The majority of adult learners are looking to attain their desired academic credentials within the shortest amount of time possible. By implementing competency-based programs, learners are accelerated through their designed program or course. The Handbook of Research on Competency-Based Education in University Settings is a pivotal reference source for the latest academic research on the use of competency-based testing in higher education institutions. Focusing on innovative practices, strategies, and real-world scenarios, this book is ideally designed for educators, students, administrators, professionals, and academics interested in emerging developments for competency-based education initiatives.

The integration of new technology and global collaboration has undoubtedly transformed learning in higher education from the traditional classroom setting into a domain of support services, academic programs, and educational products which are made available to learners. The Handbook of Research on Transnational Higher Education is a unique compilation of the most recent research done by higher education professionals in the areas of policy, governance, technology, marketing, and leadership development. This publication succeeds in highlighting the most important strategies and policies for professionals, policymakers, administrators, and researchers interested in higher education management.

A selection of papers from the first symposium devoted to competency based learning held in March 1989. The book provides an historical backdrop for anyone coming new to the study of Competency-Based Education and Training CBET.

Chinese universities are striving to integrate new educational elements such as student-centered learning, group learning, active learning, and learning by doing into current traditional curriculum systems for creativity development among young generations. However, the concept of creativity by its very nature is a complex term of many perspectives. It is necessary to clarify what creativity is, how creativity can be fostered in learning environments, and what universities should do in order to foster creative young talents. Introducing Problem-Based Learning (PBL) for Creativity and Innovation in Chinese Universities: Emerging Research and Opportunities is a critical scholarly resource that provides a multidimensional understanding on both challenges and opportunities of fostering creativity and PBL in Chinese universities and particularly discusses this implementation in a Chinese cultural context. Though related to a Chinese cultural context, the book can inspire other universities in other cultures, particularly in Asian areas, to learn why PBL is a potential strategy for creativity development and to rethink how to facilitate the innovation capability of universities in the future. Featuring a wide range of topics such as course design, educational technology, and curriculum development, this book is ideal for education professionals, academicians, teaching professors, researchers, administrators, and students.

This book is the proceeding of the 1st International Conference on Distributed Sensing and Intelligent Systems (ICDSIS2020) which will be held in The National School of Applied Sciences of Agadir, Ibn Zohr University, Agadir, Morocco on February 01-03, 2020. ICDSIS2020 is co-organized by Computer Vision and Intelligent Systems Lab, University of North Texas, USA as a scientific collaboration event with The National School of Applied Sciences of Agadir, Ibn Zohr University. ICDSIS2020 aims to foster students, researchers, academicians and industry persons in the field of Computer and Information Science, Intelligent Systems, and Electronics and Communication Engineering in general. The volume collects contributions from leading experts around the globe with the latest insights on emerging topics, and includes reviews, surveys, and research chapters covering all aspects of distributed sensing and intelligent systems. The volume is divided into 5 key sections: Distributed Sensing Applications; Intelligent Systems; Advanced theories and algorithms in machine learning and data mining; Artificial intelligence and optimization, and application to Internet of Things (IoT); and Cybersecurity and Secure Distributed Systems. This conference proceeding is an academic book which can be read by students, analysts, policymakers, and regulators interested in Distributed Sensing, Smart Network approaches, Smart Cities, IoT Applications, and Intelligent Applications. It is written in plain and easy language, and describes new concepts when they appear first so that a reader without prior background of the field finds it readable. The book is primarily intended for research students in sensor networks and IoT applications (including intelligent information systems, and smart sensors applications), academics in higher education institutions including universities and vocational colleges, policy makers and legislators.

What if educational programs designed curriculum with the end in mind, teaching and assessing only the knowledge and skills necessary for success in the workplace and broader life applications? Competency-Based Education (CBE) provides an answer to questions such as this one that key stakeholders such as employers, learners, parents, and educators are asking. In this book, the authors offer a Competency Development Process Model (CDPM) with unique features that emphasize the interdependence of competencies, assessments, and a robust learning journey within a fully developed career pathway. Two case examples are used throughout the book to contextualize the CDPM. There are seven steps of the model: ·Step 1: Define the Problem·Step 2: Establish the Competency Framework·Step 3: Draft the Competency Statements·Step 4: Establish Competency Measurability·Step 5: Develop Competency Assessments·Step 6: Adopt and Implement Competencies in Learning Journey and Credentialing Systems·Step 7: Evaluate Impact Over TimeThe model addresses the importance of situating competencies within a professional learning context using a backward design approach. In doing so, the model aims to elevate the work of designing competencies from merely developing a list of expectations to in-depth analysis and design, with the goal of developing competencies that can be readily used for assessment and career pathway development.Each step in the CDPM is treated as a chapter, and each chapter identifies the central question that must be answered, provides an overview of the tasks in the step, and illustrates the steps in action through the two case examples. Each chapter concludes with “Your Turn”—guiding questions for the reader to apply the step to their own context.

A Guide to Administering Online Learning provides an overview of tasks to be accomplished in order to direct dynamic online initiatives. Experienced distance learning teachers and administrators share their insights regarding what must be done to administer effective online learning.