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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 students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments.

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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 administered to TVET lecturers and undergraduate students, while Heads of Department were interviewed. Physical facilities, such as, workshops, laboratories, equipment/hand tools, ,entrepreneurship centers, departmental libraries, ICT centers, and lecture rooms, were found to be moderately adequate. Other physical facilities, such as, lecture halls/theater, career counseling centers, lecturers offices, and structures/buildings, were found to be inadequate. However, instructional resources, such as raw materials for practical training, reference books, and course textbooks, were found to be moderately utilized during teaching and learning in TVET program. Other instructional resources, such as general textbooks and academic journals, were found to be rarely utilized during teaching and learning in TVET program. Based on these findings, the authors concluded that the moderate availability and inadequacy of core physical facilities and the rare utilization of instructional resources were attributed to teaching and learning ineffectiveness in TVET programs across Federal Universities in Nigeria, which could further affect students’ self-confidence and self-determination to engage in entrepreneurial career and lifelong learning tasks on graduation. One of the recommendations proffered for the study is that managers of TVET should endeavor to collaborate with other major stakeholders for the provision of funds that would assist in ensuring adequate provision of physical facilities for effective teaching and learning process in TVET programs. Ensuring adequate provision of physical facilities will help in guaranteeing conducive learning environment, which could further help to equip students with requisite skills to engage in entrepreneurial career and lifelong learning on graduation. Keywords: Effective teaching and learning, instructional resources utilization, lecturers and students, physical facilities adequacy, technical and vocational education and training;

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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 found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.

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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 satisfaction with the materials. It also aims to determine whether levels of learner satisfaction and acceptance differ according to study centres. Data were collected from 71 respondents at three study centres using a self-completion questionnaire comprising 17 Likert-type items. The data were analyzed using descriptive statistics, ANOVA, and Scheffe’s post hoc test at a 0.05 level of significance. Learners appeared positive about their learning experiences with the use of video-based instructional materials to learn practical skills at a distance as they rated highly all the items assessing their acceptance and satisfaction. Results of item-by-item ANOVA regarding learner acceptance indicated that the respondents, categorized according to study centres, exhibited similar levels of acceptance for nine of the ten items. For learner satisfaction, there were no statistically significant differences for six of the seven items. Thus, learners of different study centres exhibited about the same level of acceptance and satisfaction.</p>

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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, stored in the Gdynia branch of the State Archive in Gdansk and held by the Educational-Instructional Centre for the Deaf Mute No. 2 in Wejherowo were used.

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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 through Guru Hanyu Pinyin web-based instruction (Romanised Mandarin Web-based instruction). To conduct the study, descriptive statistical tool was used. A group of 28 students in UiTM Penang campus were selected to attend a 4-hour self-learning session using Hanyu Pinyin instruction at the language computer laboratory. An questionnaire on user friendliness of the instruction is given to them to find out their first impression about the instruction. The finding shows that the majority of the students feel that Guru Hanyu Pinyin WBI is user friendly

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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 foreign language teaching, namely, input, classroom activities, and feedback. The discussion broaches pedagogical choices, teaching materials, types of activities, and tools currently available to teachers and learners. The results show that the increasingly refined understanding of the formulaic nature of language has clearly impacted second language teaching but that a number of questions still remain unanswered. These questions pertain to the types of formulas that deserve teaching time and to the assessment of the actual learning outcomes of using a formulaic approach.

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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 varies widely among the surveyed jurisdictions. In some jurisdictions, national curricula for primary and secondary education is prepared by a central authority that decides the format and content of civic education. Teaching materials is one of the spearheads for achievement integration objectives of character values in a subject. If depicted in a pattern, teaching materials load and interpret the character values in it as well, in this case specifically the character of nationalist, so the teachers will be easier in the development and implementation of the code on the self-learners, in addition to the teachers also develop through learning activities in the classroom. This research was conducted using qualitative methods such as analysis of documents. Source of data used to the non-random sampling technique and purposive sampling. Integration efforts characters nationalists in the description of the learning material Books Students Themes Indahnya Kebersamaan 4th grade curriculum in 2013 carried on: 1) a description, (eye catcher, illustrations), 2) a description of work instructions, 3) a description of exercises after the appearance of discourse and 4) description of evaluation at the end of lesson activities.

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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 issues that affect policy decisions; conducting research on language use, language learning, and effective teaching methods; and translating research into practical applications that help language learners succeed.

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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 obtained from the interviews were thematically analyzed. The findings show that both the students and the teachers concurrently showed their positive affection and cognition towards the clear objectives, reasonable assessment modes, effective instructional materials, and helpful extensive practice. In addition, content of the ITEC English curriculum was emotionally and cognitively approved by both the teachers and the students; however, some students thought that the content lacked an emphasis of culture elements and updated realistic situations. Furthermore, while the teachers seemed to prefer the time allotment of the courses of the curriculum, many students did not express their favor or approval. Besides, a big proportion of the target students liked its instructional methods and believed in the usefulness of the instructional methods and delivery techniques, especially in developing and sharpening their language skills and test-taking skills as well. Nonetheless, some of the teachers did not feel these instructional methods impressive and were not compatible with their preferential styles.

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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 instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with vernacular during teaching. Implications for practice and for further research have also been suggested.<br>Ph. D.

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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 find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers’ and students’ perceptions on the impact of the connectivity of online and face-to-face activities on students’ learning. Methodology: Data was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers’ experiences and observations were also noted. The survey results were analyzed using content analysis. Contribution: Research focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners appears to be one of the most cited rationale for the combination of traditional with online instructional methods, however, this study evaluates blended learning as a tool for transforming the learning experience of second language, first year accounting students. Findings: Findings show that students benefit from blended learning, and connectivity between online and in-class activities allows students to exploit the advantages of both online and face-to-face learning. Students can see the relevance of what they are doing online and how that contributes to their in-class activities and, hence, are motivated to complete the activities. Recommendations for Practitioners: Educators should use a well-designed blended learning pathway to empower students to be in charge of their learning. Placing materials online creates more and better opportunities for engaging students in class. Institutional support is important when implementing blended learning. Recommendations for Researchers: There is a need for more studies on blended learning design and implementation. Future researchers may carry out more studies on how blended learning design affects student engagement and learning for second language learners in other courses. Impact on Society: A blended learning pathway would greatly benefit second language learners to learn better and empower them to be more independent as a self-directed learner who is able to utilize their time wisely. Community of practice is an excellent platform to encourage teaching teams to work together and create innovative teaching and assessment materials. Future Research: Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers’ perceptions and experiences.

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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 speakers of English is based. Content knowledge and a B2 level of English is presupposed, but a further level of teacher professionalism is aspired to, involving commitment, reflection, responsibility. A shift in focus, from teacher- to student-centred learning is required. Instructors should show their students how to learn and guide them along their learning paths. This implies a shift in the original mindset that is strongly rooted in particular teaching traditions. Communicative competence is also a key factor: knowing how to transmit and communicate is at least as important as the material content itself, and lecturers should be good communicators.

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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 discussion in this paper outlines ways to improve forum questions, instructor’ feedback, and the frequency of the feedback to improve students’ metacognitive strategies in learning and the application of the course material. The observational data are also examined to note if there were any differences in forum contributions online versus students’ contributions in a face-to-face class. This paper provides a platform for research about learning and evaluation of instruction in abstract engineering courses in an online environment. The study is significant and of interest to faculty and administrators who have taught courses in traditional classrooms and who are now considering online teaching to increase access to engineering education.

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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 focused on teaching problem solving skills among students. The data were collected through qualitative and quantitative methods used to determine how students approach problem solving, the role of instructor in facilitating problem solving, and the role of peers and students’ use of technology as it relates to accomplishing course work related to problem solving. Results reveal that students are confident in their problem-solving skills but rely primarily on the instructor to show them how to solve problems. Analysis and discussion focus on how to change the manner in which the content of the course is designed and presented to improve students’ self-efficacy in problem solving and students’ epistemic beliefs through active engagement with materials and collaboration with peers and instructor.

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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 describe the active teaching techniques that I, a tenure track faculty, has been practicing to teach mechanical engineering courses; the main discussion will focus on the Fuel Cell Science and Technology course. I have devised my current deep learning and teaching strategies through a yearlong Myrtilla Miner Faculty Fellowship cohort under Dr. Ken Bain and a number of workshops on the group based active teaching and peer interaction based teaching. This paper describes the strategies for developing a teaching and assessment plan for the courses I teach by emphasizing on (i) designing significant learning outcomes before starting a class, (ii) the long term retention of key concepts of a course by fostering student centered deep learning course activities, and (iii) far transfer of the skills students gain from a course. The first topic of this paper is about various strategies to understand students’ motivations and inhibitions that may govern their learning curve in a course. The second topic of this paper discusses the crucial aspect of designing a promising syllabus to give students a bigger purpose for learning the course material; a promising syllabus attempt to connect students’ long held curiosities and career ambitions with the course to be offered. The third topic delves into the strategies to engage students in self-preparation to assimilate the key concepts to be discussed in a class. This paper will also highlight the approach to design conceptual quizzes to guide student preparation before they come to the class and then use the same conceptual quizzes to conduct peer discussion and define the flow of a class; this strategy is derived from Dr. Eric Mazur’s work on peer interaction based teaching. The fourth topic is about the utility of one pager feedback form to be filled by the students after every class. This paper will discuss structure and effectiveness of the feedback form in improving student attention and participation in the class discussions. I have offered two workshops on effective teaching at the University of the District of Columbia to promote active student learning in a wide range of courses. I plan to conduct workshops for the middle and high school teachers to share the effective teaching skills.

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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 ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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