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Relevant bibliographies by topics / Instructional materials centers. Teaching

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Academic literature on the topic 'Instructional materials centers. Teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Instructional materials centers. Teaching"

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Liu, Eric Zhi Feng. "Avoiding Internet Addiction when Integrating Digital Games into Teaching." Social Behavior and Personality: an international journal 39, no. 10 (2011): 1325–35. http://dx.doi.org/10.2224/sbp.2011.39.10.1325.

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The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess stud

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Edokpolor, James Edomwonyi. "Resource adequacy and utilization and teaching and learning effectiveness in Vocational Education Programmes in Nigerian universities." Contemporary Educational Researches Journal 9, no. 2 (2019): 39–51. http://dx.doi.org/10.18844/cerj.v9i2.4062.

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This study has investigated the level of physical facilities adequacy and instructional resources utilization for teaching and learning effectiveness in technical and vocational education and training (TVET) programs. A mixed method design was adopted for the study. A stratified random sampling technique was adopted for the study. A sample of 703 participants, which comprised 85 lecturers and 615 undergraduate students while three Heads of Department were purposively selected from Department of Vocational Education cross Federal Universities in South-South, Nigeria. Questionnaires were adminis

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Sutiyarti, Ulfah, Ive Emaliana, and Edy Putra. "Kumori: Teaching Media for Interactive Japanese Language Learning." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 2 (2019): 74–83. http://dx.doi.org/10.17509/japanedu.v4i2.18060.

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This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students foun

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Donkor, Francis. "Assessment of learner acceptance and satisfaction with video-based instructional materials for teaching practical skills at a distance." International Review of Research in Open and Distributed Learning 12, no. 5 (2011): 74. http://dx.doi.org/10.19173/irrodl.v12i5.953.

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<p>As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness of video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials. Specifically, this paper aims to assess learners’ acceptance and

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Pękowska, Marzena. "Pomorski Krajowy Zakład dla Głuchoniemych w Wejherowie w latach 1921–1939. Wprowadzenie do badań." Biuletyn Historii Wychowania, no. 35 (October 19, 2018): 35–52. http://dx.doi.org/10.14746/bhw.2016.35.3.

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In the interwar period there was an intensive development of the theory and practice of pedagogy in Poland. At that time new schools and centers for children with disabilities were created, including for the deaf-mute. In 1921 the Pomeranian National Institute for the deaf and mute was established in Wejherowo. The paper presents the circumstances of the institution’s creation, its organization, rules of admission for pupils, curriculum and social life. Also provided is information on the authority of the Department and the teaching staff. In order to discuss these issues, source materials, st

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Giap, Lim Soo. "The First Impression of Non-native Romanised Mandarin Learners towards a Newly Designed Web-based Instruction with Customized Architecture Framework." Journal of Social and Development Sciences 2, no. 4 (2011): 196–203. http://dx.doi.org/10.22610/jsds.v2i4.669.

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The Web-based instruction (WBI) is the instructional materials that are used in the learning system that involves the network operation center (NOC), the WWW resources, the learners, instructors and the regularly conducted lectures of fulltime teaching staff. The main objective of this paper is to describe the system architecture of web-based Hanyu Pinyin (Romanised Mandarin) instruction and its main features. The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. This paper also discusses the first impression of UiTM students who study thro

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Meunier, Fanny. "Formulaic Language and Language Teaching." Annual Review of Applied Linguistics 32 (March 2012): 111–29. http://dx.doi.org/10.1017/s0267190512000128.

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This article reviews the concrete effects that the theoretical findings on the formulaic nature of language have had in instructed second language acquisition (SLA). The introductory section includes some terminological comments and a general discussion on the validity of adopting a formulaic approach in second or foreign language teaching. The second section discusses various points in time when instructional intervention is possible and presents the rationale adopted in the article to trace elements of formulaicity in instructed SLA. The next three sections each center on one aspect of forei

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Aziz, Jamal. "Nationalist Value on Civics Teaching Materials in Elementary School." International Journal of Social Science Research and Review 4, no. 1 (2021): 45–50. http://dx.doi.org/10.47814/ijssrr.v4i1.64.

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The past three years have witnessed a dramatic revitalization of civics education for use in schools. In this brief period, educators have participated in a major national inquiry into civics education, initiated a national curriculum materials project, commenced research to create a substantive teacher knowledge base, developed centers of civics education, and constructed programs for teacher preparation. While this revitalization is not yet well grounded in schools, the situation should change dramatically in the very near future. The structure of the administration of formal education varie

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Moore, Sarah Catherine K., and Julie Sugarman. "Center for Applied Linguistics, Washington DC, USA." Language Teaching 43, no. 4 (2010): 522–26. http://dx.doi.org/10.1017/s0261444810000212.

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The Center for Applied Linguistics (CAL) is a private, nonprofit organization dedicated to the application of research on language and culture to educational and societal concerns. Through its work in research, information dissemination, development of instructional materials and language tests, and professional development and technical assistance to schools, districts, and states, CAL serves as a liaison between the academic world of research and the practical world of language education and language-related concerns. CAL plays a leading role in articulating language- and culture-related iss

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Truong, Hoa Minh, and Van Thuy Vuong Pham. "Teachers’ and students’ appraisal of the ITEC English curriculum: A comparative study." Global Journal of Foreign Language Teaching 10, no. 3 (2020): 167–81. http://dx.doi.org/10.18844/gjflt.v10i3.4933.

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With the holistic purpose of improving the language teaching and learning quality at the ITEC center of University of Science (Ho Chi Minh City), the paper focused on the students’ and teachers’ appraisal towards the current ITEC English curriculum. The survey study was conducted at the ITEC center of University of Science (Ho Chi Minh City) with the participation of 82 students and 20 teachers. The instruments included the questionnaires and the semi-structured interviews. The quantitative data obtained from the questionnaires were analyzed by SPSS version 20.0, while the qualitative data obt

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Dissertations / Theses on the topic "Instructional materials centers. Teaching"

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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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Kalande, Wotchiwe Mtonga. "The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30146.

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The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the in

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Smith, Marilyn Elizabeth. "A study of perceptions between the actual role and the ideal role of learning resource center coordinators/instructors as reported by administrators, vocational instructors, and learning resource center coordinators/instructors /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711446.

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Chung, Kin-wah. "Plover cove dam building." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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Wong, Chi-chung Max. "Christian media centre." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949652.

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Woo, Ching-hang Amy. "Chinese net : school complex primary school & resource centre /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946018.

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Wong, Chiu-lung Dennis. "An audio-visual centre at Stanley Street." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950174.

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Bevan, Blanche. "Centre for media and image." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-10122006-121826.

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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.<br>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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Miah, Abdul J. "Automated library networking in American public community college learning resources centers." Diss., Virginia Polytechnic Institute and State University, 1989. http://books.google.com/books?id=5LbgAAAAMAAJ.

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Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1989.<br>Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 148-159).

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Books on the topic "Instructional materials centers. Teaching"

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Enhancing teaching and learning: A leadership guide for school librarians. Neal-Schuman, an imprint of the American Library Association, 2013.

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Enhancing teaching and learning: A leadership guide for school library media specialists. Neal-Schuman Publishers, 1998.

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Enhancing teaching and learning: A leadership guide for school library media specialists. 2nd ed. Neal-Schuman Publishers, 2005.

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Enhancing teaching and learning: A leadership guide for school library media specialists. 2nd ed. Neal-Schuman Publishers, 2008.

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D, Harjo Lisa, and Welborn Lynda, eds. How to teach about American Indians: A guide for the school library media specialist. Greenwood Press, 1995.

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Instructional design for libraries: An annotated bibliography. Garland Pub., 1986.

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Designing digital literacy programs with IM-PACT: Information motivation, purpose, audience, content, and technique. Neal-Schuman Publishers, 2005.

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McCain, Mary Maude. Dictionary for school library media specialists: A practical and comprehensive guide. Libraries Unlimited, 2001.

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Wilson, Patricia J. Leadership for today's school library: A handbook for the library media specialist and the school principal. Greenwood Press, 2001.

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

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Book chapters on the topic "Instructional materials centers. Teaching"

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Cole, Renée. "Using Chemistry Education Research to Inform Teaching Strategies and Design of Instructional Materials." In Chemistry Education. Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch7.

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Calmer, Joseph Malcolm. "Teaching With the 21st-Century Competencies." In Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6967-2.ch005.

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Teaching in the 21st century is hard, complex work. There are many resources available to use for teachers and organizations. The teacher needs to focus and only using instructional materials and practices that are effective and maximize learning. The P21 Framework allows for teachers to align and produce curricula and materials that are high leverage in nature and produce global competencies. Through the use and implementation of philosophy and psychology, a teacher can incorporate their own 21st century skills and practice to produce 21 century learners.

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Legutko, Agnieszka. "Yiddish in the 21st Century." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch011.

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This chapter offers the first scholarly analysis of teaching the Yiddish language in the digital age, and argues that new media have a tremendous potential for rescuing endangered languages. It investigates the pedagogical advantages and disadvantages of using digital technologies in teaching languages, as well as the ensuing challenges for teachers and students. A brief overview of the history of the Yiddish language and culture is followed by examination of such new digital platforms as Yiddishpop.com, Mapping Yiddish New York, The Grosbard Project, Yiddish audio and visual materials available online, such as videos, sound archives, online newspapers and dictionaries, as well as distance learning opportunities.

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Nunes, Ingrid Kleist Clark, and Elena Maria Mallmann. "A Framework to Analyze Teaching-Learning Objects (T-LO)." In Cases on Interactive Technology Environments and Transnational Collaboration. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch016.

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The pedagogical mediation in Distance Education (DE) is sustained by hypermediatic didactic materials, which are marked by principles of autonomy, interaction, interactivity, motivation and cooperation. The main thought in this article is to know if the developed Teaching-Learning Objects (T-LO) are potentially meaningful answering these principles. The planning and elaboration of the T-LO are highlighted processes in Brazil. Therefore, the authors present the conceptual singularities of the T-LO; the Instructional Design (ID) processes and the importance of the Instructional Project (IP) elaboration to guarantee a meaningful potentiality of the T-LO. As a research result, the authors center attention on the contribution of a framework (called the T-LO List), which is used to analyze the T-LO developed, implemented, and evaluated in a specific context of a didactic module elaboration. In conclusion, it is important to realize that the usage of a framework to analyze the T-LO can orient theoretical methodological steps of planning, developing, implementing, observing, reflecting, and re-planning, all carried out by multidisciplinary teams.

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Barron, Lisa. "Candidate Success." In Performance-Based Assessment in 21st Century Teacher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8353-0.ch006.

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edTPA is a rigorous teaching performance assessment that requires preservice candidates in 27 content areas to demonstrate their ability to plan, instruct, and assess. A primary consideration in these lessons is meeting the needs of diverse students, planning lessons that engage, and using assessments to inform instruction. Preservice candidates submit evidence in the form of commentaries and artifacts for each of the three tasks. This evidence includes written commentary, lesson plans, instructional materials, video clips, assessments, feedback, and reflective analysis. This chapter will provide teacher preparation programs strategies for effective candidate support that can lead to faculty engagement, program improvement, and candidate success. It is written from the perspective of a teacher preparation program that has supported thousands of candidates through the edTPA submission process and learned valuable lessons along the way.

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Deng Tap, William. "Teaching and Learning Mathematics for Understanding, Enjoyment and Everyday Life Experiences." In Insights Into Global Engineering Education After the Birth of Industry 5.0 [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99101.

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This chapter expresses the views of a teacher-researcher who advocates and argues for the use of humor in the classroom setting, especially in the mathematics classroom. While existing research based literature has shown the use of humor to be promising and encouraging effecting teaching and learning tool, very little instructional humor or classroom humor–an appropriate type of humor often related to the content materials being discussed–has been used in the classroom setting–especially in the mathematics classrooms. The chapter explores, surveys and highlights ways in which the existing-related literature about the effective and appropriate use of humor in the classroom setting can be implemented in practice, especially in the teaching and learning of mathematics, in this challenging era of the increasingly rapid technological advancements referred to as 21th century technological revolution or the re-engineering of industrial education 5.0 relative to STEM subjects study areas. The use of humor as teaching and learning tool in the classroom setting has been shown to have so many associated benefits ranging from but not limited to a conducive-relaxed learning environment, enhanced students’ learning experience, motivating and inspiring the students to learn more and even the improvement of student-teacher classroom rapport, just to mention a few. Hence, the literature recommends that classroom teachers should make more use of humor as an effective teaching and learning tool, especially the contextualized-appropriate humor types that are related to the content materials being discussed.

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Richards, Jack C., and Willy A. Renandya. "Syllabus Design and Instructional Materials." In Methodology in Language Teaching. Cambridge University Press, 2002. http://dx.doi.org/10.1017/cbo9780511667190.011.

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Gaimaro, Amy. "Promoting Engagement with Online Presentations." In Advances in Multimedia and Interactive Technologies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8696-0.ch009.

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Educators delivering online presentations face many challenges when teaching in this modality. Lack of student engagement is one such challenge. Students can study online with lackluster learning experiences when participating in a predominately text-based course. Applying multiple instructional strategies to address students' diverse learning styles can provide students with a more engaged online learning experience. Another challenge many educators face, is the need for support and guidance to facilitate effective online learning. More specifically, educators of the twenty-first century are seeking the know-how to move traditional text-based materials into online, media-rich course content. This chapter will examine some of the challenges of delivering quality online presentations. In conclusion, the author will provide examples of strategies for delivering effective online presentations within the virtual college classroom.

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"Selecting Instructional Materials and Resources." In Teaching Adult English Language Learners: A Practical Introduction, 2nd ed. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781009024709.009.

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"Designing instructional materials for teaching listening comprehension." In The Language Teaching Matrix. Cambridge University Press, 1990. http://dx.doi.org/10.1017/cbo9780511667152.005.

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Conference papers on the topic "Instructional materials centers. Teaching"

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"Transforming a First-year Accounting Course Using a Blended Learning Pathway." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4305.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Blended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. Background: The objective of this study is to fi

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Yamazaki, Susumu, and Taku Jiromaru. "Instructional Design of Exercise-Centric Teaching Materials on UML Modeling." In 2014 IIAI 3rd International Conference on Advanced Applied Informatics (IIAIAAI). IEEE, 2014. http://dx.doi.org/10.1109/iiai-aai.2014.77.

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"Adequacy of Instructional Materials Used by Teachers in Teaching Technology and Livelihood Education." In International Conference on Law, Education and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0114516.

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Turel, Yalin Kilic, Cigdem Gulmez, and Rahime Kavak. "Designing Instructional Materials for Teaching Surahs and Duas for Elementary School Students in Turkey." In 2013 Taibah University International Conference on Advances in Information Technology for the Holy Quran and Its Sciences. IEEE, 2013. http://dx.doi.org/10.1109/nooric.2013.29.

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Saddhono, Kundharu. "Implementation of Thematic Instructional Materials in Teaching Indonesia to Speakers of Other Languages (TISOL)." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009020002890292.

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Crespo, Begoña, and Angela Llanos Tojeiro. "EMI Teacher Training at the University of A Coruña." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8117.

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TThe aim of this paper is to offer an overview of how an EMI (English as a Medium of Instruction) programme was designed at the University of A Coruña (Spain) to implement courses taught in English by its teaching staff. The final goals of this initiative were twofold: to attract an increasing number of foreign students through mobility or as new admissions; and to promote internationalisation at home for both students and lecturers. Some of the steps taken in this process (from coaching to EMI) are explained as well as the principles on which a particular teaching methodology for non-native s

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Hall, Simin, Clint Dancey, Catherine T. Amelink, and Samuel Conn. "Our First Online Offering of Introduction to Thermal-Fluid Engineering." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63746.

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In this paper the researchers reflect on the use of various communication technologies from the first online offering of our introductory thermodynamics course. The asynchronous (i.e., forums) and synchronous communication technologies such as Centra™ were employed for instruction and explication of useful feedback and self-explanation to promote students’ collaboration. The instructors outline the types of questions used in these guided activities that challenged students to search for multiple ways to demonstrate their conceptual understanding of very fundamental physical notions. The discus

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Hall, Simin, Catherine T. Amelink, Samuel Conn, and Eugene Brown. "Online Course Design Informed by Students’ Epistemic Beliefs: A Case Study of a Thermodynamics Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37228.

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Online offerings of abstract engineering courses such as thermodynamics provide a medium to present course material using pedagogy that employs problem-based learning (PBL). This shift requires a student-centered approach to course design and delivery that addresses several key elements in the educational setting, including students’ self-efficacy as it relates to problem-solving and students’ epistemic beliefs as they relate to interacting with peers, instructors, and instruction. This paper reports results from a mixed-method study that collected data useful in design of an online course foc

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Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.

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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will descri

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Katase, Takuya, Hiroh Yamamoto, Kouichi Mutsuura, and Shinjiro Oshita. "Instructional Design Model Promoting Transfer Using Group Development Method of e-Learning Teaching Materials by Learners Themselves." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339756.

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Reports on the topic "Instructional materials centers. Teaching"

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with

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