Controlling Curriculum Redesign with a Process Improvement Model

A portion of the curriculum for a Management Information Systems degree was redesigned to enhance the experiential learning of students by focusing it on a three-semester community-based system development project. The entire curriculum was then redesigned to have a project-centric focus with each course in the curriculum contributing to the success of students’ learning experiences. Implementation of this new design involved an evolutional enhancement from an existing traditional curriculum with modifications proceeding in stages over a four-year period. Early on, it was recognized that the curriculum redesign was progressing through a series of stages similar to that encountered in software engineering processes. As a result, the general guidelines and framework developed for continuous improvement in software engineering: the Capability Maturity Model were adopted and modified for guiding the curriculum redesign. This paper presents a description of the authors’ experiences in implementing a curriculum redesign from one based on a traditional course-based design to a project-centric design using the Capability Maturity Model as a process improvement tool. Our successful experience with using this tool suggests a need for the development of a specialized process improvement tool for future use on similar curriculum redesign

Many Paths, One Journey: Mapping the Routes to Information Literacy

Students gain information literacy skills from a range of sources, not all of which involve direct librarian intervention. These skills grow and diversify over the course of their studies in ways that pre/post test research protocols cannot capture. So how can we understand how they learn what they know? This presentation describes a long-term project using the Information Skills résumé as a case study of gathering, analyzing and using qualitative data to better understand student learning and thereby improve information literacy instruction. The Information Skills résumé tool, used to gather information from journalism students over five years, showed development of information skills and knowledge in response to formal classes, self-directed learning, internship experiences and changes in the information environment. This descriptive approach to assessment clearly demonstrated the benefits of an integrated information literacy program and provided rich experiences for both the students and the researcher, which in turn fed directly into continuous improvement of instruction. The tool is free, easy to implement rewarding for both researcher and students

Many paths, one journey : mapping the routes to Information Literacy

Students gain information literacy skills from a range of sources, not all of which involve direct librarian intervention. These skills grow and diversify over the course of their studies in ways that pre/post test research protocols cannot capture. So how can we understand how they learn what they know? This presentation describes a long-term project using the Information Skills résumé as a case study of gathering, analyzing and using qualitative data to better understand student learning and thereby improve information literacy instruction. The Information Skills résumé tool, used to gather information from journalism students over five years, showed development of information skills and knowledge in response to formal classes, self-directed learning, internship experiences and changes in the information environment. This descriptive approach to assessment clearly demonstrated the benefits of an integrated information literacy program and provided rich experiences for both the students and the researcher, which in turn fed directly into continuous improvement of instruction. The tool is free, easy to implement, and rewarding for both researcher and students

Industrial training qualitative evaluation with fuzzy logic and an experience classification method

It is usual that companies must develop their own training processes, adaptable to their own production systems. In fact, the evaluation of the training process is a function of significant importance and must guarantee means for the identification of demands for corrective actions and for a procedure that ensures the continuous evolution of the process, therefore, that meets a dynamic of continuous improvement. The evaluation of a training process aims to provide information to support the decision making of the trainer, the process manager and other decision makers. This paper aims to propose a model of qualitative evaluation for industrial training based in fuzzy logic and a method of classification of training experiences. This training evaluation model considers the level of uncertainty that exists in qualitative responses (from trainees) and based on this, proposes a method for defining priorities for decision-making and carrying out improvement actions with the aim of evolving the training program. This action research was developed through a theoretical framework guided by the characterization of the context and the opportunity for improvement identified in this characterization, development of the model, and finally in the application of the model in an industrial training process.This work is supported by: European Structural and Investment Funds in the FEDER component, through the Operational Competitiveness and Internationalization Programme (COMPETE 2020) [Project nº 39479; Funding Reference: POCI-01-0247-FEDER-39479

Communities of practice and virtual learning communities : benefits, barriers and success factors

A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain. A virtual learning community may involve the conduct of original research but it is more likely that its main purpose is to increase the knowledge of participants, via formal education or professional development. Virtual learning communities could have learning as their main goal or the elearning could be generated as a side effect. Virtual communities of practice (CoPs) and virtual learning communities are becoming widespread within higher education institutions (HEIs) thanks to technological developments which enable increased communication, interactivity among participants and incorporation of collaborative pedagogical models, specifically through information communications technologies (ICTs) They afford the potential for the combination of synchronous and asynchronous communication, access to -and from- geographically isolated communities and international information sharing. Clearly there are benefits to be derived from sharing and learning within and outwith HEIs. There is a sense of connectedness, of shared passion and a deepening of knowledge to be derived from ongoing interaction. Knowledge development can be continuous, cyclical and fluid. However, barriers exist in virtual CoPs and these are defined by the authors and illustrated with quotes from academic staff who have been involved in CoPs. Critical success factors (CSFs) for a virtual CoP are discussed. These include usability of technology; trust in, and acceptance of, ICTs in communication; a sense of belonging among members; paying attention to cross-national and cross-cultural dimensions of the CoP; shared understandings; a common sense of purpose; use of netiquette and user-friendly language and longevity. The authors recognise the enormous potential for the development of CoPs through e-mail discussion lists and discussion boards but have themselves experienced the difficulties inherent in initiating such a community. These are corroborated and illustrated with text from interviews with academic staff. Much of the literature on CoPs emanates from outside Europe, despite the fact that e-learning articles have a large diffusion around Europe. The authors suggest further exploration of this topic by identifying and studying CoPs and virtual learning communities across EU countries

Problem solving methods as Lessons Learned System instrumentation into a PLM tool

Among the continuous improvement tools of the performance in enterprise, the experience feedback represents undoubtedly an effective lever of progress by offering important prospects for a progression in almost all the industrial sectors. However, several reserves to its use slow down the diffusion of its employment. We are interested in the installation of experience feedback system in a partner enterprise. In this paper, we propose an instrumentation of a Lessons Learned System (LLS) by problem solving methods (PSM) and its integration with a product lifecycle management (PLM). These proposals support an improvement of LLS performance and a facility of his application

Work Organisation and Innovation - Case Study: LHT, Germany

[Excerpt] Lufthansa Technik AG (LHT) provides aircraft-related technical services to a worldwide customer base comprising airlines, aircraft leasing companies, maintenance organisations, and operators of business and VIP aircrafts. Besides the maintenance, repair, and overhaul (MRO) services that form the organisation’s core business, activities also include development and production activities, as well as logistics

Critical computer animation: an examination of "practice as research" and its reflection and review processes.

My doctoral study investigated the “Practice as Research” model for critical 3D computer animation. I designed a structure for the model using mixed research methods and a critical process, and applied this proposed methodology first into a pilot study to examine some selected methods and identify other required techniques for this research model. The refined "Practice as Research" model was then applied into different fields of animation - a game development project, a narrative, and experimental animation for detailed analysis and improvement of its flexibility. The study examined a variety of practices and procedures used by animators and studios and identified processes for the analysis and evaluation of computer animation. Within the created research space in both commercial project and experimental works, I demonstrated that there were effective and different procedures, depending on the application and its target qualities. Also, I clarified some of the basic differences between traditional animation techniques and 3D skills; hence, explained and modified some of the well-established animation practices to best suit 3D animation development. The "Practice as Research" model encouraged critical research methods and attitudes into industrial settings to expand the receptiveness of experiences and knowledge, shifting away from the common creative product-oriented view. The model naturally led a practitioner to intervene one's perspective and previous ways of doing. It showed that the “Practice as Research” approach could increase creativity in a product while maintaining control in time management and encourage animators to welcome other perspectives. The research concluded that if “Practice as Research” model was used properly, it could be an effective and efficient method to satisfy both commercial qualities and personal development. The most interesting part of the research was perhaps the search for an animator’s mindset, personal qualities, preconceptions and preferences that could influence practices and qualities. With those additional information, I refined the proposed “Practice as Research” model that allowed animators to modify their previous way of working and thinking during the process, and encouraged continuous development to aim for a higher quality of work

The Principal Internship: How Can We Get It Right?

Examines educational leadership degree programs in the SREB region. Focuses on the problems within internships, and provides ideas on how programs can be designed to produce good school leaders

New Generation of Educators Initiative: Reform Focus at Comprehensive Grant Sites

This first analysis of the early NGEI work at comprehensive grant campuses shows that collectively campuses are working across points on the pipeline to address the need for teachers who are better prepared to effectively teach to the new standards. While the bulk of the NGEI reform efforts are targeted at teacher preparation program reform, we see NGEI campuses reaching as far back as high school to cultivate early interest in, and preparedness for, teaching in response to local conditions such as limited candidate pools.Within teacher preparation, the early NGEI work of campuses is primarily clustered around the reform of the teacher preparation program coursework and clinical work (reflecting the first and third Key Transformation Elements). Partnerships with districts are at various stages of development and, in several cases, are focused primarily at the school level. A few campuses are reforming the formative feedback process for candidates through their NGEI work (Element 4). Work with district partners on the identification of the key skills, knowledge, and dispositions of well-prepared new teachers (Element 2) and work on continuous improvement based on data on candidates and program completers (Element 5) are less prominent in the NGEI work to date.As campuses clear the hurdle of launching their reforms in the summer and fall and look toward the next phase of NGEI funding, the evaluation (WestEd/SRI) and the facilitation (ConnectEd) teams are poised to provide support to grantees on the Key Transformation Elements that are not yet fully developed across all comprehensive sites, that is:* Partnerships with K–12 district partners to align programming as much as possible.* Shared understandings with K–12 district partners about the key knowledge, skills, and dispositions of a well-prepared new teacher that are used to inform teacher preparation program elements.* Feedback to candidates on their mastery of prioritized skills during preparation.* Data on candidate progress toward mastery of identified knowledge and practices during their training and after program completion.Specifically, ConnectEd is available to assist with implementation coaching and support for comprehensive campus teams and can support the work with K–12 partners.In addition to providing ongoing formative evaluation work across the comprehensive grant sites, the WestEd/SRI team can provide technical support for grantees to assist with the development of high-quality data on candidate progress toward mastery of identified knowledge and practices during their training and after program completion. The data inventories that the evaluation team developed for each campus show that there are opportunities to: a) enhance the quality of existing data, b) improve access to those data, and c) develop new data sources targeted toward the measurement of prioritized skills and knowledge for formative feedback to candidates. In the coming months, the evaluation team will also be seeking opportunities to bridge the system-level work described above in Box 1 with campus efforts to strengthen systems for continuous improvement.