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Relevant bibliographies by topics / Instructional aids

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Academic literature on the topic 'Instructional aids'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Instructional aids"

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Perloff, Joseph K., and Jon Wergin. "Luncheon panel: Instructional skills and developing instructional aids." Journal of the American College of Cardiology 8, no. 2 (August 1986): 480–81. http://dx.doi.org/10.1016/s0735-1097(86)80081-x.

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Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (May 1995): 76–87. http://dx.doi.org/10.2307/1511196.

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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

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Raphael, Dennis, and Merlin Wahlstrom. "The Influence of Instructional Aids on Mathematics Achievement." Journal for Research in Mathematics Education 20, no. 2 (March 1989): 173–90. http://dx.doi.org/10.5951/jresematheduc.20.2.0173.

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Data from the Second International Mathematics Study were analyzed using dual scaling or correspondence analysis to identify dimensions on which 103 Ontario Grade 8 mathematics teachers varied in reported use of instructional aids. These dimensions were then related to teacher and student characteristics and student achievement in mathematics. Teachers reporting greater use of a variety of instructional aids in the teaching of geometry and of ratio, proportion, and percent also reported greater course coverage. Experienced teachers reported more use of instructional aids. Student achievement in geometry was related to teaching experience and occasional use of a variety of instructional aids. Student achievement in ratio, proportion, and percent was related to teaching experience but was associated with extensive rather than occasional use of aids. The effect of instructional aids did not remain after the influence of topic coverage was removed. The use of instructional aids in the teaching of measurement was unrelated to virtually all teacher and student characteristics as well as student achievement.

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Burke, Patricia A., Jennifer L. Etnier, and Howard J. Sullivan. "Navigational Aids and Learner Control in Hypermedia Instructional Programs." Journal of Educational Computing Research 18, no. 2 (March 1998): 183–96. http://dx.doi.org/10.2190/hjxt-yh1k-6pdx-5fe4.

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This study examined the effects of learner control and navigational aids on performance in a hypermedia instructional program. Results indicated that students who were permitted to move freely within the program and had access to navigational aids, interacted more with the program and this was associated with higher performance on the posttest. The findings revealed that students who had control over the sequence of their instruction deviated from a linear path significantly more often when provided with navigational aids such as those used in this study. Navigational aids may provide a structure that promotes more explanatory behavior or interaction for students under learner control conditions.

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Wayne Coates. "Instructional Aids for Teaching Soil Dynamics." Transactions of the ASAE 28, no. 5 (1985): 1389–92. http://dx.doi.org/10.13031/2013.32446.

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Muslih, Muslih. "Pemanfaatan Media Pembelajaran Berbasis ICT pada Lembaga Pendidikan Non-Formal TPQ." Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan 16, no. 2 (December 7, 2016): 215. http://dx.doi.org/10.21580/dms.2016.162.1090.

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<p>It is the fact that technology has developed rapidly today. Such a development has influenced communication pattern among people, including communication in the field of education, particularly the process of instruction in a class between teacher and student. Audio visual aids began to be utilized to deliver educational messages. In this case, these audio visual aids were functioned not merely as device aids in education but more than that they can function as an effecitve educational message deliverer. To support the success of teaching and learning process in a class, the utilization of audio visual aids need to be maximized. The utilization of instructional media, especially the ones based on Information and Communication Technology (ICT) is a must and need to be adopted by all teachers today if they wish to have effective and efficient instructions. This is valid for not only teachers who work in formal educational institution like a school, but also for teachers working in non-formal educational institution such as educational park of the Quran (TPQ).</p>

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Norwani, Norlia Mat. "The Effectiveness of Instructional Aids in Assisting Students to Understand Concepts in Principles of Accounting." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 1064–73. http://dx.doi.org/10.17762/turcomat.v12i3.843.

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This study was conducted to determine the effectiveness of instructional aids in the teaching and learning (T&L) of Principles of Accounting among form four students. This is quasi-experimental study involving 60 form four students in a secondary school in Klang, Selangor. The instructional aids utilized are concept charts, brief notes, powerpoint slides and supported by the text book. Pre-test and post-test were conducted to assess students’ performance before and after the treatment. The findings of the study found that the performance of experimental group is significantly better than the control group using the traditional approach. Consequently, the positive impact of using various aids in T&Lcannot be denied. Teachers should take the time to incorporate instructional aids in T&L to assist students learning. School administrator must provide the facilities required to encourage teachers to employ instructional aids in T&L.

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Huerta, Grace C. "Implementing AIDS Education." education policy analysis archives 4 (August 15, 1996): 13. http://dx.doi.org/10.14507/epaa.v4n13.1996.

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The world has been challenged by the AIDS epidemic for 15 years. In 1985, the U.S. Department of Health and Human Services, Centers for Disease Control, allocated funds to all state departments of education to assist schools in the development of AIDS education policies and programs. Yet, these policies do not ensure that all students receive effective AIDS education. On September 21, 1991, the Arizona Legislature passed Senate Bill 1396, which requires public schools to annually provide AIDS education in grades K-12. The bill was rescinded in 1995. With prohibitive curriculum guidelines, limited teacher training opportunities and tremendous instructional demands, this educational policy was implemented in disparate forms. By examining the perspectives of the Arizona educators (representing three school districts), this qualitative study reveals how teachers ultimately controlled the delivery and nature of AIDS instruction based upon personal values, views of teacher roles, and their interpretation of the mandate itself.

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Roelle, Julian, Kirsten Berthold, and Alexander Renkl. "Two instructional aids to optimise processing and learning from instructional explanations." Instructional Science 42, no. 2 (April 7, 2013): 207–28. http://dx.doi.org/10.1007/s11251-013-9277-2.

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Fisk, Arthur D., Mark W. Scerbo, and Richard F. Kobylak. "Relative Value of Pictures and Text in Conveying Information: Performance and Memory Evaluations." Proceedings of the Human Factors Society Annual Meeting 30, no. 13 (September 1986): 1269–72. http://dx.doi.org/10.1177/154193128603001306.

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This paper describes the results of two experiments that examine the relative value of pictures and text for transmitting information in technical documentation. Work on this topic is required because, at present, there are few guidelines for deciding how to present information to communicate procedural information (such as technical manuals, job aids, programmed instruction, etc) when decisions must be made between pictures and text (as they often must when attempting to computerize documentation). The results of both experiments do provide some support for previous research showing that it is best to provide procedural instructions both pictorially and textually. An important finding was that if performance speed is important then, as expected, pictures are generally preferable to textual instructions; however, if memory of the instructions is important and instructional designs cannot predict what environment subjects may be faced with (at least if recognition is critical) then textual instruction should be provided because it appears that it provides more flexibility in usage.

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Dissertations / Theses on the topic "Instructional aids"

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Dunn, Angela Marie. "Behind the Scenes! Evaluating Instructional Aids in Higher Education Course." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1555587527885473.

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Seawright, Larry L. "Reducing learning object inspection/evaluation costs in instructional design /." Diss., CLICK HERE for online access, 2003. http://contentdm.lib.byu.edu/ETD/image/etd232.pdf.

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Ruttun, Rishi Dev. "The effects of individual differences and instructional aids on learners' disorientation, learning performance and attitudes in a hypermedia learning system." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6506.

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Hypermedia Learning Systems (HLS) are being used increasingly widely in Higher Education, offering non-linear navigation through complex learning materials and, it is argued, leading to improve cognitive flexibility. For some learners, though, nonlinear navigation in HLS leads to higher levels of disorientation, which can have an impact on their learning performance and attitudes towards the learning system. There has been significant research into the factors that can influence individual learners‘ experiences. For example, a number of studies have confirmed that individual differences such as cognitive style, domain knowledge and computer experience affect individuals‘ levels of disorientation and learning performance, and influence their attitudes towards HLS. It has also been suggested that instructional aids (in the form of certain visual elements and audio elements) can reduce levels of disorientation and, in turn, increase learning performance in, and positive attitudes towards, HLS for some learners. However, existing studies have tended to look at only a subset of these three individual differences in relation to an individual and/or consider only a small number of visual instructional aids. No study up to this point has considered the impact of cognitive style, domain knowledge and computer experience on disorientation, learning performance and attitudes in a HLS that incorporates a full range of visual instructional aids. In terms of the research related to audio instructional aids, no studies have looked into the effects of audio aids and these three individual differences in relation to disorientation, learning performance and attitudes in HLS. This thesis addresses these two shortcomings through two experiments. The aim of experiment 1 was to examine the effects of and between these three individual differences with respect to disorientation, learning performance and attitudes in two versions of a HLS: one that incorporated the set of visual instructional aids and one that did not. Experiment 2 aimed to do the same, but with respect to a HLS that provided audio instructional aids. The experiments used quantitative and qualitative approaches to gather data to address a set of research questions and research hypotheses. The participants were 384 university students from across London. The Cognitive Style Analysis (CSA) test was administered to determine participants‘ field dependence, and participants‘ demographic information, levels of computer experience and levels of prior knowledge were gathered using questionnaires. Learning performance was measured through achievement tests and a practical task. Levels of disorientation were measured using questionnaires, and attitudes were assessed using questionnaires and interviews. Participants were also observed when they were interacting with the HLS to perform learning tasks. A number of interesting results were revealed. Significant effects were found between the three individual differences with respect to disorientation, learning performance and attitudes in the HLS that provided no instructional aids. No significant effects were found between the three individual differences with respect to disorientation or learning performance in the other two versions of the HLS – those providing visual and audio instructional aids. Significant effects were found between the three individual differences with respect to the use of the visual and audio instructional aids to perform learning in the HLS. No significant effects were found between the three individual differences with respect to attitudes in the HLS that provided visual instructional aids. Significant effects were found between the three individual differences with respect to attitudes in the version that provided audio instructional aids. Analysis of the results led to the framing of a set of HLS design guidelines which are presented in this thesis. Finally, an agenda for future research leading on from the study‘s findings is presented.

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Duy, Nicole. "Revising instructional materials : uniformity among four revisers and their attention to learner data." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59883.

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Despite the emphasis that is placed on collecting learner data in formative evaluation, there has been little research to support its use in the revision of instructional materials. In addition, although the literature suggests that different revisers making changes to the same instructional materials will yield different revisions, little research has been conducted to confirm this. The present study addressed these two issues by having four instructional designers, acting as revisers, make revisions to a draft version of an instructional presentation while thinking aloud. A coding scheme was applied to the think-aloud protocols. Revisions were sorted using a product attribute categorization system consisting of three main categories central to evaluating instructional materials. The results suggest that revisers do give a considerable amount of attention to learner data when revising materials. In addition, there was a great deal of uniformity among the revisions that were generated by the different revisers.

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Soer, Magdalena Elizabeth. "Instruksionele ontwerp van 'n afstandsonderrigprogram vir gehoorapparaat akoestici." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-11182005-152242.

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Wang, Aifang. "The effects of varied instructional aids and field dependence-independence on learners' structural knowledge in a hypermedia environment." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1191519256.

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Schmelzer, Diana McAllister. "A case study and proposed decision guide for allocating instructional computing resources at the school site level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76500.

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School based administrators must often determine the use of potentially powerful computing resources for the school's instructional program. While site level administrators have allocated many kinds of resources within the schools, the allocation of this new technology has little precedent. A decision guide is proposed to assist site level administrators. This guide explores three major sources of information to assist the site level administrator in making computer-related allocations. First, the context of the school, such as the school profile, and the district plan for instructional use of microcomputers, forms a basis for investigating the allocation of computing resources. Second, because both access to and applications for instructional computing resources are critical issues, the moral dilemma of equity-excellence is examined. Finally, empirical information from the existing literature and from a possible school based research effort are analyzed. A procedure for using this information to make decisions is proposed. By weighing these three sources of information, it is contended that the administrator is better able to allocate potentially powerful computing resources. Woven into the decision guide are specific examples from one administrator's efforts to make decisions about word processing at an intermediate school. The context, equity-excellence issues, and empirical information are examined in this particular site to illustrate one application of the guide and to share findings about word processing as an instructional tool.
Ed. D.

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Meyrow, Arnold Burt. "The effect of on-screen instructor gender and expressivity upon adult learning of basic computer skills from an instructional videotape." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39875.

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Parrish, Janet Yvonne. "Using the computer to motivate at-risk students as writers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1437.

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Franke, Frederick Ernest. "An analysis of effective instructional techniques used by automotive technology instructors." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1029.

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Books on the topic "Instructional aids"

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Maryland. State Dept. of Education. AIDS prevention education: Instructional guidelines for schools. [Baltimore] Md: The Dept., 1987.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 2nd ed. New York: Wiley, 1985.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 4th ed. New York: Macmillan Pub. Co., 1993.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 3rd ed. New York: Macmillan, 1989.

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Designing instructional text. 2nd ed. London: Kogan Page, 1985.

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Designing instructional text. 3rd ed. London: Kogan Page, 1994.

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Creating instructional materials. 3rd ed. Columbus: Merrill, 1988.

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Designing instructional text. 3rd ed. London: Kogan Page, 1994.

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Designing instructional text. 2nd ed. London: Kogan Page, 1985.

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New Mexico State University. Center for Educational Development., ed. Essential skills for college teaching: An instructional approach. 3rd ed. Las Cruces, NM: Center for Educational Development, New Mexico State University, 1994.

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Book chapters on the topic "Instructional aids"

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Henderson, Brad. "Instructional Job Aids." In A Math-Based Writing System for Engineers, 289–310. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10756-7_19.

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Augensen, H. J. "Astronomy Education and Instructional Aids." In Compendium of Practical Astronomy, 437–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-45688-6_12.

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Badre, Albert, Margaret Beranek, J. Morgan Morris, and John Stasko. "Assessing program visualization systems as instructional aids." In Computer Assisted Learning, 87–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_60.

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Hu, Xiangen, Zhiqiang Cai, Andrew J. Hampton, Jody L. Cockroft, Arthur C. Graesser, Cameron Copland, and Jeremiah T. Folsom-Kovarik. "Capturing AIS Behavior Using xAPI-like Statements." In Adaptive Instructional Systems, 204–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_17.

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Hampton, Andrew J., and Lijia Wang. "Conversational AIS as the Cornerstone of Hybrid Tutors." In Adaptive Instructional Systems, 634–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_49.

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Domeshek, Eric, Sowmya Ramachandran, Randy Jensen, Jeremy Ludwig, Jim Ong, and Dick Stottler. "Lessons from Building Diverse Adaptive Instructional Systems (AIS)." In Adaptive Instructional Systems, 62–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_6.

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Emond, Bruno. "Learning Traces, Measurement and Assessment Templates for AIS Interoperability." In Adaptive Instructional Systems, 71–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_6.

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Hartung, W. E. "Electronic Delivery of Job Performance Aids." In Computer-Based Instruction in Military Environments, 261–69. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_21.

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Sottilare, Robert, Brian Stensrud, and Andrew J. Hampton. "Examining Elements of an Adaptive Instructional System (AIS) Conceptual Model." In Adaptive Instructional Systems, 239–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_20.

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Ziefle, Martina. "Instruction Formats and Navigation Aids in Mobile Devices." In Lecture Notes in Computer Science, 339–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-89350-9_24.

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Conference papers on the topic "Instructional aids"

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Arafeh, Labib. "Introducing Information Technology to Palestinian Schools." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2437.

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The paper presents the two perspectives of IT in the Palestinian schools. The basic IT literacy - based courses have been introduced in most of private schools since 1985, and formally started in all public as well private schools in 1999. This covers eight grades from the fifth up to the twelfth. An additional two classes per week have been introduced to the weekly school program. The main objective is to create a new technological-mentality generation that understand, use, explore, and involve in the highly demanded field. Students will be facilitated with the basic IT skills to understand, use, and promote their studies in effectively understanding, searching, reporting, and documenting. Teachers badly need IT paradigms to boost their instructional materials and teaching aids. In addition to the workshops, an Arabic language-based web site will be constructed to assist schoolteachers, administrators, and students etc. in learning technology online an offline. Further more, a collaborative Palestinian School Teachers

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Sottilare, Robert A. ""A hybrid machine learning approach to Automated Scenario Generation (ASG) to support adaptive instruction in virtual simulations and games"." In The 8th International Defence and Homeland Security Simulation Workshop. CAL-TEK srl, 2018. http://dx.doi.org/10.46354/i3m.2018.dhss.009.

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"This paper examines machine learning methods to automatically generate a large number of child scenarios from a small number of parent scenarios in support of adaptive instruction conducted in virtual simulations and game-based platforms. Adaptive instructional systems (AISs) include Intelligent Tutoring Systems (ITSs), intelligent mentors, recommender systems, personal assistants, and intelligent instructional media. AISs attempt to tailor instruction for individuals and teams based on their learning needs (e.g., knowledge or skill deficiencies), goals, and preferences. This often requires much more content than current non-adaptive systems which provide one or a very limited set of training scenarios to address a given set of learning objectives. The goal of the research described in this paper is to reduce the authoring burden for developing a large number of unique and relevant training scenarios. The methodology presented also ranks the resulting scenarios with respect to a set of author-specified learning objectives and learner/team competency in the domain of instruction. The unique contributions of this paper are tied to its hybrid machine learning approach, and consideration for both learning objectives and learner/team competency in automatically ranking generated scenarios."

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Kurzel, Frank. "Introducing Peer Review and Assessment within a Project Based Learning Framework to Account for Difficulty." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3338.

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In this paper, we report on a longitudinal study into instruction in a technology based course directed at the creation of multimedia applications. Students come from both the Computing and Media Arts areas and group project work has been the main assessment strategy employed. A metric referred to as the Difficulty was arrived at through a factor analysis of questionnaire data. This metric has been the focus of successive offerings of this action research. A disparity in this metric between students groups became evident and efforts have been employed in subsequent iterations of the course to appease these differences. The project based instructional methodology that has been employed, is characterised by the giving of control over to the students during the development process. Peer review and assessment were also embedded within the instructional methodology to both provide exemplars of work conducted and subsequent feedback, and equity within the assessment process. A number of assessment rubrics were introduced to aid in this process. Interestingly, the end result was an movement on the Difficulty factor for the Computing students. Both cohorts agreed that the instructional methodology was satisfactory.

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Ramachandran, Madhumitha, Zahed Siddique, Gül E. Okudan Kremer, and Firas Akasheh. "Bridging Learning Gap Through Peer-to-Peer Information Exchange in a Flat Environment." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47379.

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In this paper, we present a technology assisted flat learning environment, Teaching to Learn (TeatoL), where all participants have dual roles as students and instructors. The main objective of this work is to investigate how peer-to-peer information exchange aids in bridging knowledge gap in a flat-learning environment. We present our TeatoL implementation that was developed to enhance ill-structured problem solving skill along with its assessment. The participants in the learning environment were given an open design problem related to sheet metal forming. A short lecture about 35 minutes (Phase 0) was given and then student teams were asked to make an instructional video (Phase I) describing their approach for solving the open-ended problem. The videos were viewed by peers, using their computers and mobile devices. The students then critiqued and provided feedback on the posted videos (Phase II). The final step of the process had students write short reports on their problem solving approach (Phase III) that was modified based on peer-to-peer interactions. Student learning in all three phases was assessed to understand the effects of different modes of learning in TeatoL. Our findings indicate that TeatoL is an effective flat online learning environment. Correlation analysis suggests that learning gains are dependent on the level of knowledge on the topic for the learning community (class) and the number of meaningful comments provided by peers. The findings from this work can be utilized to develop technology based online peer learning environments to improve learning outcomes through active collaborative learning. Such an environment can be particularly useful for open course delivery.

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Pramono, Andy, S. Kom, Betty Dewi Puspasari, and S. Kom. "First aid instructional media using Android platform." In 2017 4th International Conference on Computer Applications and Information Processing Technology (CAIPT). IEEE, 2017. http://dx.doi.org/10.1109/caipt.2017.8320712.

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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.

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Garner, Stuart. "Learning Resources and Tools to Aid Novices Learn Programming." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2613.

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It is well known that learning introductory software development is a difficult task for many students. This paper discusses some of the resources and tools that are available, or have been experimented with, that might be of interest to instructional designers of programming. The resources and tools are discussed in the context of the four phases of the software lifecycle, these being: analyse the problem; design and develop a solution / algorithm; implement the algorithm; and test and revise the algorithm. The tools that are discussed include microworlds, videoclips, flowchart interpreters, and program animators.

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Nelms, R. M., M. L. Langford, and R. F. Halpin. "Problem-solving videos as an instructional aid for engineering education." In 31st Annual Conference of IEEE Industrial Electronics Society, 2005. IECON 2005. IEEE, 2005. http://dx.doi.org/10.1109/iecon.2005.1569234.

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Karam, Marcel, and Maha Abou Ibrahim. "Synchronous online help support with visual instruction aids for workflow-based MVC web applications." In the 27th ACM international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1621995.1622015.

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Buzzetto-More, Nicole, and Ojiabo Ukoha. "The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3319.

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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007). The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance. The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration.

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Reports on the topic "Instructional aids"

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Hickey, Albert E., J. M. Spector, and Daniel J. Muraida. Design Specifications for the Advanced Instructional Design Advisor (AIDA). Volume 1. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada248201.

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Hickey, Albert E., J. M. Spector, and Daniel J. Muraida. Specifications for an Advanced Instructional Design Advisor (AIDA) for Computer-Based Training. Fort Belvoir, VA: Defense Technical Information Center, May 1991. http://dx.doi.org/10.21236/ada237255.

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Rohe, Daniel Peter. Documentation and Instructions for Running Two Python Scripts that Aid in Setting up 3D Measurements using the Polytec 3D Scanning Laser Doppler Vibrometer. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1213303.

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Mohammadian, Abolfazl, Amir Bahador Parsa, Homa Taghipour, Amir Davatgari, and Motahare Mohammadi. Best Practice Operation of Reversible Express Lanes for the Kennedy Expressway. Illinois Center for Transportation, September 2021. http://dx.doi.org/10.36501/0197-9191/21-033.

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Reversible lanes in Chicago’s Kennedy Expressway are an available infrastructure that can significantly improve traffic performance; however, a special focus on congestion management is required to improve their operation. This research project aims to evaluate and improve the operation of reversible lanes in the Kennedy Expressway. The Kennedy Expressway is a nearly 18-mile-long freeway in Chicago, Illinois, that connects in the southeast to northwest direction between the West Loop and O’Hare International Airport. There are two approximately 8-mile reversible lanes in the Kennedy Expressway’s median, where I-94 merges into I-90, and there are three entrance gates in each direction of this corridor. The purpose of the reversible lanes is to help the congested direction of the Kennedy Expressway increase its traffic flow and decrease the delay in the whole corridor. Currently, experts in a control location switch the direction of the reversible lanes two to three times per day by observing real-time traffic conditions captured by a traffic surveillance camera. In general, inbound gates are opened and outbound gates are closed around midnight because morning traffic is usually heavier toward the central city neighborhoods. In contrast, evening peak-hour traffic is usually heavier toward the outbound direction, so the direction of the reversible lanes is switched from inbound to outbound around noon. This study evaluates the Kennedy Expressway’s current reversing operation. Different indices are generated for the corridor to measure the reversible lanes’ performance, and a data-driven approach is selected to find the best time to start the operation. Subsequently, real-time and offline instruction for the operation of the reversible lanes is provided through employing deep learning and statistical techniques. In addition, an offline timetable is also provided through an optimization technique. Eventually, integration of the data-driven and optimization techniques results in the best practice operation of the reversible lanes.

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