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Relevant bibliographies by topics / Instructional materials centers Computer managed instruction

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Academic literature on the topic 'Instructional materials centers Computer managed instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Instructional materials centers Computer managed instruction"

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Henderson, Ronald W., and Edward M. Landesman. "Interactive Videodisc Instruction in Pre-Calculus." Journal of Educational Technology Systems 17, no. 2 (December 1988): 91–101. http://dx.doi.org/10.2190/jqyl-rn4v-n6t3-a4pd.

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The interactive videodisc player, managed by a microcomputer, combines the unique instructional qualities of video with the interactive flexibility of the computer. This article reports on the design considerations involved in the development of a series of eight interactive videodisc modules in pre-calculus mathematics. This system, entitled Preparing for Calculus, takes advantage of the unique attributes of each component of the system. The materials provide systematic instruction along dimensions that teachers often have difficulty implementing in classroom situations, but which have been demonstrated to be effective in mathematics instruction. Preliminary field test results indicate that the materials are highly effective, both for review and for initial learning of new concepts and operations.

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Monica Barbosu, Cabiria, Jose G. Perez-Ramos, Margaret Demment, Thomas Fogg, Jack Chang, Beatrice Aladin, Cheryl Smith, Timothy De Ver Dye, and Terry Doll. "2511." Journal of Clinical and Translational Science 1, S1 (September 2017): 51. http://dx.doi.org/10.1017/cts.2017.182.

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OBJECTIVES/SPECIFIC AIMS: The prevention, management, and treatment of HIV, STDs, and HCV requires continuous training that reflects contemporary best-practice and innovative care models. In order to improve the NYS AIDS Institute’s comprehensive web-enabled training program, which enhances the capacity of a diverse healthcare workforce, a needs assessment (NA) of our community of practice (CoP) is needed to better understand their training needs, circumstances, and instructional modalities preferences. The goal of the assessment was to better understand our CoP’s preferences of online trainings, and as a result to develop a “responsive design” system that will enhance user’s learning experience thus improving patient care. METHODS/STUDY POPULATION: We developed and deployed an NA survey using REDCap. The instrument consisted in 27 questions related to providers’ preferences on receiving continuing educational training and their use of technologies, including mobile platforms, online modules, webinars, and telehealth. As part of the recruitment strategy, several resources were deployed over a 1-month recruitment period including sequential email blasts, website promotion, and assessment links included in newsletters and social media. Weekly reminders were also used to promote the participation from our CoP. RESULTS/ANTICIPATED RESULTS: A total of 310 respondents participated in the NA, with 85.8% from NYS. 177 were clinicians (20.5% MD, 2.9% PA, 17.3% NP, and 16.3% RN) and 133 nonclinical providers (case/care managers, social workers, public health professionals, coordinators/administrators, and other). The participants worked in hospitals, community health centers, substance use centers, private practices, and state/local health departments. More than 90% of respondents indicated that they preferred both live/in-person and online training, and participants most strongly indicated that they stayed up-to-date on current developments through CDC, the AIDS Institute, and conferences. More than 60% of respondents considered that receiving CE credit for the training was very important and 28% indicated they would use training materials in Spanish if offered. In terms of technology, over 80% of the respondents preferred computers, but more 50% also used mobile devices (computer at home 61.8%, computer at work 85%, tablet 29.9%, iPhone 20.9%, Android 16.6%, other device 2.3%). DISCUSSION/SIGNIFICANCE OF IMPACT: Accessing an online CoP provided a useful opportunity to assess training needs and preferences of clinical and nonclinical providers. Most providers indicated that they were primarily likely to use a work computer to complete online training or secondarily a home computer. With a significant portion of respondents indicating use of tablets, smartphones, and other devices, online training opportunities should be developed with responsive design to assure flexibility and access. In addition to online training, participants indicated that they also strongly valued live, in-person training. Offering training with CDC and the NYS AIDS Institute branding, in Spanish, together with offering continuing education credit, were all seen as desirable training elements. Accessing this online CoP helped streamline and target training priorities and logistics.

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Lin, Aleck C. H., and Shirley D. Gregor. "Designing Websites for Learning and Enjoyment: A study of museum experiences." International Review of Research in Open and Distributed Learning 7, no. 3 (December 20, 2006). http://dx.doi.org/10.19173/irrodl.v7i3.364.

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This study reports on an exploratory research study that examined the design of websites that encourage both learning and enjoyment. This study examines museum websites that offer educational materials. As part of their mission, most museums provide the general public educational materials for study and enjoyment. Many museums use the Internet in support of their mission. Museum websites offer excellent opportunity to study learning environments designed for enjoyment. Computer-supported learning of various types has been studied over the years, including computer-aided learning, computer-aided instruction, computer-managed learning, and more recently, learning via the Internet. However, the concept of online learning for enjoyment – specifically when learning is not part of a formal instructional undertaking – has not been well studied and thus is not well understood. Some relevant work appears in the literature on pleasure (Telfer, 1980), happiness (Perry, 1967; Veenhoven, 1984), playfulness (Lieberman, 1977; Webster & Martocchio, 1992), and flow (Csikszentmihalyi, 1990; Pace, 2004). The study reported here seeks to redress this gap in the literature, specifically ‘learning for enjoyment,’ by reporting on a number of semi-structured in-depth interviews with museum and educational experts in Taiwan. Our study identified a number of characteristics required of online learning websites, and we conclude some suggested guidelines for developing an online learning website for enjoyment.

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Dissertations / Theses on the topic "Instructional materials centers Computer managed instruction"

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Bedford, Janet D. McCarthy John R. "The utilization of the microcomputer in the administration of a media center in higher education institutions." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608946.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

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Oldford, Rhona G. "Teaching and learning with technology : an integrated approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.

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Everett, Inez Celeste. "Web accessibility: Ensuring access to online course instruction for students with disabilities." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2367.

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The number of instructors introducing web-based elements in the course curriculum is growing and students need to be able to access content on the web to participate. As such, a campus website with accessibility design standards for course developers at California State University showed potential to greatly assist in equalizing the educational playing field for students with disabilities.

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Chancey, Monty. "The effects of individualized computer-assisted learning versus computer-based large group learning conditions on middle school students' library skills achievement." 1995. http://catalog.hathitrust.org/api/volumes/oclc/35695325.html.

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Thesis (Ph. D.)--University of South Florida, 1995.
"UMI number: 9528014." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 101-114).

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Books on the topic "Instructional materials centers Computer managed instruction"

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Computers & technology in school library media centers. Worthington, Ohio: Linworth Pub., 1994.

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Using educational technology with at-risk students: A guide for library media specialists and teachers. Westport, Conn: Greenwood Press, 1997.

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Chao, Lee. Strategies and technologies for developing online computer labs for technology-based courses. Hershey, PA: IGI Pub., 2008.

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Information technology for schools. 2nd ed. Worthington, Ohio: Linworth Pub., 1998.

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Jay, M. Ellen. Library/computer lab/classroom connection: Linking content, thinking andwriting. USA: Neal-Schuman Pub., U. S., 1994.

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1921-, Jay Hilda L., ed. The library/computer lab/classroom connection: Linking content, thinking, writing. New York: Neal-Schuman Publishers, 1994.

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1952-, Fowler Will, ed. More than information: The role of the library media center in the multimedia classroom. Worthington, Ohio: Linworth Pub., 1999.

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Alan, Poulter, ed. Delivering digital services: A handbook for public libraries and learning centres. London: Facet, 2005.

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Kay, Montgomery Paula, ed. Beyond the book: Technology integration into the secondary school library media curriculum. Englewood, Colo: Libraries Unlimited, 2000.

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Repositorios, bibliotecas digitales y CRAI : los objetos de aprendizaje en la educación superior - 1. ed. Alfagrama Ediciones, 2010.

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Book chapters on the topic "Instructional materials centers Computer managed instruction"

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Ramirez, Diana. "A High School Librarian’s Participation in Supporting Information Literacy on Her Campus." In Cases on Educational Technology Integration in Urban Schools, 87–92. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch021.

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The ability to navigate the web and to use technology effectively and efficiently is no longer an option but a requirement in schools and in the workplace. Information literacy is widely accepted as embracing rapid advances in technologies and recognizing the multiple literacies required of students living and learning in this century. Information literacy has grown to include traditional literacy, computer literacy, media literacy, and network literacy. School library media specialists in the twenty-first century face both challenges and opportunities in the recent high expectations of information literacy. Among the challenges is keeping up with changing technologies and taking the necessary steps to ensure students and teachers have appropriate access to resources and instruction. Opportunities include the chance to transform today’s library into a resource center of the future where information literacy can be easily obtained. Welcome to the world of Ms. West, a middle school teacher turned high school librarian, and see how she ponders upon her new role as being the instructor/specialist of information literacy skills on the campus, a reading advocate and provider of reading materials, as the manager of the resources both information and library resources, and lastly being a collaborator with teachers concerning information literacy issues.

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Belanger, France, and Dianne H. Jordan. "Multimedia Content Development." In Evaluation and Implementation of Distance Learning, 129–70. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-63-6.ch005.

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Instructional materials used in a traditional classroom setting can include text (books, handouts, articles), graphs, photos, films, and audio tapes. In the DL environment, these materials are digitized for delivery via a computer and/or a network. This chapter presents topics related to multimedia content development for delivery in a DL environment. First, a discussion of file and format specifications for digital multimedia content is presented; second, levels of courseware complexity are discussed; third, steps in the courseware development process are described; and fourth, commercial off-the-shelf (COTS) tools for developing multimedia instructional content and computer managed instruction (CMI) are presented.

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Case, Thomas L., Geoffrey N. Dick, and Craig Van Slyke. "Expediting Personalized Just-in-Time Training with E Learning Management Systems." In Encyclopedia of Human Resources Information Systems, 378–85. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-883-3.ch056.

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E-learning may be described as the utilization of technology to support the delivery of education. Although e-learning has been around for a long time, the use of the “e” in front of “learning” began soon after the start of using the “e” in front of other terms such as “commerce,” “business,” and “governance.” More than 25 years ago, training firms began bringing students into training centers and sitting them in front of terminals hooked to boxes equipped with headphones. Training center staff would assist trainees in inserting video disks that included lessons on new products, processes, or programs. Training sessions typically lasted two or three hours or more. This was e-learning in its infancy and it was well-received by students because they could needed training when they wanted it; they no longer had to wait for the next instructor-led class scheduled for months in the future. E-learning also has roots in distance education (DE)—the process of providing education where the instruction and learning are in different physical locations (Kelly, 2000). Historically, distance education first emerged in the form of correspondence courses; materials would be mailed to students who would complete readings, reports, and exams and mail them back to course instructors to be evaluated. Television, videotaping, and satellite broadcasting allowed distance education to expand beyond textbooks and printed materials. Using these technologies, learners could experience a classroom-like environment without physically attending class. However, expensive production environments were required to achieve such learning experiences. Computer-based training (CBT) technologies are other precursors of e-learning. These evolved during the 1980s but because early multimedia development tools were primitive and hardware-dependent, the cost associated with CBT delivery was too high to foster widespread adoption. CBT growth was also limited by the need to physically distribute training new media such as CDs whenever updates to training content were made. Today, intranets and the public Internet make it unnecessary for learners to travel training centers because similar types of learning can be delivered directly to the desktop. Learning can take place 24/7 at locations and times that are most convenient to the learner. Intranets and the Internet provide a low-cost medium for content delivery and a cost-effective course development environment. Streaming video and audio is increasingly used to enliven the training/learning experience. Today’s e-learning technologies also enable trainers to simulate the environment in which learning will be applied and to provide the practice needed to master context-specific skills. Training content is now being personalized to ensure that individual students complete only the learning modules that they need or want. And, the development of systems to manage such learning is now producing world class training program content from mixtures of internal and external expertise.

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