A Quantitative Assessment Method with Course Design Model for Distance Learning

After many months of research and course design, an initial distance learning course offering was delivered in early 2011 called, “Introduction to Canadian Common Law for Land Surveyors”. The course was designed to expose foreign trained professional land surveyors to the study of boundary law. Many present candidates for articles and licensing in professional land surveying have been welcomed to Canada as permanent residents as part of an immigration screening process that recognizes foreign education and credentials. In meeting its obligation to offer learning opportunities for such candidates to gain admission to the practice of professional surveying in Ontario, AOLS undertook the development of adult learning courses in all disciplines, including survey law. This presentation will describe the issues surrounding development and delivery of survey law learning. The challenges are usually daunting enough when the subject matter is law. What has made the development of this series of courses novel is the use of a Learning Management System (LMS) which allows for the integration of reading resources, external references, video vignettes, and a replay of past learning sessions. The course design has been internet based and allows for learner participation from a distance through the internet. For adult learners who are working, have families, and live away from the teaching venue, these courses offer new opportunities in the education of the geomatics professional. For existing members looking for professional development, the full suite of courses promises to be a rich resource for staying current and in touch with new developments in boundary law.

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A quantitative assessment method of seismic geometries based on random sampling theory

10.1190/igcbeijing2014-018 ◽

2014 ◽

Author(s):

Du Juan ◽

Wang Huazhong ◽

Wang Xiongwen

Keyword(s):

Random Sampling ◽

Quantitative Assessment ◽

Sampling Theory ◽

Assessment Method

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Practical Aspects of Distance learning in Graphic Disciplines at a Technical University During the Pandemic Period

Siberian Pedagogical Journal ◽

10.15293/1813-4718.2102.08 ◽

2021 ◽

pp. 80-89

Author(s):

Elena Borisovna Ertskina ◽

◽

Svetlana Petrovna Oreshcova ◽

Keyword(s):

Distance Learning ◽

Temporal Order ◽

Course Design ◽

Engineering Graphics ◽

Online Lectures ◽

Initial Stage ◽

Complex Engineering ◽

Machine Parts ◽

Graphic Program ◽

The University

The article deals with the most important aspects to organize distance learning on the base of the Sayano-Shushenskaya branch of the Siberian Federal University, the experience of using MOODLE digital platform is described. Such a platform the possibility and peculiarities to conduct online lectures and practical classes, coursework, examinations of graphic disciplines are considered. The purpose of this article is to analyze the problems and effectiveness of distance learning in the study of graphic disciplines of students of the Sayano-Shushenskaya branch of SFU in the period of the coronavirus pandemic. Research methodology and methods. When performing and testing graphical works in a remote format, there were certain difficulties, which required the leadership of the university to change the curriculum, where the study of ACAD must be moved earlier in the term from the third semester to the second and combined with a parallel study of engineering graphics. Results of the study. The organization. and introduction of distance learning in the pandemic period allows to analyze adequately the possibilities of working in MOODLE platform just with graphical documents, on such disciplines as “Engineering Graphics”, “Technical Mechanics”, “Machine Parts”. To build the learning process in such a way as to prepare students to perform complex engineering tasks, such as course design. To increase motivation and information component in the study of graphic disciplines. The temporal order of studying the disciplines is determines and the study of the AutoCAD graphic program exactly in the period of engineering graphics learning is provided. The conclusion it is concluded that, the successful learning of graphic disciplines in distance learning will contribute to the mastery of AutoCAD by students at the initial stage, to perform individual graphic tasks and check the correctness of their solutions.

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DISTANCE LEARNING AND IN SERVICE TEACHERS: AN EXPERIENCE OF COURSE DESIGN

EDULEARN16 Proceedings ◽

10.21125/edulearn.2016.1164 ◽

2016 ◽

Author(s):

Jose Martin Gasca García

Keyword(s):

Distance Learning ◽

Course Design

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Online Nurse Education

Encyclopedia of Healthcare Information Systems ◽

10.4018/978-1-59904-889-5.ch127 ◽

2008 ◽

pp. 1024-1031

Author(s):

Jane Klobas ◽

Ciro Sementina ◽

Stefano Renzi

Keyword(s):

Online Learning ◽

Distance Learning ◽

Course Design ◽

Online Collaboration ◽

Online Course ◽

Market Segments ◽

Wide Scale ◽

Online Distance Learning ◽

Online Distance ◽

Collaborative Activities

In many countries, healthcare professionals are required to participate annually in compulsory continuing medical education (CME). The effort involved in providing wide-scale training led the Italian Ministry of Health to support pilot courses using online distance learning. This article reports the results of a short survey which aimed to gauge the potential of online CME for nurses in Italy. Most of the 152 respondents, all of whom had completed an online course, supported the inclusion of some form of collaborative learning. Three possible market segments for online learning emerged from the study: nurses who prefer to study alone, those who would appreciate collaborative activities well-integrated into course design, and those who would prefer courses that include online collaboration of any kind. The authors conclude that online learning is a suitable mode for enabling participation in CME for accreditation, but caution that further research is required to confirm that the preferences of nurses who have experienced online distance learning are shared by those who have not.

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Applying Andragogy to Backward Design to Support Adult Learners

Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-6762-3.ch013 ◽

2021 ◽

pp. 210-227

Author(s):

Melissa L. McCartney ◽

Mary A. Tkatchov

Keyword(s):

Higher Education ◽

Adult Learners ◽

Adult Learning ◽

Learning Theory ◽

Course Design ◽

Adult Learning Theory ◽

Design Model ◽

Backward Design ◽

New Concepts ◽

Essential Questions

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

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Where Do I Begin? Designing Online Learning Courses Which Work

International Journal of Adult Vocational Education and Technology ◽

10.4018/javet.2010100902 ◽

2010 ◽

Vol 1 (1) ◽

pp. 14-30

Author(s):

Kathleen P. King

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Course Design ◽

Academic Excellence ◽

Online Classes ◽

Prospective Students ◽

Literature Reviews ◽

Education Today ◽

Plan Design ◽

The Many

One of the greatest needs of faculty in adult and higher education today is to understand how to design distance learning courses which address the needs of their current and prospective students while upholding academic excellence and remaining feasible to develop (Simonson, Smaldino, Albright, & Zvacek, 2009; Palloff & Pratt, 2004). This article provides an overview of the rapidly changing field of distance learning with a focus on trends and lessons for faculty course design and facilitation. Beginning with distance learning, the article illustrates not only the possibilities for teaching and learning through a variety of inexpensive, popular and easy technologies, but will also leads into how to plan, design and facilitate courses which incorporate them. The basis for this model is 13 years of distance learning research, design and teaching, as well as extensive continued literature reviews. The aim is to assist faculty in identifying how to envision, plan, design and facilitate online classes which will best address the many demands they have to satisfy.

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