Matching Items (3)
Filtering by

Clear all filters

156614-Thumbnail Image.png
Description
Academia is not what it used to be. In today’s fast-paced world, requirements

are constantly changing, and adapting to these changes in an academic curriculum

can be challenging. Given a specific aspect of a domain, there can be various levels of

proficiency that can be achieved by the students. Considering the wide array

Academia is not what it used to be. In today’s fast-paced world, requirements

are constantly changing, and adapting to these changes in an academic curriculum

can be challenging. Given a specific aspect of a domain, there can be various levels of

proficiency that can be achieved by the students. Considering the wide array of needs,

diverse groups need customized course curriculum. The need for having an archetype

to design a course focusing on the outcomes paved the way for Outcome-based

Education (OBE). OBE focuses on the outcomes as opposed to the traditional way of

following a process [23]. According to D. Clark, the major reason for the creation of

Bloom’s taxonomy was not only to stimulate and inspire a higher quality of thinking

in academia – incorporating not just the basic fact-learning and application, but also

to evaluate and analyze on the facts and its applications [7]. Instructional Module

Development System (IMODS) is the culmination of both these models – Bloom’s

Taxonomy and OBE. It is an open-source web-based software that has been

developed on the principles of OBE and Bloom’s Taxonomy. It guides an instructor,

step-by-step, through an outcomes-based process as they define the learning

objectives, the content to be covered and develop an instruction and assessment plan.

The tool also provides the user with a repository of techniques based on the choices

made by them regarding the level of learning while defining the objectives. This helps

in maintaining alignment among all the components of the course design. The tool

also generates documentation to support the course design and provide feedback

when the course is lacking in certain aspects.

It is not just enough to come up with a model that theoretically facilitates

effective result-oriented course design. There should be facts, experiments and proof

that any model succeeds in achieving what it aims to achieve. And thus, there are two

research objectives of this thesis: (i) design a feature for course design feedback and

evaluate its effectiveness; (ii) evaluate the usefulness of a tool like IMODS on various

aspects – (a) the effectiveness of the tool in educating instructors on OBE; (b) the

effectiveness of the tool in providing appropriate and efficient pedagogy and

assessment techniques; (c) the effectiveness of the tool in building the learning

objectives; (d) effectiveness of the tool in document generation; (e) Usability of the

tool; (f) the effectiveness of OBE on course design and expected student outcomes.

The thesis presents a detailed algorithm for course design feedback, its pseudocode, a

description and proof of the correctness of the feature, methods used for evaluation

of the tool, experiments for evaluation and analysis of the obtained results.
ContributorsRaj, Vaishnavi (Author) / Bansal, Srividya (Thesis advisor) / Bansal, Ajay (Committee member) / Mehlhase, Alexandra (Committee member) / Arizona State University (Publisher)
Created2018
136787-Thumbnail Image.png
Description
There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies,

There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies, seven of which reside in school districts. These agencies are currently not conducting local longitudinal evaluations of their preschool graduates. The purpose of this study was to recommend initial steps the City of Phoenix grantee and the delegate agencies can take to begin a longitudinal evaluation process of their Head Start programs. Seven City of Phoenix Head Start agency directors were interviewed. These interviews provided information about the attitudes of the directors when considering longitudinal evaluations and how Head Start already evaluates their programs through internal assessments. The researcher also took notes on the Third Grade Follow-Up to the Head Start Executive Summary in order to make recommendations to the City of Phoenix Head Start programs about the best practices for longitudinal student evaluations.
Created2014-05
134941-Thumbnail Image.png
Description
This is an evaluation of the Sandra Day O'Connor College of Law learning environment project which involved 120 participants (32 faculty and 88 students). In 2016, the Sandra Day O'Connor College of Law moved their main building to the newly built Beus Center for Law and Society building at the

This is an evaluation of the Sandra Day O'Connor College of Law learning environment project which involved 120 participants (32 faculty and 88 students). In 2016, the Sandra Day O'Connor College of Law moved their main building to the newly built Beus Center for Law and Society building at the downtown Phoenix campus in order to bring the law students and faculty closer to the legal community that is present in downtown Phoenix. Prior to this move surveys regarding the Tempe campus were administered to the law students and faculty along with classroom observations and focus groups in order to conduct an evaluation of the environment. This evaluation examines the following six areas about the Tempe campus: the physical classroom environment; the instructional strategies used by instructors in the classroom; technology utilized in the classroom; frequency of technical difficulties by the instructor; and interactions between faculty, students, and the legal community. This evaluation only analyzed the quantitative data that was provided from the survey questions and not the qualitative data from classroom observations and focus groups. Within this evaluation is an explanation of the project that was conducted in part with the Sandra Day O'Connor College of Law and an overview of the participants involved in this evaluation. Additionally, this report will describe the methodology that was used to conduct the evaluation. Lastly, this evaluation includes the findings based off of the survey given to the evaluation participants and the recommendation for the new Beus Center for Law and Society based on the findings of the evaluation.
ContributorsLippincott, Megan Marie (Author) / Barnard, Wendy (Thesis director) / O'Donnell, Megan (Committee member) / Department of Information Systems (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12