Relevant bibliographies by topics / Instructional software

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Instructional software'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Instructional software"

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Reiser, Robert A., and Walter Dick. "Evaluating instructional software." Educational Technology Research and Development 38, no. 3 (1990): 43–50. http://dx.doi.org/10.1007/bf02298181.

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Hall-Wallace, M. "Instructional Software for Seismology." Seismological Research Letters 70, no. 1 (1999): 85–86. http://dx.doi.org/10.1785/gssrl.70.1.85.

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Madden, Frank. "Instructional Materials: Literature Software." English Journal 77, no. 6 (1988): 75. http://dx.doi.org/10.2307/818625.

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Demirors, Onur, Elif Demirors, and Ayca Tarhan. "Managing instructional software acquisition." Software Process: Improvement and Practice 6, no. 4 (2001): 189–203. http://dx.doi.org/10.1002/spip.148.

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Kearsley, Greg, and Rachelle Heller. "Teaching instructional software design." ACM SIGCSE Bulletin 24, no. 3 (1992): 24–28. http://dx.doi.org/10.1145/142040.142059.

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Guilherme Andrade, Marson. "Instructional Software for Biochemistry Education." Revista de Ensino de Bioquímica 2, no. 2 (2004): 2. http://dx.doi.org/10.16923/reb.v2i2.134.

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In the last decades the world has witnessed a revolution in the expansion and access to knowledge, whi-ch has dramatically changed the relationship between labor and production. According to UNESCO(United Nations Educational, Scientical and Cultural Organization) and ILO (International LaborOrganization), in the of information it is fundamental that Higher Education Institutes educate pro-fessionals capable to update their knowledge in the course of professional life. The so-called life-longlearning s pointed out as a request for creating and maintaining jobs, and for supporting the develop-ment of nations as well. In such context, Biochemistry is a eld of knowledge which has outstandinglyexpanded its boundaries. Preparing the next generation of biochemists for the age of informationrequires the development of cognitive skills as an essential educational goal concerning graduationcourses, which have been historically limited to the exposition of contents. The achievement of suchobjective depends on many factors, including the development of suitable instructional materials thatcan improve the teaching and learning experience. This conference deals with the development ofinstructional software at the crossroad of Educational research, Informatics and Biochemistry. Theinvestigative approach leading to the development and improvement of instructional software for Bi-ochemical education will be discussed on the basis of the following issues: i) motivating questionsto software development - teaching and learning problems; ii) development of digital content: speci-c content, interface and interactivity; iii) evaluation of the software s instructional eciency; iv)examples of softwares which have been conceived according to the discussed methodology.
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Hubbard, Carol, Ole Jakob Mengshoel, Chris Moon, and Yong Se Kim. "Visual reasoning instructional software system." Computers & Education 28, no. 4 (1997): 237–50. http://dx.doi.org/10.1016/s0360-1315(97)00013-4.

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Montgomery, Susan, and H. Scott Fogler. "SELECTING COMPUTER-AIDED INSTRUCTIONAL SOFTWARE." Journal of Engineering Education 85, no. 1 (1996): 53–60. http://dx.doi.org/10.1002/j.2168-9830.1996.tb00208.x.

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Boot, Eddy W., Jeroen J. G. van Merriënboer, and Arja L. Veerman. "Novice and experienced instructional software developers: effects on materials created with instructional software templates." Educational Technology Research and Development 55, no. 6 (2006): 647–66. http://dx.doi.org/10.1007/s11423-006-9002-9.

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Fronza, Ilenia, Luis Corral, and Claus Pahl. "End-User Software Development: Effectiveness of a Software Engineering-Centric Instructional Strategy." Journal of Information Technology Education: Research 19 (2020): 367–93. http://dx.doi.org/10.28945/4580.

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Aim/Purpose: This work aims to introduce and evaluate an instructional strategy that aids end-users with developing their software products during intensive project-based events. Background: End-users produce software in the labor market, and one of the challenges for End-User Software Engineering (EUSE) is the need to create functional software products without a formal education in software development. Methodology: In this work, we present an instructional strategy to expose end-users to Agile-based Software Engineering (SE) practices and enhance their ability to developing high-quality software. Moreover, we introduce a SE approach for the collection of metrics to assess the effectiveness of the instructional strategy. We conducted two case studies to validate the effectiveness of our strategy; the comprehensive analysis of the outcome products evaluates the strategy and demonstrates how to interpret the collected metrics. Contribution: This work contributes to the research and practitioner body of knowledge by leveraging SE centric concepts to design an instructional strategy to lay the foundations of SE competencies in inexperienced developers. This work presents an instructional strategy to develop SE competencies through an intensive and time-bound structure that may be replicated. Moreover, the present work introduces a framework to evaluate these competencies from a product-centric approach, specialized for non-professional individuals. Finally, the framework contributes to understanding how to assess software quality when the software product is written in non-conventional, introductory programming languages. Findings: The results show the effectiveness of our instructional strategy: teams were successful in constructing a working software product. However, participants did not display a good command of source code order and structure. Recommendations for Practitioners: Our instructional strategy provides practitioners with a framework to lay foundations in SE competencies during intensive project-based events. Based on the results of our case studies, we provide a set of recommendations for educational practice. Recommendation for Researchers: We propose an assessment framework to analyze the effectiveness of the instructional strategy from a SE perspective. This analysis provides an overall picture of the participants’ performance; other researchers could use our framework to evaluate the effectiveness of their activities, which would contribute to increasing the possibility of comparing the effectiveness of different instructional strategies. Impact on Society: Given the number of end-user developers who create software products without a formal SE training, several professional and educational contexts can benefit from our proposed instructional strategy and assessment framework. Future Research: Further research can focus on improving the assessment framework by including both process and product metrics to shed light on the effectiveness of the instructional strategies.
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Dissertations / Theses on the topic "Instructional software"

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Cannon, Christopher Garrett. "Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.

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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theory provided a framework for the topic of differentiated instruction. This study included a single elementary school within a district in the Southeastern United States. The participants of this study included 1 general education and 1 special education 4th-grade mathematics teacher. In addition, participants included 6 general education and 4 special education 4th-grade mathematics students. Introductory and follow-up teacher interviews, introductory and follow-up student focus group interviews, 6 classroom observations, and teacher lesson plans were used as data collection methods. Gerund coding, categorizing, and content analysis was employed to interrogate the data. The constant comparative method was used to determine within-case and across-case themes and discrepancies. The findings revealed that teachers used computer-assisted instructional software, MobyMax, to meet individual student needs, monitor student progress, implement small group instruction, increase student engagement, and supplement primary teacher-led instruction. Educators can use the findings of this study to understand how teachers can use computer-assisted instruction to meet the needs of students.
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Bezerra, de Souza Jose Marconi. "Towards the optimization of software instructional demonstrations." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494792.

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This thesis examines literature and existing practices to guide empirical research on the effectiveness of instructional demonstrations that are used to learn software. Little is known about how to optimize these instructions because previous research seems to focus on the differences between animated and static formats, rather than looking at them as complementary visual representations. Research has also prioritized the assessment of using text, rather than pictorial means to convey operational information (i.e., physical actions to be carried out by the user). In order to explore these and other gaps, this thesis describes four studies and one illustrated review that aim to answer three questions: How have visual representations of operational information been explored in existing instructions and how do they influence the performance of users of software instructional demonstrations? How has interaction been explored in instructional demonstrations and how does it influence user's performance? How are animated and static software instructional demonstrations judged by users?
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Yellen, Richard Emerson. "Increasing the propensity to use computer application software." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.

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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.
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Porter, Brandon W. (Brandon William) 1974. "Educational fusion : an instructional, web-based, software development platform." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/50393.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; and, Thesis (B.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.<br>Includes bibliographical references (p. 96-98).<br>by Brandon W. Porter.<br>B.S.<br>M.Eng.
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Beck, Michael Joseph. "Educational software that requires no training to use." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1182.

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The goal of this project is to create a piece of educational software that most anyone can use without prior instruction. The intended audience is secondary level students and up. The content of the software is in the form of a data bank on vertebrates and invertebrates of the Caribbean ocean.
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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.

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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".
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Bartholomew, Scott Ronald. "A Study Analyzing Five Instructional Methods for Teaching Software to Junior High Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2654.

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If you ask 5 different teachers what the best way to teach a new technology to a student is you will get 5 different answers. (Bork, 2001; Cheong, 2008; Egal, 2009; Howell, 2001) What is the best way to teach a new computer software application to a student? In the technological world we live in today the effective transfer of technological knowledge is paramount. With varying opinions even among the leaders of national technology teacher associations (Haynie, 2005) there is a large level of ambiguity in relation to best practices in technology teaching. This study evaluates five commonly used methods of software application instruction used in technology classrooms. Students and teachers were questioned regarding the effectiveness and frequency of use of each of the instructional methods. Students were also instructed using five commonly used methods of instruction. Student's work was graded and average grades for each method of instruction were obtained. Key findings include: 1 - Students perceive book learning to be the most effective method of instruction for themselves and for their classmates. 2 - Teachers perceived direct instruction as the most effective method of instruction and book learning as the least effective method of instruction. 3 - Although students reported book learning as the most effective method of instruction those receiving direct instruction received the highest grades.
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Chen, Yentzu. "Using Instructional Software to Improve Oral Performance of Taiwanese Speakers of English." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/117.

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Taiwanese society perceives English as an important skill; most people expend significant efforts and resources to learn English. However, Taiwanese education focuses exclusively on traditional teaching in language courses, overlooking interactions and cultural concepts. Thus, students' ability to communicate orally in English remains relatively low. Existing literature indicates that Computer-Assisted Language Learning (CALL) can enrich language learning as computers provide many functions to enhance lectures in a meaningful and effective manner. In particular, CALL can incorporate speech recognition software to help develop oral language and practice pronunciation. Integrating CALL technology into traditional language courses may improve Taiwanese students' oral performance. The current study utilized learner-centered design and second language acquisition theories as guidelines to identify relevant software; the SECTIONS model and evaluation criteria were used to select the most suitable program for integration into a traditional course. The experimental design was administered to two sophomore English classes whose students were not majoring in English at a private university in Taiwan over an eight-week period. Pre- and posttests were used to identify language achievement during the study while a questionnaire was administered to determine attitudes toward using the software. Changes in the Spoken English Test (SET) resulting from the treatment were found to have no statistically significant difference, but the experimental group demonstrated greater improvement on the sentence mastery section and vocabulary. The perceived usefulness and the subject norm had a significant and strong influence on the adoption and use of computer technologies in participants' English oral practice.
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Exter, Marisa E. "The educational experiences of software designers working in education/instructional technology related fields." INDIANA UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3491471.

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Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.

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Books on the topic "Instructional software"

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Ragan, Tillman J. Programming instructional software. Educational Technology Publications, 1989.

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Lockard, James. Instructional software: Practical design and development. Wm. C. Brown Publishers, 1992.

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Twigg, Carol A. Academic productivity: The case for instructional software. Educom, 1996.

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Orr, Kay. Code inspection instructional validation. Research Institute for Computing and Information Systems, 1992.

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L, Peck Kyle, ed. The design, development, and evaluation of instructional software. Macmillan, 1988.

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Authoring: A guide to the designof instructional software. Addison-Wesley, 1986.

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Kearsley, Greg. Authoring: A guide to the design of instructional software. Addison-Wesley, 1986.

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Tennyson, Robert D. Automating Instructional Design: Computer-Based Development and Delivery Tools. Springer Berlin Heidelberg, 1995.

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Czerkawski, Betul Ozkan. Free and open source software for e-learning: Issues, successes, and challenges. Information Science Reference, 2010.

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Ozkan, Betul. Free and open source software for e-learning: Issues, successes, and challenges. Information Science Reference, 2010.

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Book chapters on the topic "Instructional software"

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Reed, Stephen K. "Mathematics Instructional Software." In Thinking Visually, 2nd ed. Psychology Press, 2021. http://dx.doi.org/10.4324/9781003213253-15.

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Reed, Stephen K. "Science Instructional Software." In Thinking Visually, 2nd ed. Psychology Press, 2021. http://dx.doi.org/10.4324/9781003213253-16.

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Gil, Juana Ma Sancho. "Issues Concerning the Development and Application of Educational Software." In Automating Instructional Design, Development, and Delivery. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-78389-0_7.

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Boom, L., N. Escobar, C. Ruales, and L. López. "Software Prototype for Triage and Instructional for Homecare Patients." In IFMBE Proceedings. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00846-2_352.

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Milne, Bruce T., Alan R. Johnson, and Steven Matyk. "ClaraT: Instructional Software for Fractal Pattern Generation and Analysis." In Landscape Ecological Analysis. Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-0529-6_14.

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Giraldo, Fáber, Sergio F. Ochoa, Laura Aballay, Clifton Clunie, Andrés Neyem, and Raquel Anaya. "Supporting Instructional Software Engineering Activities Using CODILA: Some Latin American Experiences." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_92.

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McLaren, Bruce M., Tamara van Gog, Craig Ganoe, David Yaron, and Michael Karabinos. "Worked Examples are More Efficient for Learning than High-Assistance Instructional Software." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_98.

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Brisk, Philip, Ani Nahapetian, and Majid Sarrafzadeh. "Instruction Selection for Compilers That Target Architectures with Echo Instructions." In Software and Compilers for Embedded Systems. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30113-4_17.

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Reed, Stephen K. "Science Instructional Software." In Thinking Visually. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203848715-13.

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Reed, Stephen K. "Mathematics Instructional Software." In Thinking Visually. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203848715-14.

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Conference papers on the topic "Instructional software"

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Diez, David, Camino Fernandez, Juan Manuel Dodero, Paloma Diaz, and Ignacio Aedo. "Instructional Software Analysis: Lessons from Software Development Process Improvement." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.163.

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Chimalakonda, Sridhar, and Kesav V. Nori. "What makes it hard to design instructional software? Towards a collaborative platform for stakeholders of instructional software." In 2012 5th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE). IEEE, 2012. http://dx.doi.org/10.1109/chase.2012.6223013.

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Beheshti, Mohsen, and Bill Waller. "Instructional software for closed laboratories in CS1." In the 2nd conference. ACM Press, 1997. http://dx.doi.org/10.1145/268819.268833.

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Backus, R. E. "Applying instructional systems development to software maintenance education." In 1988 Conference on Software Maintenance. IEEE, 1988. http://dx.doi.org/10.1109/icsm.1988.10193.

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Bailes, Zach, and Ashley Nealy. "Redesigning instructional software to meet ADA compliance standards." In the 48th Annual Southeast Regional Conference. ACM Press, 2010. http://dx.doi.org/10.1145/1900008.1900136.

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Cheung, K. S., J. Lam, N. Lau, and C. Shim. "Instructional Design Practices for Blended Learning." In 2010 International Conference on Computational Intelligence and Software Engineering (CiSE). IEEE, 2010. http://dx.doi.org/10.1109/cise.2010.5676762.

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Liu, Shaoshan, Chengrui Deng, Xiao-Feng Li, and Jean-Luc Gaudiot. "RHE: A Lightweight JVM Instructional Tool." In 2009 33rd Annual IEEE International Computer Software and Applications Conference. IEEE, 2009. http://dx.doi.org/10.1109/compsac.2009.87.

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Rapos, Eric, and Matthew Stephan. "IML: Towards an Instructional Modeling Language." In 7th International Conference on Model-Driven Engineering and Software Development. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007485204170425.

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Rapos, Eric, and Matthew Stephan. "IML: Towards an Instructional Modeling Language." In 7th International Conference on Model-Driven Engineering and Software Development. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007485204190427.

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Gonçalves, Rafael, and Christiane Gresse von Wangenheim. "How Instructional Feedback Has Been Employed in Instructional Units for Teaching Software Project Management Tools: A Systematic Literature Review." In The 28th International Conference on Software Engineering and Knowledge Engineering. KSI Research Inc. and Knowledge Systems Institute Graduate School, 2016. http://dx.doi.org/10.18293/seke2016-023.

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Reports on the topic "Instructional software"

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MCDONNELL DOUGLAS ASTRONAUTICS CO-ST LOUIS MO. Instructional Support Software. Defense Technical Information Center, 1986. http://dx.doi.org/10.21236/ada166776.

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Murakami, Paula F., Michelle R. Turner, Abby K. van den Berg, and Paul G. Schaberg. An instructional guide for leaf color analysis using digital imaging software. U.S. Department of Agriculture, Forest Service, Northeastern Research Station, 2005. http://dx.doi.org/10.2737/ne-gtr-327.

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Carlon, Teresa A., and Nathan N. Bauman. Instructions for Installation of the Whole-Building Diagnostician Software Release 2.10-162. Office of Scientific and Technical Information (OSTI), 2003. http://dx.doi.org/10.2172/15010302.

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Bauman, Nathan N., and Teresa A. Carlon. Instructions for Configuration of the Whole-Building Diagnostician Software Release 2.10-162 Project 2.6 - Enhancement of the Whole Building Diagnostician Task 2.6.3 - WBE Configuration Instructions. Office of Scientific and Technical Information (OSTI), 2003. http://dx.doi.org/10.2172/967021.

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Stutzman, Paul E., and Leslie Struble. Instructions in Using GSAS Rietveld Software for Quantitative X-ray Diffraction Analysis of Portland Clinker and Cement. National Institute of Standards and Technology, 2015. http://dx.doi.org/10.6028/nist.tn.1884.

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Issler, D. R. Determination of kinetic parameters for hydrocarbon generation: an instruction manual for using a kinetics optimization software package. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1995. http://dx.doi.org/10.4095/195126.

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Issler, D. R. An inverse model for extracting thermal histories from apatite fission track data: instructions and software for the Windows 95 environment. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1996. http://dx.doi.org/10.4095/208313.

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