VCU Media Lab

We propose the establishment of a VCU Media Lab – a professional creative media technology unit whose mission is to support the development, design, production and delivery of innovative media, multimedia, computer-based instruction, publications and tools in support of VCU education, research and marketing initiatives. This centrally administered, budgeted and resourced facility will acknowledge, refine, focus and expand media services that are currently being provided at VCU in a decentralized manner

Assessing the effectiveness of the programme, Higher Diploma in Computer Studies offered by the City University of Hong Kong : an application of the 'CIPP' evaluation model

This study evaluated the programme Higher Diploma in Computer Studies offered by the City University of Hong Kong. The evaluation aims to ascertain the effectiveness of the programme curriculum in accordance with the industry needs and requirements. This is a descriptive study, which utilizes Stufflebeam's (1971) context, input, process, and product (CIPP) evaluation model. Context evaluation serves planning decisions by helping to determine what needs are to be addressed and by defining the objectives for an educational programme. Input evaluation serves structuring decisions by helping to determine what resources are available and what alternative strategies for the programme should be considered. Process evaluation serves implementing decisions by determining how well the plan is being implemented and identifying possible revisions needed. Product evaluation serves recycling decisions by determining the results that were obtained, both intended and unintended and assessing how well the initially identified needs have been met. Questionnaires were developed to obtain information needed for the four types of evaluations from stakeholders of the programme. They were the employers of the programme graduates, the programme graduates, the current students, and the teachers of the programme. The findings from this study revealed that the programme is still in great demand in the Hong Kong Society, the programme is producing the right kind of graduate for the job market, and the programme objectives have been met accordingly. This study has also identified some operational aspects needing improvement. The programme should not position itself as a terminal qualification, but some form of bridging programme should be developed to allow graduates to further pursue a degree level qualification

Ethics and Design in the Brazilian Context

Often driven by practical and immediate requirements, more and more people are incorporating technology into a variety of aspects of their lives, often without reflecting on the consequences of using them. On the other hand, studies on interactive system development that lead to behavioral change have been gaining ground on the agenda of large HCI conferences. This movement brings to the forefront the fundamental issues of ethics in design and technology use. A designer’s intentions, when directing certain actions or behaviors, are not always explicit or desired by the stakeholders affected by the use of the technology. Systems that induce an undesired purchase, or even those that use conditioning strategies to cause a behavioral change are examples of such intentions. The challenge proposed is therefore about the relationship between design and personal freedom in a way that these technology users do not become victims, either passively or submissively, of the effects of its use. This advance allows for the redefinition of the relationship between man and technology, and the application of new forms of designing and developing interactive systems that take into account the ethical aspects of this relationship

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Course Catalog, Summer 1975

Course Catalogs include available majors, course requirements, costs, pictures, a brief institution history, and more.https://digitalcommons.kean.edu/ua_kc_cc/1002/thumbnail.jp

Course Catalog, Summer 1976

Course Catalogs include available majors, course requirements, costs, pictures, a brief institution history, and more.https://digitalcommons.kean.edu/ua_kc_cc/1004/thumbnail.jp

Design and application of reconfigurable circuits and systems

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Course Catalog, 1973-1974

Course Catalogs include available majors, course requirements, costs, pictures, a brief institution history, and more.https://digitalcommons.kean.edu/ua_kc_cc/1001/thumbnail.jp