Your search found 7149 results.

Descriptors:
Competence; Instructional Design; Human Capital; Professional Services; Promotion (Occupational); Job Skills; Expertise; Literature Reviews; Program Administration; Standards; Delphi Technique; Measures (Individuals)

Abstract:
There are well-documented competency standards for instructional/training designers and for project managers. However, there is little research about what skills and abilities employers expect from those seeking to become instructional/training design project managers, particularly within specific industry sectors. Focusing on the US professional services sector, the sector in which firms have a global impact and in which human capital is the largest asset, this article addresses the "must have" skills/competencies, characteristics and organizational conditions associated with career advancement from instructional designer to instructional design project manager by means of an expert study that is grounded in an in-depth literature review. In addition to enhancing knowledge of instructional designers" competency development for career advancement in the professional services sector, this study also offers some concrete recommendations and implications for research and practice. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Experiential Learning; Special Education; Business Administration Education; Merchandising; Career Development; Research Opportunities; Educational Change; Literature Reviews; Evaluation; Distributive Education; Journal Articles; Ethics; Program Administration; Meta Analysis; Sales Occupations

Abstract:
The "Journal of Marketing Education" is publishing a special issue on Sales Education and Training in August 2014. In this article, we review the sales education literature from four primary journals and the business literature at large. The four primary journals are the "Journal of Marketing Education," "Marketing Education Review," "Journal of Education in Business," and the "Journal of Personal Selling & Sales Management." Of the 107 identified articles, experiential learning, assessment, and career development were the three most prominent topics. Future research opportunities in sales education, including those for the special issue, are offered across nine topical areas. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Freshman Composition; Writing Research; Educational Research; College Second Language Programs; English (Second Language); Second Language Learning; Program Administration; Writing Teachers; Teacher Attitudes; Teaching Conditions

Abstract:
First-year composition in U.S. higher education has been a major site of L2 writing research. Despite the historical division between mainstream first-year composition and L2 writing, there has been an increasing interest in integrating insights from L2 writing research into the professional literature in rhetoric and composition and writing program administration. Yet, a majority of composition courses are taught by those who are not specialists in these fields, and their level of awareness is yet to be examined. To investigate writing teachers' perceptions of the presence and needs of L2 writers, we conducted a perception survey of teachers of both mainstream and L2 sections of first-year composition courses. The findings show that writing teachers do recognize the presence and needs of L2 writers, and more than a few teachers were enthusiastic about working with this student population. At the same time, many teachers--including those who taught L2 writing sections--did not make any special provisions to address the unique needs of L2 writers. The findings also show that teachers' ability to address L2 writers' needs were constrained by program policies, lack of common teaching and assessment materials, and professional preparation opportunities. This study suggests the need to better understand the specific needs of teachers in order to address the needs of their students. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Program Implementation; Educational Quality; Quality Assurance; Educational Policy; Educational Practices; Performance Factors; Responsibility; Program Effectiveness; Program Evaluation; Program Administration; Task Analysis; Best Practices; Program Descriptions

Abstract:
Sometimes, program evaluations report no difference in outcomes between persons given a program and those not given the program. Is this because the program does not work, or because it was poorly implemented? Achieving high quality program implementation is critical to achieving anticipated outcomes, and researchers have made considerable progress in clarifying its importance in the past several decades. This brief defines program implementation, highlights the importance of high quality implementation, identifies key factors that affect implementation, presents the steps involved in achieving quality implementation, and specifies who has responsibility for quality implementation. The last section describes some practical lessons that have been learned about implementation through systematic research and practice. The focus here is on evidence-based programs, although implementation is relevant in all program operations and evaluations. Whenever any program is being conducted, it is important to monitor the level of implementation that has been achieved so its impact can be interpreted appropriately. "Resources That Provide Assistance on Selecting and Implementing Programs" are contained in the appendix. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Electronic Learning; Distance Education; Internet; Online Courses; Bilingual Teachers; Marketing; Strategic Planning; Program Administration; Educational Objectives; Communities of Practice; Discourse Communities; Disabilities; Public Relations; Web Sites; Sustainability; Open Education; Universities; Access to Education; Social Networks

Abstract:
Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design" boldly focuses on this unique area of virtual learning by adopting a theoretical point of view and discussing the planning, organizing, securing and managing of resources to bring about the successful completion of online learning goals and objectives. This reference source brings together project management based approaches with an exclusive focus on each online learning design project. Contents include: (1) Project Management-Based Design for Online Learning (Gulsun Eby and T. Volkan Yuzer); (2) eLearning Project Management for Innovation Management: Team Project-Based eLearning and Assessment at the IT Institute (Niki Lambropoulos, Alain Gourdin, Marcella Soamiadana, Sophi Danis, and Aneesha Bakharia); (3) Online Freedom (Simber Atay); (4) Using an Evolving Electronic Stylebook as a Touchstone for Online Learning Project Management (Shalin Hai-Jew); (5) Managing and Cultivating Professional Online Learning Communities: Three Cases (Anne L. Scott, Helen Butler, and Millie Olcay); (6) Project Management for a University-Sponsored Online High School: An Evaluation of the First Year of Implementation (Bryce L. Walker and Nicholas D. Hartlep); (7) Accessibility Implementation for Disabled Students in PMBOLD Environments (Henry C. Alphin); (8) The "Online Teaching, Design, and Development" Course: Supporting K-State Faculty in E-Learning and Instructional Design on the Axio[TM] Learning/Course Management System (A Case Study) (Shalin Hai-Jew); (9) Training of Avatar Moderator in Sliding Mode Control Environment for Virtual Project Management (Vardan Mkrttchian and Galina Stephanova); (10) Using Public Relations Process in Setting up Websites: A Model Proposal for Open and Distance Education Universities (Berrin Ozkanal); (11) Managing Quality in Online Education (Teresa L. Coffman and Mary Beth Klinger); (12) Cost Estimation in E-Learning Design Project Management (Mediha Tezcan); (13)Strategic Planning for Online Learning (Figen Kilic); (14) Through the Looking Glass to Ourselves: Developing Self-Understanding in the Online Multicultural and Bilingual Teacher Education Classroom (Gwen Stowers, Kenneth Fasching-Varner, Mark Brimhall-Vargas, and Christine Clark); (15) Managing the Ecology and Sustainability of Online Learning Environments (Mirac Banu Gundogan); (16) Managing an E-Marketing Plan for an Online Learning Curriculum (Shalin Hai-Jew); and (17) Interface for Interaction and Knowledge Building on the Web: A Look at the Educational Curriculum and the Social Network of the Systematic Learning Group (Neli Maria Mengalli and Nuria Pons Vilardell Camas). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Consortia; Elementary Secondary Education; Needs Assessment; Online Vendors; Shared Resources and Services; Information Technology; Computer Networks; Program Administration; Program Guides; Technology Planning

Abstract:
This article features a major statewide initiative in North Carolina that is showing how a consortium model can minimize risks for districts and help them exploit the advantages of cloud computing. Edgecombe County Public Schools in Tarboro, North Carolina, intends to exploit a major cloud initiative being refined in the state and involving every one of its districts. The North Carolina Education Cloud, or NCEdCloud, a multiyear project that started in late 2010, is designed to provide structure, processes, and assistance that districts require to identify IT needs, potential service providers, and even motivation for making the leap from on-premises to cloud-based operations. The author discusses five lessons for the aspiring consortium: (1) understand districts' needs; (2) focus goals on pain points; (3) clearly define the scope of service; (4) make the service opt-in and motivate first adopters; and (5) be prepared to educate cloud vendors on K-12. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Finance; Financial Support; Computer Storage Devices; Information Storage; Technology Planning; Strategic Planning; Information Technology; Data; Program Administration

Abstract:
Colleges and universities are running out of closet space. With the amount of data predicted to grow 800 percent by 2016, higher education faces a desperate race to develop strategies to store and manage the tidal wave of information. Unfortunately, many IT departments, particularly those in the public sector, have flatlining budgets--and no money to build additional closets. The challenge lies in how to meet those needs efficiently and cost-effectively. While institutions now have a wide array of storage options from which to choose--including cloud-based operators--each solution comes with its own pros and cons. Indeed, many schools may find that no single storage solution meets all their needs. One thing is clear, though: IT departments and their constituents will have to find the money somewhere to tackle the challenge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accessibility (for Disabled); Assistive Technology; Technology Uses in Education; Change Strategies; Technology Planning; Program Administration; College Planning; Best Practices; Multimedia Instruction; Electronic Learning

Abstract:
As faculty members add online and multimedia elements to their courses, colleges and universities across the country are realizing that there is a lot of work to be done to ensure that disabled students (and employees) have equal access to course material and university websites. Unfortunately, far too few schools consider the task a top priority. Making university websites and course content accessible may be the law, but many institutions have a long way to go toward compliance. The author looks at three key elements of a more proactive approach to accessibility on campus: (1) Building accessibility considerations into the IT procurement process; (2) Developing tools and training to help faculty ensure that course content is accessible; and (3) Taking systemwide, long-term approaches to developing and sharing best practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Information Technology; Program Administration; Student Employment; Campuses; Experiential Learning; Learning Experience; Cost Effectiveness; Technical Support; Technology Education

Abstract:
Helping students land tech jobs after graduation may be one of the most gratifying benefits of involving students in campus IT--but it's not the only one. Student workers can reduce IT costs and, equally important, they bring to the table a useful perspective: They are, after all, the IT department's constituents and can often provide insights that grizzled IT professionals might overlook. The author discusses how IT shops are turning to students to staff help desks, troubleshoot, and more. For schools, it's a way to cut costs; for students, it's a learning experience and a pathway to employment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Administration; Change Strategies; Organizational Change; Performance Technology; Information Technology; Job Simplification; Critical Path Method

Abstract:
When it comes to project management, the IT department is typically its own worst enemy. When project requests are pushed through the budgeting process by different departments, it's up to IT to make them all work. The staff is required to be "heroic" to get the project load done. People get to work over weekends and postpone their vacations. The staff is overloaded. To reduce the amount of time that staff spend in heroic mode, this article offers six tips for transparent, streamlined project management: (1) create an institution-wide partnership; (2) make participation painless; (3) reduce information clutter; (4) share progress throughout the process; (5) track available resources; and (6) encourage collaboration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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