and universal design for learning. The authors then describe their design considerations in the developing of an Introduction to FinTech course following the proposed framework. Qualitative data gathered from interviews with students who took the course and the course developer was analyzed to verify the effectiveness of the developed course. The results suggest that the proposed framework is well suited for the Introduction to FinTech course. A list of best practices, along with potential improvements drawn from the data analysis, are presented. The primary contribution of the paper is the proposed theory-based course development framework, which is flexible and can be easily adapted to guide the design and development of computing courses in various subjects.

In this paper, a design and development of a Supervisory Control and Data Acquisition (SCADA) course for senior level electrical engineering technology (EET) undergraduates have been presented. In this design, a detailed description of the course contents, laboratory experiments, project works, industry visits, and a typical assessment scheme has been presented. As of now, this ET 342 (SCADA) course has been taught successfully to EET students for 4 years every fall semester since 2016 at the University of Wisconsin (UW)-Green Bay, USA. So far, the course has been very successful in providing the students with an in-depth understanding of a SCADA system and necessary foundational concepts as well as an exposure to practical SCADA systems through several collaborated industry tours. Experiences learnt from teaching this course have also been presented in this paper. A detailed design of the ET 342 (SCADA) course has been presented in this paper such that the course could also be taught successfully to undergraduates at another academic institution in a similar engineering and/or engineering technology programs.

Distance learning has been a means to provide an education to those who are unable to participate in on-campus, face-to face classes. Teams of instructional design specialists that focus on online education put significant effort into course development. This planned process is very different from emergency remote education in response to a crisis. In early 2020, it was discovered that an extremely contagious respiratory illness termed COVID-19 had spread to every corner of the earth. As of mid-March 2020, the need to transition from face-to-face classroom instruction to exclusively online education landed on the doorstep of America’s universities. COVID-19 has catalyzed a transition in the ecology of American education for all students, but especially the underserved and minoritized. Ecology, by definition, is concerned with the interactions of an organism and its environment. The circumstances of the pandemic have caused vast and rapid change in both the internal and external environments of the organisms (e.g., students) and the systems in which they reside (e.g., U. S. educational systems). The purpose of this paper is to provide some considerations for instructors who find themselves “thrown into teaching remotely,” and help them think about how best to create sustainable systems, broaden participation and build capacity in a more equitable and inclusive manner.

Part 6: ICT and Education; International audience; The usage of digital media to provide learning content is becoming increasingly popular. One form of e-learning is the Flipped Classroom (FC). FC courses, however, are still heavily dependent on the commitment of individual teachers. Repeatable descriptions of approaches or institutionalized support are rare. The high amount of work involved discourages many teachers from using FCs. Strategic course development should therefore be conducted collaboratively by several stakeholders. Change management approaches offer a solution to deal with the integration of strategies for change and consider all stakeholder groups. This paper aims to combine an FC process model and a change management approach to include all stakeholders. Based on a literature review, we develop an integrative approach and summarize the necessary aspects of change. Our results show that for the successful integration and development of FC courses, we need new roles that support the process and assure the stakeholder’s acceptance.

The increasing wealth of data available from large online programming courses offers exciting opportunities to improve equity in computer science education. In particular, it can provide insight into potential causes of differences between groups, informing future investigations, course development and educational policies. In this paper, we analyse differences between male and female high school and primary school students across five programming courses of different difficult levels (n=14,570), including block-based and traditional text-based courses. We examine differences in course enrolment, completion rates and student behaviour while solving the exercises, and consider the impact of grade level, enrolment and course type. We find that, while females are underrepresented in the courses, performance differences only occur in specific circumstances, and in both directions. This suggests that the differences between male and female students are not fundamental, and that there is potential to address them by better understanding these circumstances.

Article is devoted to the peculiarities of creating an electronic course on learning the basics of three-dimensional design of wind power plant elements using modern software systems. The iSpring Suite program was chosen as a course development tool. It has support for the SCORM 2004 format and extensive integration with office suites. In order to minimize problems with working in various distance learning systems, the course was divided into nine modules. The first module is dedicated to the basics of wind energy. The second module provides an overview of existing CAD programs. The third and fourth modules are dedicated to 2dimensional design. The fifth and sixth modules introduce commands for creating 3-dimensional parts from both other parts and 2-dimensional sketches. Module 7 is devoted to algorithms for creating assemblies from existing 3-dimensional parts. Module 8 and 9 represent the implementation of the multiplier/reducer Assembly algorithm from ready-made 3dimensional parts that are present in the course resources.

The article looks into the experience of development and using of learning resources for design of virtual reality (VR) and augmented reality (AR) systems for future STEM teachers. Unity environment for visual design, Visual Studio as a programming environment, platform of VR (Google VR) and AR (Vuforia) were chosen for development of teaching materials. The article describes the content of the created course. The research analyzes the impressions of the course participants. The research data were collected using interviews as the method of qualitative data collection. To conclude, the created course promotes the development of digital competence in the design and use of innovative learning tools.

In this article, we discuss the current state of medical ethics education. In Higher Education, ethics is taught predominantly through discussion and case study–based teaching formats. At present, however, only little can be said about the adequacy of these teaching methods in attaining complex educational objectives as ethics education poses challenges regarding meaningful student assessment and evaluation of educational methods. Output-oriented evaluation and assessment paradigms that centre quantified student performance fail to meaningfully capture the learning of ethics. Currently, we argue that comparatively small efforts are being devoted to the advancement of innovative and adequate approaches to teaching and assessment in ethics education. In response to these shortcomings, drawing from educational traditions that focus on preparatory activities, we work towards a new approach to evaluate teaching methods and assessing the learning in ethics., Journal of Medical Education and Curricular Development, 7

Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instructional designers and faculty. Based on semi-structured interviews of faculty and instructional designers, the following four thematic categories were uncovered: (1) reasons for collaborative efforts; (2) structure of collaborative relationships; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers and faculty in a collaborative partnership. Our findings support the existing research on the importance of collaboration between instructional designers and faculty, and spotlights instructional designers in the higher education setting. They also outline key elements of an effective relationship, including understanding the role of an instructional designer, trust and rapport building (and its components), administrative support and faculty buy-in. Suggestions are made for to how overcome potential barriers to ensure an effective and collaborative partnership. Implications and future directions for research and training programs are discussed.

This article outlines the delivery of a graduate-level course in sensors and systems of sensors at Kansas State University (KSU). We developed this course after receiving the Faculty Course Development Award from the IEEE Instrumentation and Measurement Society in May 2015. Several departments at KSU research and develop sensors and sensor systems for extreme environments, including those in agriculture, industrial process control, nuclear-reactor control, aerospace, and the rural environment. A coherent basis for selecting and applying sensors was needed as a foundation for developing complex systems. The course that we developed and offered through KSU's department of electrical and computer engineering (ECE)-ECE 690/890 "Sensors and Systems"- provides just that basis.

To help professors develop, design and improve second auditing classes, we surveyed members of the American Accounting Association's Auditing Section to identify programs that offer second auditing courses, the textbooks used for such courses, and the learning activities used. Total and second auditing course only respondents (n = 252 and n = 80, respectively) identified university, program, and auditing course demographics, while second auditing course respondents identified the classroom activities that extend the second auditing course beyond the basics found in textbooks. Results reveal the textbooks used for first and second auditing courses, learning objectives, website resources, manual and computerized cases, group projects, software programs, video presentations, supplementary materials, and an analysis of national syllabi. These results, drawn from a diverse group of institutions, can serve as a resource to help professors develop and improve the content for a second auditing course.

This work is an overview of what has been realized thanks to the grant awarded by the IEEE Instrumentation and Measurement Society, the 2016 Faculty Course Development Award. As a recipient of this award, I could deeply revise the content of the course I taught at Politecnico di Milano, buy new instruments for the didactic laboratory and show the students some new experiments.

Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.

With the emergence of the open courseware movement, UNESCO coined the term Open Educational Resources (OERs) in 2002 in a forum on impact of open courseware for higher education in developing countries. Open Educational Resources movement has gained the momentum and recently global movement towards collaboration in the development and sharing of content is observed worldwide. Design and development of self learning material (SLM) in Open Universities is not only a costly affair but it is also very time consuming process. OER claims to provide an opportunity to develop high quality material in shorter time and also reduced the cost associated with the development of the study material. This paper is an attempt to find the effect of adopting OER practices for the development of SLM at Uttarakhand Open University and observe its effects on the development time, development cost and the quality of the SLM.

To remain competitive and culturally competent, social work education must incorporate digital literacy and technological instruction to prepare students for work with clients and colleagues throughout their professional lives. When instructors offer a grounding in technology skills for modern social work practice and provide feedback to students in a supportive classroom setting, social work students become more confident and poised to handle the complications of technology and social media while interacting with clients, agencies, nonprofit organizations, and society as a whole. The purpose of this article is to present a case study of a social work course on classic and contemporary communication skills that focuses on communication, writing, and digital literacy, designed for BSU students. The article includes rationale for course development, course description, and sample digital writing activities from the course. Subscribe to JNEL

Important for the improvement of the course “Sustainable development” is to familiarize students with the basic principles of the system analysis of interdisciplinary problems, risk analysis methodology and various aspects of the impact of sociocultural characteristics of society on the environment and the safe functioning of the technosphere.

BackgroundMedical postgraduates’ demand for data capabilities is growing, as biomedical research becomes more data driven, integrative, and computational. In the context of the application of big data in health and medicine, the integration of data mining skills into postgraduate medical education becomes important.ObjectiveThis study aimed to demonstrate the design and implementation of a medical data mining course for medical postgraduates with diverse backgrounds in a medical school.MethodsWe developed a medical data mining course called “Practical Techniques of Medical Data Mining” for postgraduate medical education and taught the course online at Peking Union Medical College (PUMC). To identify the background knowledge, programming skills, and expectations of targeted learners, we conducted a web-based questionnaire survey. After determining the instructional methods to be used in the course, three technical platforms—Rain Classroom, Tencent Meeting, and WeChat—were chosen for online teaching. A medical data mining platform called Medical Data Mining - R Programming Hub (MedHub) was developed for self-learning, which could support the development and comprehensive testing of data mining algorithms. Finally, we carried out a postcourse survey and a case study to demonstrate that our online course could accommodate a diverse group of medical students with a wide range of academic backgrounds and programming experience.ResultsIn total, 200 postgraduates from 30 disciplines participated in the precourse survey. Based on the analysis of students’ characteristics and expectations, we designed an optimized course structured into nine logical teaching units (one 4-hour unit per week for 9 weeks). The course covered basic knowledge of R programming, machine learning models, clinical data mining, and omics data mining, among other topics, as well as diversified health care analysis scenarios. Finally, this 9-week course was successfully implemented in an online format from May to July in the spring semester of 2020 at PUMC. A total of 6 faculty members and 317 students participated in the course. Postcourse survey data showed that our course was considered to be very practical (83/83, 100% indicated “very positive” or “positive”), and MedHub received the best feedback, both in function (80/83, 96% chose “satisfied”) and teaching effect (80/83, 96% chose “satisfied”). The case study showed that our course was able to fill the gap between student expectations and learning outcomes.ConclusionsWe developed content for a data mining course, with online instructional methods to accommodate the diversified characteristics of students. Our optimized course could improve the data mining skills of medical students with a wide range of academic backgrounds and programming experience.

Constraints often encountered by lecturers in educating students is still attached pedagogical mentality like students of secondary education; has not moved on andragogical mentality like a college student. These constraints can be found in the context of basic principles of andragogy. As a library research, this paper examines the data sources in the form of literature relevant to Islamic law (fiqh) studies and andragogy (adult education). The study results in six models of andragogical learning for the development of Islamic law (fiqh) courses in higher education. First, the learning model of “learn how to know” that emphasizes aspects of epistemology to increase students’ curiosity (need to know). Second, independent learning model that emphasizes student activeness in learning. Third, experiential based learning model, especially literature and field research practice, to foster inclusive thinking. Fourth, actual life-based learning model, either related to worship or muamalat. Fifth, contextual learning model to find alternative solutions to real life problems from the perspective of Islamic law (fiqh). Sixth, the learning model to develop students’ intrinsic motivation.

Experiencing discrimination based on body size has numerous health consequences and negatively affects motivation for positive health behaviors. Because weight bias is particularly prevalent among health professionals, interventions to reduce weight bias in this group are essential. The purpose of this mixed-methods, 15-week study was to develop and examine the effect of a college course focused on reducing weight bias in health promotion undergraduates. In this study ( N = 64), quantitative change in implicit and explicit weight bias among students enrolled in a course to reduce weight bias was compared with a control group and two other groups of students in the health promotion degree program. Qualitative data were also analyzed through content analysis of pre- and postsemester writing assignments among students in the course focused on weight bias. Statistical analyses revealed a significant reduction in explicit weight bias among students in the course focused on weight bias with no significant changes in explicit weight bias for any other group. There were no significant changes in implicit weight bias for any group. Content analysis of qualitative data was consistent with the quantitative reductions in extrinsic weight bias. Students shared substantially more nuanced understandings of obesity postsemester. Furthermore, the persistence of internal contradictions in students’ analyses illustrates the particular challenge in reducing implicit bias. These results demonstrate that, although intrinsic weight bias may be more difficult to change, a college course focused on reducing weight bias can facilitate significant reductions in extrinsic weight bias among health promotion undergraduates.