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Article
Publication date: 1 April 2005

Celina Byers

To describe an approach to course redesign that may provide others in the field with a “template” to follow or modify when course redesign is necessary.

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Abstract

Purpose

To describe an approach to course redesign that may provide others in the field with a “template” to follow or modify when course redesign is necessary.

Design/methodology/approach

Action research implies making a change and then observing and responding to the consequences of that change. Making the change in this course involved: defining the knowledge and skills that would best enable program graduates to satisfy the requirements of the marketplace, and identifying and including those elements that would best enable students to learn the material. Data came from interviews with faculty, personnel from companies that hire program graduates, and the students themselves. After the change, data was continuously compiled and utilized to refine the course as it progressed.

Findings

The data show that the revised course was perceived as a definite improvement, although adjustment was required over a period of several semesters to make this perception uniform and general.

Research limitations/implications

One course at one university was involved by this project, so caution must be used when drawing generalizations from its results.

Practical implications

This approach, based on information provided both by academia and industry, links theoretical and practical learning. Students should find strong motivation in the fact that what they are learning is in demand.

Originality/value

This paper provides a step‐by‐step process by which to redesign a course in a systematic way, taking into account how both graduates of the program and their employers may profit from the end product of the learning.

Details

Journal of European Industrial Training, vol. 29 no. 3
Type: Research Article
ISSN: 0309-0590

Keywords

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Article
Publication date: 1 July 2005

Celina Byers

To suggest to others in the field an approach equally valid for transforming existing courses into online courses and for creating new online courses.

1202

Abstract

Purpose

To suggest to others in the field an approach equally valid for transforming existing courses into online courses and for creating new online courses.

Design/methodology/approach

Using the literature for substantiation, this article discusses the current rapid change within organizations, the role of technology in that change, and the consequent necessity of transforming existing face‐to‐face training into or creating new online courses. Further, it proposes a training model that explains the role of the principles of project management and instructional design and how to apply them to achieve this transformation and/or creation.

Findings

This approach, which is based on the author's years of experience as an instructional designer and teacher and verified by recognized authorities in the field, combines the practice of project management, instructional design (both traditional and online) to produce a training model suited to today's business environment.

Originality/value

The model portrayed by this paper provides a rationale for melding the principles of various disciplines and sub‐disciplines, thereby producing a means to evolve training into a form more capable of satisfying current industrial needs.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

Keywords

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Article
Publication date: 1 January 2006

Discusses a detailed methodology for defining and evaluating content for an undergraduate program.

1614

Abstract

Purpose

Discusses a detailed methodology for defining and evaluating content for an undergraduate program.

Design/methodology/approach

The author uses his own experiences and those of tutors and students to construct the methodology and analyze its success.

Findings

With no official accreditation agency in place, it becomes increasingly difficult to assess the value of the content of undergraduate programs in the USA. Those tasked with defining, planning and drafting course content are faced with the unenviable burden of creating a program which meets the needs not only of the students studying the programs, but also of the organizations which will become the future employers of these students.

Practical implications

Provides content and structure for future undergraduate programs.

Originality/value

Saves tutors and content providers hours of planning and preparation time by providing a detailed methodology of how to define and plan content for undergraduate programs.

Details

Development and Learning in Organizations: An International Journal, vol. 20 no. 1
Type: Research Article
ISSN: 1477-7282

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