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Training can better meet user needs by involving the potential users early in the process. Here, development of open science training for food science students and professionals began with 11 guided interviews of 15 beneficiaries in a European project aiming to build a ‘food cloud’ of datasets and services (FNS-Cloud, H2020 No. 863059). Discussions covered what partners want to learn, how they prefer to learn, and who are their ideal trainers. Inductive coding of interview transcripts with NVivo 12 qualitative analysis software revealed an inclination for technical training with a focus on data. Face-to-face learning and on-demand elearning offered by younger scientists were preferred methods and trainers. Most interviewees also talked about ‘food cloud’-specific fears and desires. These interviews are now the foundation of three well received elearning courses and two workshop series supporting the value of user input in early course development decisions.

Globally, education has seen increased incorporation of online and distance approaches to teaching and learning across all fields and program levels. As a result, many educators question how best to deliver their content in this format, resulting in a significant demand for professional development resources that focus on the best practices for online teaching. These twelve tips focus on the design, delivery and refinement stages of course development and introduce health professions educators to Moore's Theory of Transactional Distance, with the end goal of identifying concrete opportunities and methods for applying Moore's Theory to their online teaching.

この論文では、2020 年度前期に実施した国際英語学科の発展科目のうち、Area Studies（Asia &Oceania）において、インド文化をテーマにした科目の展開方法について詳しく説明します。理論的基礎、合理性、およびシラバスの開発について説明します。次に、この科目がどのように提供され、Covid-19 によってどのような影響を受けたのかを調べます。最後に、簡単な学生調査で、この科目の目標がどの程度達成したか、また将来どのように改善されるべきかを評価します。

As study abroad opportunities increase, so too are international teaching exchanges. This article describes the collaborative teaching experience of a course which was jointly developed and offered...

Within the framework of the 'Education Innovation - Modernisation of the training structure, methods and content in higher education, enhancement of its labour market relevance', we conducted a course material development project for the length of two terms at the Institute of Education and Social Sciences, Apáczai Csere János Faculty of Humanities, Széchenyi István University. We devised course material to be applied in e-learning and in a place-based studying environment (VR course material). The aim of the project was to create support material that assists teacher candidates in processing and acquiring the material of primary school music education. Its necessity and timeliness are justified by the insufficient level of music skills of newly admitted teacher candidates. The present paper is intended to display a summary and short-term evaluation of the project.

We propose a set of guidelines called the Three-Tier Design Process (TTDP), providing a pathway for faculty and other higher-education professionals who intend to design and develop a course in a L...

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.

Amazonian fires burn more and more forestland every year. Shortly after the turn of the millennium, effective envir­onmental policies in Brazil reduced deforestation rates in the Amazon Basin. Unfo...

[EN] Training can better meet user needs by involving the potential users early in the process. Here, development of open science training for food science students and professionals began with 11 guided interviews of 15 beneficiaries in a European project aiming to build a ‘food cloud’ of datasets and services (FNS-Cloud, H2020 No. 863059). Discussions covered what partners want to learn, how they prefer to learn, and who are their ideal trainers. Inductive coding of interview transcripts with NVivo 12 qualitative analysis software revealed an inclination for technical training with a focus on data. Face-to-face learning and on-demand elearning offered by younger scientists were preferred methods and trainers. Most interviewees also talked about ‘food cloud’-specific fears and desires. These interviews are now the foundation of three well received elearning courses and two workshop series supporting the value of user input in early course development decisions., Food Nutrition Security Cloud (FNS-Cloud) has received funding from the European Union’s Horizon 2020 Research and Innovation programme (H2020-EU.3.2.2.3. – A sustainable and competitive agri-food industry) under Grant Agreement No. 863059 – www.fns-cloud.eu

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

Introduction An online survey investigated the views of students on the four-year Oral Health Sciences Honours degree course at Edinburgh University regarding the impact of COVID-19 on teaching and assessment. While delivery of remote teaching was generally viewed favourably, problem areas included clinic cancellations and clinical simulated case examinations. Oral Health Sciences graduates can practise as dental hygienist-therapists. Materials and methods An anonymous and voluntary online survey asked students to rate and comment on different formats of remote teaching and assessment. This material is supplemented by internal papers describing the planning and delivery of remote teaching and assessment. Results Nineteen of 29 students completed the survey (response rate: 66%). The interactive platform Collaborate was the most popular remote teaching format, although a number reported connectivity issues. Questionmark software, used to deliver a timed live examination, was rated highly. Cancellation of remaining clinical sessions was rated by Year 3 and 4 students as particularly problematic. Remote clinical simulated case examinations gave several students concerns. Other concerns were the impact on revision and adapting to different exam formats. Discussion The challenge was particularly complex as the curriculum involves a mixture of educational and clinical teaching and assessment, all requiring General Dental Council approval. Responses suggest remote teaching and assessment generally went smoothly. Results may help to inform future course development in this and similar courses in order to overcome or mitigate the negative impact of COVID-19. Conclusion The survey gave valuable and detailed feedback prior to the move to hybrid teaching.

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.

Student perceptions and opinions regarding the relevance of course content can influence their desire and motivation to learn. Instructors can benefit from including content relevant to students’ lives, possibly leading them to take a greater interest in gaining knowledge and applying the material. This study aimed to investigate the health topics included in an introductory health course offered at a medium-sized, public liberal arts university in Tennessee and to explore perceptions of current undergraduate students regarding the relevance of those topics. Over the 2018–2019 academic year, four focus groups were conducted with 14 students who discussed their perceptions, opinions, and experiences of the course and offered suggestions regarding topics they thought should be incorporated in future iterations of the course. Participants wished that topics currently covered in the course, such as nutrition and fitness, would incorporate more experiential learning to provide greater applicability to their lives as college students. Students also expressed a desire for greater coverage of topics that they considered particularly relevant to their lifestyle and health, such as mental health, sleep, time management, and decision making. Information from this study can be used to help develop course content for undergraduate personal health courses so students can feel more connected to the material.

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.

This paper describes two courses dedicated to Environmental Anthropology offered respectively at the Federal University of Bahia in Brazil and the Riga Stradins University in Latvia. The courses were organised in parallel modules, enabling the promotion of similar programs in the two. The aim of this paper is to present the discussions following each topic covered by the course and the case studies chosen by enrolled students for their final works in Brazil and Latvia. The final discussion highlights how, despite the differences between the two countries, the effective engagement of students promoted the emergence of their direct participation in the course development and new ways of situating themselves in their environments

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.

The research objective is to produce a module by using a Macromedia Flash both content and presentation material, which is able to contribute comprehension of concept of students in the subject of development of instructional media. This refers to the development of research Thiagarajan there are four phases, definition (define), design (design), development (develop), and dissemination (dessiminate). The development phase of module of the 4-D (Four D Device) Thiagarajan Semmel and Semmel to design a module on the course development of instructional media. The process of developing this module starts from the stage of defining or analysis. The process of designing a module that was developed based on information obtained from the analysis phase of the open-ended, students, materials, tasks that support and then do the design stage or the design. And then the last stage is the stage of development. Development of modules on the course development of instructional media developed proven valid content with the results of assessment for an average of 85.5%. The results are based on votes of validator to provides good value and can be used with minimal revision. Keywords: development, module, macromedia flash

We survey the current landscape of teaching religion to undergraduates to imagine its contours over the next five to ten years. We follow Dee Fink’s outline of backwards design for course development to consider outside factors, the nature of the subject matter, the characteristics of learners and teachers, and issues related to particular courses, focusing on introductory and general education courses. Such courses serve students best when they are designed with broad goals, often articulated in the institutional mission. This opens new ways of conceiving of the field from the student perspective while helping teachers to attract more students and to embrace a variety of pedagogies and curricula to better serve the students they teach.

According to a recent article published by Inside Higher Ed (2018), one-third of all students are taking at least one online class and without that option available, many colleges and unive...

Content and language integrated learning is a new innovative approach to professional foreign language teaching in an agrarian university. Its distinctive feature is the dual purpose of teaching – the simultaneous teaching students a foreign language and a profile specialty. Developed on the basis of actualizing reliance on intersubject connections, the course of a professional foreign language is aimed at intraprofile specialization of students and the development of a number of general professional and professional competencies in them. At the same time, the full-fledged implementation of content and language integrated learning requires appropriate changes both in the planning of a professional foreign language course and in the development of educational materials new in content and orientation. In the work, we consider the definition and main provisions of content and language integrated learning, analyze the works devoted to the courses development for English for specific purposes, offer the author’s stages of course development of a professional foreign language based on the model of content and language integrated learning. These stages include: 1) an assessment of the students’ needs; 2) determination of the goals and objectives of the course; 3) determination of course topics or content and thematic modules; 4) determination of subtopics of each content and thematic module; 5) selection of foreign texts of a professional orientation; 6) the development of problem tasks of a foreign speech and professional orientation; 7) course assessment. The work describes in detail all the stages.

Background: Our instructional team at the The University of North Carolina at Chapel Hill led an innovative project that used IDEO.org's design thinking process to create a brand-new interdisciplinary graduate course, housed in the school of public health, titled Design Thinking for the Public Good. We offer our course design process as a case study of the use of design thinking for course design.Methods: We collected data and generated insights through a variety of inspiration, ideation, and implementation design thinking methods alongside members of our three stakeholder groups: (1) faculty who teach or have taught courses related to design thinking at our higher education institution; (2) design thinking experts at ours and other institutions and outside of higher education; and (3) graduate students at our institution.Results: We learned that interdisciplinary design thinking courses should include growth-oriented reflection, explicit group work skills, and content with a real-world application.Conclusions: Our course design process and findings can be replicated to design courses regardless of area of study, level, or format.

This case study presents a feedback board game for teachers in higher education. The board game was designed to help teachers analyse and share their current feedback practice, consider what they want to achieve by integrating feedback into their courses or supervision, and support them in making plans for their future practice. The feedback board game was developed to provide teachers with a tactile approach that is closely linked to practice and shows the connections between types of feedback employed, the role adopted by the teacher, and the effect on students’ learning and behaviour.

Os cursos de bacharelado em Secretariado Executivo existem desde os anos 1970, e nos anos 2000, com a mudança nos Parâmetros Curriculares dos cursos de graduação, constatou-se a necessidade de estabelece-lo como ciência. Para atingir esse fim, é necessário o desenvolvimento de pesquisas, tanto por parte dos profissionais formados na área, quanto, e sobretudo, por parte do corpo discente. Entretanto, verifica-se que não há muito engajamento, por parte dos alunos, em atividades de natureza científica. O presente trabalho pretendeu, por meio de pesquisa de campo com a aplicação de questionários junto aos alunos do curso de Secretariado Executivo Trilíngue da Universidade Estadual de Maringá (UEM), matriculados do 1º ao 4º ano, no período letivo de 2017, investigar e analisar as causas do baixo interesse por pesquisa observado no meio acadêmico. Nos apoiamos nos trabalhos de autores como Cantarotti (2016), Durante, Gonçalves, Nascimento e Pontes (2015), Müller e Sanches (2014), entre outros. Justifica-se, portanto, fomentar esse interesse na pesquisa por parte dos alunos de Secretariado para o desenvolvimento do curso e da relevância da pesquisa científica aliada às atividades acadêmicas. Utilizamos de análise estatística dos dados apurados nos questionários para averiguar os fatos influentes dessa realidade e verificar possíveis direcionamentos e/ou estratégias para fomentar a pesquisa na área, visto haver uma necessidade premente em desenvolver o Secretariado como ciência, a fim de fortalecer o curso em sua modalidade de bacharelado.