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Striking a Balance With Business and Engineering Content in Biomedical Engineering Capstone Design. [PDF]
J Biomech EngEberhardt AW.
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Serious Games in Nursing Education: Scoping Review of Applications, Effectiveness, and Future Directions. [PDF]
JMIR Serious GamesShao F, Han Z, Su Q, Fang Y.
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Design, Implementation, and Preliminary Evaluation of an Undergraduate Nursing Informatics Literacy Course Based on the ADDIE Model: A Single-Arm Mixed-Methods Study. [PDF]
Nurs RepZou H, Wu L, Li K, Chang P, Chen Y.
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An Ai-Supported Biostatistics E-Course Based on the Successive Approximation Model: Evaluation in Medical Education. [PDF]
Adv Med Educ PractOmarbekova N +5 more
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Workplace Chinese training in a Chinese-managed factory in Morocco: a transfer-sensitive CIPP evaluation. [PDF]
Front PsycholZhang Y, Huang Z, Gao Q.
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British Journal of Hospital Medicine, 2009
Clinical teachers may be involved in planning and developing courses and teaching sessions for different groups of students or trainees. Understanding the principles of curriculum development and design can help teachers provide the most appropriate educational interventions for their learners.
Judy, McKimm, Mark, Barrow
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Clinical teachers may be involved in planning and developing courses and teaching sessions for different groups of students or trainees. Understanding the principles of curriculum development and design can help teachers provide the most appropriate educational interventions for their learners.
Judy, McKimm, Mark, Barrow
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2014
This chapter discusses the principles of overall course design, emphasizing the concept of backward design: outlining what should students be able to do by the end of the course, and then determining what they must learn in order to achieve the target levels of knowledge and performance. From this specification will come the course goals and objectives,
Susan J. Pasquale, N. Kevin Krane
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This chapter discusses the principles of overall course design, emphasizing the concept of backward design: outlining what should students be able to do by the end of the course, and then determining what they must learn in order to achieve the target levels of knowledge and performance. From this specification will come the course goals and objectives,
Susan J. Pasquale, N. Kevin Krane
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British Journal of Educational Technology, 1993
Abstract Any complex activity, such as course design, which involves group work must be managed. In universities, where academics are not always familiar with managing, it is often unsystematic. A modest attention to management can help a project, and may pay dividends in the avoidance of waste, conflict, overruns of time or budget or
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Abstract Any complex activity, such as course design, which involves group work must be managed. In universities, where academics are not always familiar with managing, it is often unsystematic. A modest attention to management can help a project, and may pay dividends in the avoidance of waste, conflict, overruns of time or budget or
openaire +3 more sources