Academic literature on the topic 'Innovative instructional programme'
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Journal articles on the topic "Innovative instructional programme"
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Garzia, Maeca, Giuseppina Rita Mangione, Leonarda Longo, and Maria Chiara Pettenati. "Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness." Research on Education and Media 8, no. 1 (June 1, 2016): 22–37. http://dx.doi.org/10.1515/rem-2016-0004.
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Abstract Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery) of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.
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Markuszewska, Iwona, Minna Tanskanen, and Josep Vila Subirós. "New Ways to Learn Geography – Challenges of the 21st Century." Quaestiones Geographicae 37, no. 1 (March 30, 2018): 37–45. http://dx.doi.org/10.2478/quageo-2018-0004.
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Abstract The aim of the article is to get a closer overview of the non-instructional methods of the teaching-learning process of geography. To achieve this goal, the results of the international project Borderland: Border Landscapes Across Europe (undertaken in 2012 and 2013, within the framework of LLP-Erasmus Programme) was presented. Special attention was paid on the innovative approach to learning methods, namely learning by doing (LBD) that was experienced in a multinational environment during the project’s implementation.
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Edokpolor, James Edomwonyi, and Kayode Somorin. "ENTREPRENEURSHIP EDUCATION PROGRAMME AND ITS INFLUENCE IN DEVELOPING ENTREPRENEURSHIP KEY COMPETENCIES AMONG UNDERGRADUATE STUDENTS." Problems of Education in the 21st Century 75, no. 2 (April 20, 2017): 144–56. http://dx.doi.org/10.33225/pec/17.75.144.
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The intent of this research is to assess the implementation state of entrepreneurship programme and its influence in developing entrepreneurship key competencies among undergraduate students. The survey design was employed for the research. A total population of 8,101 undergraduate students from University of Benin was used. A sample of 382 undergraduate students was used for the research. A structured questionnaire, validated by two experts was used for the data collection. The Cronbach alpha statistical method was employed to determine the reliability of the instrument, which yielded the coefficient alpha value of 0.87. Twenty items questionnaire was administered to the respondents with the help of two trained research assistants. The data were analyzed using the mean, standard deviation, and t-test statistics. The research revealed that entrepreneurship programme is not properly implemented particularly at the university level. It also revealed that students are not well-equipped with entrepreneurship key competencies such as creative and innovative skills that would have helped them in starting and running their own business. It also revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the implementation state of entrepreneurship programme. It further revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the extent to which entrepreneurship programme has equipped students with creative and innovative skills. Consequently, the authors drew a useful conclusion for the subject matter. Providing sufficient amount of financial resources, involving employers of labour, sourcing for qualified teaching and non-teaching personnel, procuring the state-of-the-art infrastructural facilities, as well as utilizing appropriate instructional methods, that would help in equipping students with creative and innovative skills for starting and operating their own businesses were further recommended. Keywords: creative skills, entrepreneurship education, innovative skills, operating business, starting business, unemployment situation.
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Tsikati, Alfred, Marietta Dlamini, and Musa Dube. "Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 64–74. http://dx.doi.org/10.5191/jiaee.2019.26205.
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From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Education and Extension (AEE) at the University of Eswatini (UNESWA). Data analysis was performed using frequencies and percentages. Findings of the study revealed that in Agricultural Education, gaps existed in the following thematic areas: primary themes - programme delivery methodologies and curriculum programme planning; and secondary themes- creative thinking and problem-solving; innovative instructional technologies; teaching basic and academic skills; professional staff development; educational methodologies for teaching and learning; professional preparation and competence; and needs of future agricultural workforce. The study concluded that research conducted in Agricultural Education in Eswatini is imbalanced in both primary and secondary research themes. Therefore, the Department of AEE at UNESWA must establish a research agenda to ensure that the research conducted is thematically balanced. Keywords: Agricultural Education, primary themes, research project, research thematic areas, secondary themes, University of Eswatini
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Mok, Ida Ah Chee. "From the Confucian Tradition to the Digital Era: The Case of Mathematics Teaching in Hong Kong." International Journal of Chinese Education 8, no. 1 (June 7, 2019): 73–94. http://dx.doi.org/10.1163/22125868-12340106.
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Abstract Recent years have witnessed an increase in research focused on studying on perspectives of Chinese mathematics instructions. The sustained interest is partly due to the outstanding performances of Chinese students in international studies such as the Trends in International Mathematics and Science Study (TIMSS) (Mullis, et al., 2012) and the Programme for International Student Assessment (PISA) (Organization for Economic Co-operation and Development (OECD), 2010); and partly due to the shared interest in comparative studies of instructional practice across different cultural systems. What have we learned about in mathematics classrooms from international studies? Findings of international studies suggest that how the teacher used the tasks so that the cognitive demand of the learning tasks could be sustained is very important. Despite the good performances of Hong Kong students in international studies, there is a gap between traditional classroom practice and the long established goals for promoting generic capacity in mathematics learning; most of the traditional learning tasks in Hong Kong classrooms are apparently routine and serving a demonstrative purpose as a result of the highly competitive systems. Based on triangulation of the findings of the analysis of the mathematics lessons at different levels, the study shown some robust features in the traditional mathematics teaching practice in Hong Kong classrooms in contrast to some innovative scenarios in a special mathematics lesson. Finally, the author re-examines the robust features in the context of curriculum reforms and the cultural context of Confucian tradition.
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Pai, N., T. Behlim, R. Deli-Houssein, C. Vadnais, L. Abrahams, A. Binder, and K. Dheda. "P5.025 Development and Comparative Evaluation of an Innovative HIV Self-Testing Smartphone Application, an Internet-Based and a Paper-Based Instructional Programme in South Africa." Sexually Transmitted Infections 89, Suppl 1 (July 2013): A342.1—A342. http://dx.doi.org/10.1136/sextrans-2013-051184.1070.
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Kay, D. William, Chad O'Brien, and Russell Day. "Eastern Time." Collected Essays on Learning and Teaching 12 (June 9, 2019): 177–84. http://dx.doi.org/10.22329/celt.v12i0.5394.
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This short paper outlines the design and development of a multi-phase, cross-institution Instructional Skills Workshop (ISW) program that was conceived by educational developers from five higher educational institutions in Halifax, Nova Scotia. The initiative is grounded in the belief that implementing the ISW program in the Halifax Regional Municipal (HRM) area will foster a local community of practice and further cross-institutional initiatives focused on enhancing teaching and learning approaches. This paper offers a brief historical background and rationale of the ISW program, and details of implementation. In addition, the lead coordinators share their reflections on the challenges and implications resulting from the process of adapting this established program to fit an innovative and mutually supportive cross-institutional design within the HRM.
Ce court article présente la conception et l’élaboration d’Instructional Skills Workshop (ISW), un programme interétablissement en plusieurs phases qui a été conçu par des concepteurs pédagogiques provenant de cinq établissements d’enseignement supérieur d’Halifax, en Nouvelle-Écosse. L’initiative repose sur l’idée que la mise en œuvre d’ISW dans la municipalité régionale d’Halifax encouragera le développement d’une communauté de pratique et de projets interétablissements visant à améliorer les approches d’enseignement et d’apprentissage. Nous présentons brièvement l’histoire et les raisons au fondement de l’ISW ainsi que les détails de sa mise en œuvre. De plus, les coordonnateurs en chef réfléchissent aux difficultés et aux conséquences du processus d’adaptation de ce programme bien établi au concept interétablissement novateur et solidaire au sein de la municipalité régionale d’Halifax.
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Karunanayaka, Shironica P., and Som Naidu. "A design-based approach to support and nurture open educational practices." Asian Association of Open Universities Journal 12, no. 1 (May 2, 2017): 1–20. http://dx.doi.org/10.1108/aaouj-01-2017-0010.
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Purpose A critical attribute of open educational practices (OEP) is the pursuit of open scholarship which comprises the release of educational resources under an open licence scheme that permits no-cost access, use, reuse, adaptation, retention and redistribution to others. The degree of openness in relation to this attribute will depend on the context and culture of the place and the people in it. When left to chance, the adoption and practice of open scholarship by educators is at best sketchy. For optimum impact, a design-based approach is essential. A central focus of such an approach will need to target educators’ belief systems and practices about their scholarship. Any such work will involve researchers collaborating with practitioners in real-life settings to improve educational practices through iterative analysis, design, development and implementation. The purpose of this paper is to report on how the development and use of such a design-based approach, implemented by the Open University of Sri Lanka, impacted the adoption and uptake of open scholarship among teachers in the Sri Lankan school system in terms of changes in their use of instructional resources, pedagogical thinking and pedagogical practices. Design/methodology/approach The study adopted a design-based research (DBR) approach (Reeves, 2006), which involved researchers collaboratively working with practitioners in real-life settings to improve their educational practices along three aspects – instructional resource use, pedagogical perspectives and pedagogical practices. Based on the four stages of the DBR approach – analysis, solution, testing and refinement, and reflection, a professional development intervention programme was designed and implemented to support teachers on the integration of open educational resources (OER) and adoption of OEP in their teaching-learning process. Data collected throughout the process using multiple strategies such as questionnaire surveys, concept mapping, lesson plans, focus group interviews, self-reflections and “stories”, were analyzed using both qualitative and quantitative methods. Findings By the end of the intervention, significant changes were observed in teachers’ use of instructional resources, their pedagogical thinking and pedagogical practices. While resource usage has shifted from no or low usage of OER to reuse, revise, remix and creation of OER, the pedagogical thinking and practices of teachers moved from a content-centric and individualized patterns to more constructivist, context centric and collaborative ways. The diffusion of OEP was prominent along two dimensions – enhancements in the individual practices in innovative OER use as well as collaborative practices of sharing of resources, knowledge and good practices. Practical implications The systematic and flexible methodology adopted based on the DBR approach via a framework designed as a contextualized, process oriented and a self-reflective enquiry has been very useful to support changes in OEP among practitioners over time. Originality/value This iterative process allowed the researchers to function as “designers”, while investigating real-life issues in collaboration with the practitioners through reflective enquiry to further refine innovative practices towards OEP. This provides valuable insights for improved design solutions for future interventions in similar contexts.
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Laborda, Jesús Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.
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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Guest Editors
Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Mishra, Arundhati, Vijayshri, and Suresh Garg. "A PRELIMINARY EVALUATION OF UNDERGRADUATE PHYSICS LABORATORY INSTRUCTION OFFERED AT IGNOU." Asian Association of Open Universities Journal 5, no. 2 (September 1, 2010): 56–77. http://dx.doi.org/10.1108/aaouj-05-02-2010-b002.
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In the undergraduate physics laboratory, a student is expected to make precise measurements, hone investigative skills and discover the interplay between experimentation and fundamental principles underlying physical phenomena. But in India, the mainstream conventional UG physics laboratory instruction has all along been cookbook in nature. In such a scenario, incorporating innovative and meaningful laboratory experience in Open and Distance Education programmes becomes a formidable challenge. Recently we evaluated the physics laboratory courses, which are integral to the B.Sc (Physics) programme of IGNOU offered at a distance, for their quality, relevance and effectiveness. Our findings reveal that these courses are being received well particularly by those students who are pursuing the B.Sc (Major) in Physics. The success rates improve as learners evolve in the system and their satisfaction levels are high. However, factor analysis of learners' perceptions brings forth six factors guided approach, student-centered learning and assessment, emphasis on self-learning, use of multimedia and innovative non-conventional teaching strategies, increased student participation and emphasis on problem solving as key determinants for further improving the quality of learning in physics laboratory.
Dissertations / Theses on the topic "Innovative instructional programme"
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Beran, Aleš. "Výuka řecko-latinské lékařské terminologie ve studijních programech všeobecného lékařství na lékařských fakultách v České republice a ve světě." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-328215.
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TITLE: Greek and Latin medical terminology instruction in programmes of general medicine at medical schools in the Czech Republic and abroad. AUTHOR: Aleš Beran DEPARTMENT: Department of Education SUPERVISOR: doc. PhDr. Miroslava Váňová, CSc. ABSTRACT: The thesis seeks to provide a systematic description of the Greek and Latin medical terminology instruction at Czech and foreign medical schools. Its main objective is to build a platform for implementations of instructional innovations. In the first part of the thesis the medical terminology instruction in the Czech Republic is contextualized by giving a historical overview of development of medical terminology and dealing with origins of its instruction at the Faculty of General Medicine in Prague. The view of a present state of the instruction is completed by a profile of a typical medical student, which is based on the questionnaire. The next part of the thesis consists of detailed content analyses of selected Czech and foreign textbooks and their comparison. Based upon these analyses, an original typology of instructional models is set up which can be considered to be the most important theoretical outcome of the thesis. The typology is subsequently used as a tool for description of teaching medical terminology in Austria, Germany, United States, Canada,...
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SHU, HWU WEN, and 胡仁書. "Innovation of Instructional Programme of Physical Education Quality Management： Physical Education of Action Research on Chung Shan Industrial and Commercial School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/7su574.
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碩士康寧大學
休閒管理研究所
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If physical education teachers don't want to change teaching methods, Have been using Ministry of education planning boring textbooks, Students and parents will deny the value of physical education, Physical education teachers also don't agree that the value of physical education in education systems. Physical Education is a moral, intellectual, social and aesthetic through the body rendering results. Physical education is important for the students ' future development, Therefore this study aims to design creative programme engage students interest. This study uses action research method in teaching environment for education and research. On the subject of "research" to improve education "resolution", Study 12 class of students of teach of researcher in the first semester in 104 year. Through the quality management procedures and processes to analysis of factors affecting the quality of teaching. Use quality tools find out why students do not like physical education, including histograms, check lists, Plato, Fishbone diagrams, Design teaching programmes and implementation it. then using interviews and feedback to confirm the effect of teaching. Check programmes plan implementation and improvement. Continue to identify new issues, and continuing improvement into the next cycle. This study success for flipped physical education classroom, create innovative and interesting physical programme, Increase the motivation of students to participate in sports. Students reach the aims achieve happy and changed views on physical education also looks forward to a greater variety of sports programs in the future. Researcher is humble teacher in physical education, using innovative teaching programme to enhance students learning motivation in physical education, access to physical and mental health, and contribute effectively to the development concept of lifelong sports.
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Bartosova, Lucie. "Facteurs susceptibles d’influencer l'implantation de l'Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes et du Programme-cadre de français pour les personnes immigrantes adultes au Québec." Thèse, 2015. http://hdl.handle.net/1866/15901.
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La coexistence des services de francisation au Québec pour les personnes immigrantes adultes a fait l'objet de divers enjeux liés notamment au passage des apprenants d'un lieu de formation à un autre (Québec, MICC, 2011a). Dans le but de répondre à ces enjeux et d’harmoniser l'offre de services gouvernementaux en matière de francisation des adultes, le ministère de l'Immigration et des Communautés culturelles (MICC) a élaboré en collaboration avec le ministère de l'Éducation, du Loisir et du Sport (MELS), une innovation pédagogique, soit un référentiel commun québécois composé de deux instruments : l’Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes et le Programme-cadre de français pour les personnes immigrantes adultes au Québec. Le but de notre étude était de mieux comprendre l'implantation du référentiel commun québécois, de faire état des représentations du personnel enseignant en francisation vis-à-vis de cette innovation pédagogique et d’identifier les principaux facteurs qui structurent son implantation. Pour atteindre ces objectifs de recherche, nous avons mené une étude qualitative dans laquelle nous nous sommes appuyée sur le modèle d'implantation de Vince-Whitman (2009) qui identifie douze facteurs facilitant l’implantation d’une politique et d’une pratique. Nous avons accédé aux représentations de douze enseignantes et enseignants en francisation qui œuvrent au MICC et au MELS lors d’entretiens de groupe en leur permettant de s'exprimer sur leurs pratiques pédagogiques et sur leurs impressions du référentiel commun québécois. À l’aide du logiciel QSF NVivo 8, nous avons analysé le contenu des propos de nos participants de recherche. Nos résultats démontrent que le manque appréhendé de ressources – humaines, matérielles et financières, et un manque de temps, de formation et de collaboration professionnelle pourraient représenter des obstacles et nuire à une éventuelle implantation du référentiel commun québécois. À la lumière de ces résultats, nous proposons un cadre de référence composé de sept facteurs d’implantation d’une innovation pédagogique afin de mieux rendre compte d’une réalité spécifique et contemporaine, celle de l'implantation du référentiel commun québécois pour la francisation des immigrants adultes scolarisés. Les écrits scientifiques et nos résultats de recherche démontrent que de diverses formes de soutien, principalement du matériel pédagogique approprié et suffisant, peuvent constituer un facteur-clé dans la réussite de l’implantation d’une innovation pédagogique.The existence of multiple French second language services in Quebec for adult immigrants has proved to be problematic, especially when students transfer from one institution to another (Québec, MICC, 2011a). In response to this and other similar issues and in order to harmonize government French second language services, the ministère de l'Immigration et des Communautés culturelles (MICC) developed, in collaboration with the ministère de l'Éducation, du Loisir et du Sport (MELS) a pedagogical innovation composed of two tools: the Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes and the Programme-cadre de français pour les personnes immigrantes adultes au Québec. This common framework of reference for language is used to describe the achievements of adult immigrant learners in Quebec. This study focuses on the implementation of a pedagogical innovation, in order to gain a greater understanding of the implementation of the Quebec framework of reference, present teacher representations regarding this pedagogical innovation, and identify the key factors that structure its implementation. This qualitative study adopted an implementation model by Vince-Whitman (2009) who identifies twelve implementation factors of a policy and its practice. Our study used as its data collection method group interviews of a total of twelve French second language teachers from the MICC and the MELS. The interviews aimed to collect the comments of these teachers regarding their pedagogical practices and their impressions of the Quebec framework of reference. The software QSF NVivo 8 was used to analyze the content of our participants’ words. Key findings of the study indicate that implementation is challenging due to a number of obstacles, such as the lack of teaching material, human and financial resources, as well as a lack of time, professional training and professional collaborations. In light of these results, we developed a model framework based on seven factors of implementation of a pedagogical innovation in order to account for a specific and contemporary phenomenon, that of the implementation of the Quebec framework of reference for French second language education of adult immigrants. Various studies coupled with our results demonstrate that different types of support, such as appropriate and sufficient pedagogical material, are key elements to consider in ensuring successful implementation of a pedagogical innovation.
Books on the topic "Innovative instructional programme"
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Honigsfeld, Andrea. Breaking the mold of school instruction and organization: Innovative and successful practices for the twenty-first century. Lanham: Rowman & Littlefield Education, 2010.
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Honigsfeld, Andrea. Breaking the mold of school instruction and organization: Innovative and successful practices for the twenty-first century. Lanham: Rowman & Littlefield Education, 2010.
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Audrey, Cohan, ed. Breaking the mold of school instruction and organization: Innovative and successful practices for the twenty-first century. New York: Rowman & Littlefield Education, 2009.
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Gant, Larry M. Innovative Approaches in Field Instruction and Educational Practice Innovations for Training Social Work Student Interns. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190463311.003.0010.
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Abstract: This chapter describes models and approaches of field instruction used by the UMSSW/TAC. The chapter presents an overview of field instruction models and essential student skills; it discusses the use of traditional field instruction, use of specific student groups (e.g., Community-Based Initiative MSW students, Semester in Detroit undergraduate students), and VISTA volunteers. The chapter outlines the migration of field instruction from UMSSW/TAC staff to community governance organizations. The chapter summarizes the experience of efforts to coordinate multiple courses within the SSW and across institutional partner programs (e.g., Urban Planning and Public Policy). The limits and challenges of field instruction approaches are reviewed; benefits to community residents and the Good Neighborhoods Initiative are discussed. Lessons learned are generated from Foundation, Community Partners, Supervisors, and Students. The chapter ends with thoughts about field instruction as a strategy for community development.
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The change process and the change outcomes in the development of an innovative elementary school library media program. Ann Arbor, Mich: University Microfilms International, 1995.
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1959-, Lipscomb Scott David, Watson Scott 1962-, and Technology Institute for Music Educators., eds. Technology guide for music educators. Boston, MA: Thomson Course Technology, 2006.
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Avril, Loveless, and Ellis Viv 1965-, eds. ICT, pedagogy, and the curriculum: Subject to change. London: Routledge/Falmer, 2001.
Find full textBook chapters on the topic "Innovative instructional programme"
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Orr, Lynne, Linda Weekley, and Brianna Reyes. "Incorporating Innovative Instructional Strategies to Enhance Learner Engagement in Online College Courses." In Theoretical and Practical Approaches to Innovation in Higher Education, 57–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1662-1.ch004.
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The effectiveness of innovative college teaching in online learning can be measured by learner engagement. Online learners in a master's degree program in education have expressed and shown an increase in learner engagement through the facilitation of innovative practices in addition to a synchronized weekly Skype session to apply innovative practices. These practices have proven to increase learner engagement and decrease completion time for doctoral study candidates. The two online programs will describe how the inclusion of innovation in online instructional strategies increases learner engagement. Solutions and recommendations for effective instructional strategies will also be reviewed in relation to facilitating learner engagement.
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Orr, Lynne, Linda Weekley, and Brianna Reyes. "Incorporating Innovative Instructional Strategies to Enhance Learner Engagement in Online College Courses." In Research Anthology on Developing Effective Online Learning Courses, 1411–28. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch070.
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The effectiveness of innovative college teaching in online learning can be measured by learner engagement. Online learners in a master's degree program in education have expressed and shown an increase in learner engagement through the facilitation of innovative practices in addition to a synchronized weekly Skype session to apply innovative practices. These practices have proven to increase learner engagement and decrease completion time for doctoral study candidates. The two online programs will describe how the inclusion of innovation in online instructional strategies increases learner engagement. Solutions and recommendations for effective instructional strategies will also be reviewed in relation to facilitating learner engagement.
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Hall, Barbara Miller, and Miranda R. Regnitz. "A Holistic Approach to Integrating ePortfolios as Instructional Methods in Online Programs." In Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods, 271–89. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1622-5.ch012.
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The purpose of this chapter is to review a holistic approach to the integration of digital portfolios (“ePortfolios”) as an instructional method in online degree programs. The chapter reviews the evidence-based best practices that support four phases to the integration of ePortfolios as an instructional method in online degree programs: scaffolding, tutorials, course integration, and student engagement. Each phase offers a different way to make a lasting impact on students. The innovative instructional method is not the portfolio itself, the supporting tutorials, or any one piece of the ePortfolio project. Rather, the true innovation is the project as a whole, taking a holistic look at how portfolios fit into the program and how to support the development and evaluation of the portfolio for both students and faculty.
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Wang, Victor X. "Traditional Educational Leadership." In Encyclopedia of E-Leadership, Counseling and Training, 557–68. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch041.
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This article addresses the traditional instructional leadership (characterized with Tyler’s four questions; teachers prescribe a curriculum; learners assume a submissive role of following instructors) in comparison with the andragogical or innovative instructional leadership. As more and more scholars cast their doubt on this particular instructional mode (traditional instructional leadership) especially when compared with the innovative instructional leadership, this article seeks to draw on traditional instructional leadership that revolves around Ralph Tyler’s model. In doing so, instructors and practitioners will see clearly what the traditional instructional leadership may bring to most education settings and above all, they may rely on a ready-made formula when planning curriculums, instruction, program planning, or evaluation. While traditional instructional leadership may have come under much criticism lately, there is much to learn from it.
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Donnelly, Roisin. "The Nature of Complex Blends." In Cases on Online and Blended Learning Technologies in Higher Education, 1–22. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch001.
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This chapter discusses the complexities of blending technologies and problem-based learning (PBL) group interaction within the context of academic development in higher education. For both designers and tutors, it is important to seek best practices for combining instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid inherent weaknesses. A qualitative case study of the lived experiences of 17 academic staff participants in a blended PBL module over a two year period was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of higher education professional academic development. Specific aspects of interaction (technical, peer, content, and the learning experience) within blended PBL tutorials are analysed to provide research-based evidence on the realities of delivering a PBL programme using technology. The study reported in the chapter argues that the intersection of PBL and learning technologies can offer an innovative way of teaching and learning and is a reflection of pedagogy and technology as an integrated model that can work effectively together. The findings show that the synergy from the collaborative blended PBL approach in this module can result in the coherent and comprehensive provision of training, support, and research throughout higher education institutions.
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Giering, Judith A., and Gail M. Hunger. "Advancing a New General Education Curriculum Through a Faculty Community of Practice." In Optimizing Instructional Design Methods in Higher Education, 27–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4975-8.ch003.
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Many institutions of higher education are reimagining their general education curriculum or adding new, innovative programs to their course offerings. Faculty driving such innovation, while experts in their disciplines, often lack experience with instructional design and the benefits it subsequently brings to these types of programs. At the same time, process-driven, traditional approaches to instructional design may not feel relevant to some faculty. In this chapter, the authors describe the Learning Design Collaborative, a new model for instructional design built on the principles of intentional learning, authentic learning, and student engagement. Placed within the context of a faculty learning community, this experience has been used with faculty developing courses for the first-year signature experience of a new general education curriculum. Implications of this initiative suggest the importance of continually evaluating instructional design models, opportunities for implementing the model in other programs, and a relationship with other emerging instructional design models.
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Giering, Judith A., and Gail M. Hunger. "Advancing a New General Education Curriculum Through a Faculty Community of Practice." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 395–410. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch021.
Full textAbstract:
Many institutions of higher education are reimagining their general education curriculum or adding new, innovative programs to their course offerings. Faculty driving such innovation, while experts in their disciplines, often lack experience with instructional design and the benefits it subsequently brings to these types of programs. At the same time, process-driven, traditional approaches to instructional design may not feel relevant to some faculty. In this chapter, the authors describe the Learning Design Collaborative, a new model for instructional design built on the principles of intentional learning, authentic learning, and student engagement. Placed within the context of a faculty learning community, this experience has been used with faculty developing courses for the first-year signature experience of a new general education curriculum. Implications of this initiative suggest the importance of continually evaluating instructional design models, opportunities for implementing the model in other programs, and a relationship with other emerging instructional design models.
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Gaimaro, Amy, and Amy Lomellini. "Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner." In Self-Directed Learning Strategies in Adult Educational Contexts, 206–30. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8018-8.ch010.
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As adult learners, faculty bring a range of experiences, content knowledge, and motivations with regard to the learning environment. With the continued growth of online enrollment, colleges and universities are focusing on learning theory, course design, and pedagogical shifts for teaching in today's classroom. Faculty development staff can use adult learning theories to guide the creation of alternative ways to deliver professional development. The authors highlight instructional design and program assessment as critical areas in supporting quality faculty development programs. This chapter will discuss trends in online education, adult learning theory research, the role of the instructional designer, and assessment of faculty development programs.
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Gaimaro, Amy, and Amy Lomellini. "Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner." In Research Anthology on Adult Education and the Development of Lifelong Learners, 331–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch016.
Full textAbstract:
As adult learners, faculty bring a range of experiences, content knowledge, and motivations with regard to the learning environment. With the continued growth of online enrollment, colleges and universities are focusing on learning theory, course design, and pedagogical shifts for teaching in today's classroom. Faculty development staff can use adult learning theories to guide the creation of alternative ways to deliver professional development. The authors highlight instructional design and program assessment as critical areas in supporting quality faculty development programs. This chapter will discuss trends in online education, adult learning theory research, the role of the instructional designer, and assessment of faculty development programs.
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Richardson, Judee. "Weaving Innovative Threads Together." In Advances in Educational Technologies and Instructional Design, 22–35. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5255-0.ch002.
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In the United States, institutions of higher education have been under mounting pressure to improve. In part, this is due to increasingly high-priced academies producing graduates who possess skill levels that are out of sync with employer and societal needs. Added to this is the fact that the United States spends more than other countries to educate its citizens but continues to perform more poorly on comparative measures of literacy, math, reading, and science. To stay globally competitive, changes need to be made. Competency-based education has re-emerged and taken root as one way in which to educate students more effectively. By focusing on demonstrable learning outcomes and discipline-specific performance, competency-based education is changing the fabric of higher education. Based upon experiences garnered from the University of Wisconsin Flexible Option, this chapter presents some of the challenges encountered when developing this type of program within a longstanding traditional educational system.
Conference papers on the topic "Innovative instructional programme"
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Greculescu, Anca, Gina Florica Stoica, Irina Carmen Andrei, Nicoleta Crișan, and Delia Alexandra Prisecaru. "INSTRUCTIONAL DESIGN WITHIN A MULTIDISCIPLINARY EDUCATIONAL PROGRAMME AT UNIVERSITY POLITEHNICA OF BUCHAREST." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0304.
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Panthalookaran, Varghese. "A Model Curriculum for Creativity Instruction Integrated Into the Bachelor Program of Engineering Professional Development." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62238.
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The creativity and innovation are of great importance for the new generation engineers who practice their profession in a globalized work place, gravely challenged by questions on sustainability of engineering products and services. Correspondingly, the students of engineering need to develop skills of creative problem solving and innovation. The paper presents a sample curriculum for creativity instruction to the students of engineering. It is aimed at familiarizing students with the creative thinking patterns of great engineers and inventors and to allow them to engage with key principles of creativity and innovation. The theoretical session of the course is planned for the Freshman Level. It consists of five modules namely, 1) Creativity and Innovation in Engineering, 2) Theories of Creativity, 3) Methods of Creative Problem Solving, 4) Team Creativity, and 5) From Creativity to Innovation. The practical sessions of the course is organized distributed in time over the entire Bachelor program spanning over four years in the form of “Hour of Creativity”. Through the practical sessions students are equipped to develop and implement creative concepts for their Senior Level Capstone Design Project (Final Project). Thus the creativity instruction is well-integrated to the Bachelor program of engineering professional development. The general effectiveness of the curriculum for creativity instruction is also discussed.
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Jerkovic, Ljiljana, and Mile Ilić. "THE CONCEPT OF MULTIFACETED TEACHING AND LEARNING IN THE INCLUSIVE CLASSROOM." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.125j.
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Thispaperexpoundsfurther multifacetedteachingandlearningin the contemporary classroom, by taking into account a selection of thematically relevant research papers on this new concept and inclusive education. The analytic-synthetic method and the comparative method are used to identify thematically appropriate postulates of present-day didactic paradigms (rationalist, constructivist and phenomenological) and modern didactic theories (critical-constructivist, critical-communicative, theory of teaching and learning, curriculum theory, theory of developmental instruction), which the concept of multifaceted teaching and learning in inclusive education can productively be grounded in. Also considered is the possibility of use of the concept of synchronised multifaceted teaching and learning with developmentally diverse students, who differ in terms of cognitive, affective and creative potential and need for knowledge and creativity, in combination with different models of inclusive instruction (interactive, individualised), and other models, systems and strategies of instruction. These insights allow for a more sound basis for educational innovation, as well as preparation and implementation of development and research projects and university faculty development programmes.
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Kelonye, Festus B., Isaac Ipara Odeo, Ooko Selline, Nashon Samson, and Godfrey S. Juma. "Contextual Enablers and Hindrances of Girl Child Participation in STEM Education in a Kenyan County: A Case Study." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3101.
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In Kenya, student performance in sciences and Mathematics is still low compared to artoriented disciplines. The poor performance has affected not only the Girl child’s interest in these disciplines but also the number of girls that take STEM-oriented programs at tertiary levels. Several mitigating measures have been enacted although the situation has not changed much. This paper reports a study that explored contextual enablers and hindrances of Girl Child participation in STEM education in a Western Kenyan county. The study employed a case study approach by administering structured questionnaires, interview schedule and focused group discussion guide for data collection. The data were analyzed using both quantitative and qualitative methods and revealed that: 1) lesson development that connected science concepts to activities in the local context motivated and improved girl child’s participation and performance in contextualized learning activities and 2), familiarity with the materials and tools used in planning and implementing contextualized learning activities evoked the girl child’s enthusiasm and courage to exchange knowledge and ask more curiosity focused questions. Also revealed were hindrances including: 1) teachers’ initial training that did not prepare them for this way of teaching and it was not and has not been modeled for them during their preservice education or the ongoing professional development workshops; and 2) the exam driven nature of the curriculum serving as a hindrance to teacher innovation and creativity in instructional techniques. The study recommends a more creative and innovative teacher training system and focused research to monitor girl child participation and performance in STEM education. Keywords: Contextualized learning; Girl Child, STEM education; performance
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Vudumu, Shravan K., and Umit O. Koylu. "Development and Integration of Engine Simulation Projects Into the Mechanical Engineering Curriculum at Missouri S&T." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10540.
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The main objective of this paper was to report the development of instructional engineering projects and necessary tutorials that utilize the GT-POWER software for engine simulations in combustion-related courses at Missouri S&T as part of the Partners for the Advancement of Collaborative Engineering Education (PACE) program. Students teamed up to perform modeling of engine performance and emission characteristics so that they could learn state-of-the art engine technology and explore innovative design procedures routinely employed by the leading automotive companies. The projects included understanding and comparison of simple hand calculations using typical textbook assumptions with detailed and complicated software calculations. Such projects would help to bridge the gap between the theoretical and simple concepts learned by students in the classroom and the practical and advanced skills desired by industry. Various tools available for studying engine combustion fueled by alternative fuels were also introduced.
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Lewis, Kemper, and Deborah Moore-Russo. "Upper Level Engineering Design Instruction Using a Product Archaeology Paradigm." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47933.
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Historically, the teaching of design theory in an engineering curriculum was relegated to a senior capstone design experience. Presently, however, engineering design concepts and courses can be found through the entirety of most engineering programs. Educators have recognized that engineering design provides a foundational platform that can be used to develop educational strategies for a wide array of engineering science principles. More recently, educators have found that product archaeology provides an effective platform to develop scalable learning materials, strategies, and educational innovations across these design courses. In this paper, we focus on the upper level design experience and present a set of innovative strategies aimed at teaching design in a global perspective. Moreover, this approach facilitates meeting the challenging requirements of ABET’s Outcome h. The effectiveness of the strategies is assessed using a benchmark national survey on the Engineer of 2020. Results demonstrate a significant increase in student perception across a number of skill and knowledge areas, which are critical to the next generation of engineers.
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Csernai, Zoltán. "Az informatikai gondolkodással kapcsolatos vélekedések az Eszterházy Károly Egyetem osztatlan informatikatanár szakos hallgatói körében." In Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.14.
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The idea of Computational Thinking (CT) functions as an umbrella term impacting the STEM (Science, Technology, Engineering, Mathematics) areas. The concept entails algorithmic thinking, problem solving, programming instruction, and the application of simulation games. My three phase inquiry utilises a combined research paradigm facilitates research, development, and innovation. In an earlier stage of my research I relied on a deductive approach to explore the representations of this concept in the international arena. I analysed the manifestations of Computational Thinking in the DigComp 2.1 framework system accepted by the European Union according to set criteria and investigated the capability of Computational Thinking to facilitate a methodological shift in the education profession by the application of modern digital solutions via the Complex Basic Program. In the second and current stage of my research I turn to the combined paradigm method (Sántha, 2014) to perform an empirical examination focusing on Computational Thinking-related opinions of students enrolled in undivided Informatics teacher training programs at the Eszterházy Károly University. This attitude survey utilizes a self-developed questionnaire along with interviews. The survey aims to obtain a comprehensive evaluation of prospective teachers’ views on the given theme. Based upon the respective results, in the next stage of my research I will introduce various tools and programs facilitating the development of algorithmic thinking.
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Ribando, Robert J., Larry G. Richards, and Gerald W. O’Leary. "A “Hands-On” Approach to Teaching Undergraduate Heat Transfer." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61165.
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Over the last eight years we have converted our undergraduate heat transfer course from a traditional lecture-based format to a “hands-on” environment taught in a room equipped with a computer for each pair of students. For nearly each major topic covered in this third-year survey course we have developed either a “canned” module or a student-implemented project illustrating that topic. The modules are written in Visual Basic and are graphically rich and highly interactive, while modern, research-based algorithms run behind the scenes. Many of these nine modules grew out of demonstrations and student projects developed for use in graduate level courses taught through our outreach program, which for many years has provided a highly supportive environment for instructional innovation. In addition, the student clientele, working engineers who already know and use computation and visualization extensively in their own careers, provides ample incentive for curriculum modernization.
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Khosrowjerdi, Mohammad. "Applications of Electronic Spreadsheets in Mechanical Engineering." In ASME 1992 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/cie1992-0124.
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Abstract Electronic spreadsheet packages which were originally developed to create budget and do financial computations can now be used to perform innovative computer-based analyses. As these packages make increasing inroads into engineering profession, variety of new and innovative professional and instructional applications are being emerged. No longer confined to accountants and business people — electronic spreadsheet utilizations in engineering ranging from sensitivity (parametric) analysis to optimization are becoming more popular. Recently, those engineers who have recognized the usefulness and power of newly added features to these programs have started exploring the possibility of using these packages as a decision-making tool in the area of computer-aided engineering. This growing use of spreadsheets stems from their ability to perform repetitive sophisticated calculations on real time and the availability of built in procedures desirable for technical presentation. To enhance their teaching and expose students to the applications of electronic spreadsheets, some engineering educators have started integrating these productivity tools into their courses. The computational power of new generation of personal computers in conjunction with ever increasing graphics and advanced mathematics capabilities of spreadsheets can now be employed to perform parametric or what-if analyses. It is the intent of this paper to demonstrate the use of spreadsheet packages to solve a wide spectrum of problems in mechanical engineering. The case studies used in this paper are taken directly or in some cases with slight modifications from undergraduate text books. The Borland Quattro Pro spreadsheet package version 3 has been utilized to perform spreadsheet-based engineering analyses.
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White, Phillip R. "Turning ABET Accreditation Review Into a Continuous Improvement Process." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13591.
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For many engineering programs, the assessment required for ABET accreditation results in little actual improvement in the educational program and is viewed by many faculty simply as a hurdle to be overcome to maintain accreditation. Particularly tedious is the assessment of the achievement of the ABET (a-k) program educational outcomes. One innovative approach to minimize the work involved in assessing the achievement of the (a-k) program educational outcomes is based on the establishment of course outcomes for each required course along with a mapping of the course outcomes to the (a-k) program educational outcomes. Course outcomes are the required topics that are to be covered in each required course and are the topics whose achievement are normally assessed through tests, homework, quizzes, reports and presentations. Collecting data on achievement of course outcomes places little additional burden on instructors because the data is readily available in grade records normally created for each course. The mapping of course outcomes to (a-k) program educational outcomes indicates which of the (a-k) outcomes each course outcome addresses. Therefore using the course outcome achievement data provided by each instructor from their grade records and the mapping of course outcomes to (a-k) program educational outcomes, the achievement of the (a-k) program educational outcomes by the entire curriculum can be relatively easily assessed. The process of establishing and assessing course outcomes not only addresses the assessment of achievement of the (a-k) program educational outcomes but it can also easily lead to continuous improvement of the curriculum. Continuous improvement can result when assessment is done periodically and the results are discussed by faculty groups responsible for each course. The establishment of course outcomes and their achievement assessment can lead to serious dialog about what is being taught in each course and the continuity between courses. Instruction and testing are more focused and improved because faculty know they must provide assessment data for each outcome. And finally the strengths and weaknesses in the curriculum as a whole are determined when the mapping is used to assess the overall achievement of the (a-k) program educational outcomes.