Relevant bibliographies by topics / Learning guide

Contents

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

Academic literature on the topic 'Learning guide'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Learning guide"

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Hilbe, Joseph. "XploRe: Learning Guide." American Statistician 55, no. 2 (2001): 169–70. http://dx.doi.org/10.1198/tas.2001.s119.

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Setiadi, Hermayawati. "Designing a Supplementary Reading Using Cultural Language Learning Approach (CLLA)." International Journal for Innovation Education and Research 5, no. 8 (2017): 111–28. http://dx.doi.org/10.31686/ijier.vol5.iss8.794.

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This paper reports on a project findings concerning the design of a Supplementary Reading Book using Cultural Language Learning Approach ( CLLA). The project was conducted in Yogyakarta, Indonesia that generally aimed at designing supplementary reading materials using CLLA as a guide book for tourist guides who worked for Sonobudoyo Museum. The book is entitled “The Javanese Cultural Heritages Reserved in Sonobudoyo Museum (JCHRSM)”. This utilized a developmental research design, which consisted of three procedures, namely: (1) exploration, aiming to analyze the needs of the tour guides of Sonobudoyo Museum; (2) development, to design a supplementary reading guide book for the (candidate) tourist guides working for Sonobudoyo Museum; and (3) validation, to find the designed guide book accuracy. This study found: (1) The tour guides’ needs was JCHRSM using CLLA; (2) the designed book was matched with the tour guides’ needs; and (3) the designed guide book was judged accurate and compatible for Sonobudoyo tour guides. This was judged accurate since: (1) it was designed based on the results of the tour guide needs analysis and book’s content analysis as suggested by McDonough and McDonough; (2) the 12 times cyclical treatments resulted continually learning improvement on the trainees’ reading skills; and (3) the guide book validation through statistical analysis using Mean Difference (Md) formula and One-shot study experimental design yielded significant gain score between the average score of pretest and post-test, i.e. 8.2>5.6. Besides, the result of FGD (Focus Group Discussion) also indicated that the supplementary reading guide book was recommended as an alternative reference especially for Sonobudoyo tour guides.
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Lumolos, Gerry, Dokri Gumolung, and Joice Caroles. "Studi Kelayakan Penuntun Praktikum Asam Basa Berbasis Bahan Lingkungan Menggunakan Model 3-D Dan Penerapan Metode Inkuiri Terbimbing Untuk Meningkatkan Hasil Belajar Siswa SMA Negeri 1 Tenga." Oxygenius Journal Of Chemistry Education 1, no. 2 (2019): 40. http://dx.doi.org/10.37033/ojce.v1i2.87.

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Practicum guides are printed teaching materials that students can use in the learning process. This development research aims to determine the feasibility of an acid base-based practicum guide for environmental materials with a 3-D model and to improve student learning outcomes through practicum activities and the application of guided inquiry methods. The subject of this research was class XI IPA 1 at SMA Negeri 1 Tenga. The feasibility test for large groups has an average percentage of 88.24% which means that this practical guide is suitable for use with valid qualifications. Student learning outcomes using post test scores with the technique of statistical analysis of one sample t-test (one sample t-test). The results of the one-sample t-test hypothesis at a level of α = 5% were obtained tcount = 4.604> ttable = 1.708. The results of this study indicate that the guidelines for acid-base-based practicum for environmental materials are appropriate to be used in chemistry learning, and the use of acid-based practicum guides for environmental materials with the application of guided inquiry methods can improve student learning outcomes in acid-base material
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Stanton, Julie Dangremond, Amanda J. Sebesta, and John Dunlosky. "Fostering Metacognition to Support Student Learning and Performance." CBE—Life Sciences Education 20, no. 2 (2021): fe3. http://dx.doi.org/10.1187/cbe.20-12-0289.

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This essay highlights the key features of an evidence-based teaching guide on student metacognition that was created by an interdisciplinary team ( https://lse.ascb.org/evidence-based-teaching-guides/student-metacognition ). The guide focuses on ways instructors can support student learning strategies, encourage students to monitor and control their learning, and promote social metacognition during group work.
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Vella, F. "Learning contracts. A practical guide." Biochemical Education 25, no. 1 (1997): 52. http://dx.doi.org/10.1016/s0307-4412(97)85218-1.

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Ravenscroft, Susan P., Frank A. Buckless, and Trevor Hassall. "Cooperative learning - a literature guide." Accounting Education 8, no. 2 (1999): 163–76. http://dx.doi.org/10.1080/096392899330991.

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MacLeavy, Christine. "Lifelong learning: a survival guide." Dental Nursing 3, no. 7 (2007): 408–10. http://dx.doi.org/10.12968/denn.2007.3.7.29739.

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Putri, Marisa Yuni, and Violita Violita. "The Development of an Online Guided Inquiry-based Biology Practicum Guide Using the Geschool Application for Students Grade XI." International Journal of Progressive Sciences and Technologies 25, no. 1 (2021): 434. http://dx.doi.org/10.52155/ijpsat.v25.1.2464.

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The problem faced in the world of education is the weakness of the learning process, that is, students are not encouraged to develop thinking skills. This affects their understanding and skills in the learning process. Practical activities are laboratory activities that are an integral part of learning biology. The implementation of practicum activities in XI MAN 2 Pesisir Selatan was not optimal. This is due to the unavailability of practical guides and pandemic conditions which have resulted in practicum activities: not being able to be carried out in schools. This research aims to develop an online guided inquiry-based biology practicum guide by using the Geschool Application. The application of guided inquiry in learning allows students to have the opportunity to broaden their knowledge and help develop conceptual understanding. This research is a developmental research using the Plomp model. The object of this research was the students Grade XI MAN 2 Pesisir Selatan. The sample was taken by using a random sampling technique. The material developed was the transport substance and food testing material. The results showed that the practicum guide developed met the criteria of validity, practicality, and effectiveness. Inquiry learning is a learning strategy that emphasizes the development of the cognitive, affective, and psychomotoraspects in a balanced manner.
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Khogali, Shihab E. "Team-based learning: A practical guide: Guide Supplement 65.1 – Viewpoint." Medical Teacher 35, no. 2 (2013): 163–65. http://dx.doi.org/10.3109/0142159x.2013.759199.

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Parmelee, Dean, Larry K. Michaelsen, Sandy Cook, and Patricia D. Hudes. "Team-based learning: A practical guide: AMEE Guide No. 65." Medical Teacher 34, no. 5 (2012): e275-e287. http://dx.doi.org/10.3109/0142159x.2012.651179.

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Dissertations / Theses on the topic "Learning guide"

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Templeton, Cheryl A. "Museum Visitor Engagement Through Resonant, Rich and Interactive Experiences." Research Showcase @ CMU, 2011. http://repository.cmu.edu/theses/16.

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Museums are vast resources, but much of their information is inaccessible to visitors. Typical labels for artifacts provide few details, making it difficult for non-expert visitors to learn about an artifact, and to find its relevance to other artifacts or to themselves. Although museums have developed interpretive aids such as brochures and audio guides, these are limited and do not offer visitors the possibility to explore artifacts both broadly and deeply as they go through an exhibition. Visitors often have questions that go unanswered or pass through an exhibition without being engaged. As visitors all have their own personal interests and preferences, it would be difficult to offer a usable version of any current interpretive aid that includes all of the information, stories, and related content that each visitor would like. Personal mobile devices provide a platform for interactivity and access to an unlimited amount of information, presentation of rich media, and flexibility for customized experiences both inside the museum and beyond. To bridge the gap between museum collection information and visitor engagement, I propose a framework for increasing engagement through resonant, rich, and interactive experiences mediated by a personal mobile guide, and present a case study and functional prototype mobile guide for the Hall of Architecture at the Carnegie Museum of Art.
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Kim, Min Joung. "The Chopin Etudes: a Study Guide for Teaching and Learning Opus 10 and Opus 25." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc115039/.

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The etudes of Chopin are masterworks of the piano literature and are designed to go beyond mere technical exercises; moreover, each etude represents not only a technical study but also has a distinct musical character. Alarmingly, the current trend seems to be to assign the Chopin etudes at an increasingly young age to students who are not yet equipped either technically or musically to handle them. As Chopin’s pupil, Carl Mikuli, commented in the preface to his Chopin edition, the etudes were meant for “more advanced students.” If Chopin had intended his etudes for students at an intermediate level, he would have assigned them to most of his students; however, only a limited number of students had his permission to work on their master’s etudes. As a teacher, I have always felt the need to devise a systematic teaching plan to guide students to handle the challenges of these pieces both physically and musically. This study examines the repertoire which might help prepare a student to learn the etudes without overstraining his/her muscular and mental ability. Rooted in Chopin’s teaching and his recommendation of the pieces to learn before tackling the etudes themselves, this pedagogical study guide intends to help students and teachers to work progressively towards the study of these works. While pinpointing some exercises and simple pieces to assign to a student in preparation for studying the individual etudes, helpful works of later composers are also liberally incorporated, as well as some suggestions for practicing the etudes themselves. Finally, I shall provide my own “re-ordering” of the etudes, with a progressive degree of difficulty, as an additional aid to a young pianist who may eventually want to learn the entire opus 10 and opus 25.
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Duncan, Joyce, and Teresa Brooks Taylor. "Coming Full Circle: A Guide to Service-Learning." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1609271637.

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While other texts focus on theory, Coming Full Circle emphasizes the how-to of the discipline, providing students with a clear roadmap for involvement in service fields. Written in a student-friendly, accessible style, the book combines academic instruction with participation through service. It encourages students to reflect on their service experiences, and to grow as responsive citizens. More than a textbook, Coming Full Circle is also an effective aid to self-awareness and personal development.<br>https://dc.etsu.edu/etsu_books/1038/thumbnail.jpg
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Lopes, Andre. "Using machine learning to guide automated intrusion response." Master's thesis, Faculty of Science, 2020. http://hdl.handle.net/11427/32403.

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Traditionally Intrusion Response Systems (IRSs) have had a strong reliance on net-work administrators to perform various responses for a network. Though this is expected, particularly with networks containing sensitive data, it is not completely practical, considering the ever-growing demand for speed, scalability, and automation in computer networks. This work presents a proof of concept automated IRS that provides both for networks containing sensitive data and high-speed networks, by using basic responses for complex attacks, and by using reinforcement learning for direct attacks. Responses for the latter are done by creating a response system that is able to learn from the effectiveness of its own responses. This work is evaluated in its effectiveness against the deactivation issue, which is concerned with the problem of automatically deactivating network responses after they've been activated by an IRS. All tests are conducted using an emulated network, that was de-signed to replicate real network behaviour. Simulated attacks were used to train the IRS. Results of training were evaluated at intervals of 100, 500, 1000 and 2000 at-tacks. The findings of this work indicate that while applying reinforcement learning to IRSs is feasible, adjustments may still be required to improve its performance.
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Chim, Tat-mei Alice, and 詹達美. "An instructional design theory guide for blended learning courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30406213.

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Slabicki, Anthony P. "Using Simulators to Guide Practice and Reinforce Online Learning." NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/844.

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The use of simulators in support of learning has been problematic. The limited reports on their implementation in classrooms, or in distance learning, to replace existing laboratory equipment have been incomplete and contradictory making assessment of their value difficult. Since the majority of the studies were conducted at four year colleges or universities, the validity of generalizing the results to community colleges is also questionable. However, should a method be identified to successfully implement simulators in classrooms, there would be a potential savings in equipment purchase costs and means to provide an alternative to traditional classroom laboratories. From a distance learning perspective, simulators would enable the creation of active learning environments previously not possible because of equipment requirements of the learner. However, insufficient information existed to provide a guide for community colleges to create and implement a simulated laboratory learning environment for computer training. The goal of the study was to use computer-based simulators to enable distant students to master work traditionally done in a hands-on computer laboratory. It applied current learning theories and course design techniques to create a learning environment for computer training, executed training in the environment and provided a rich descriptive report on the findings. When used in an appropriate context, simulators provided the equivalent learning environment to that of real hardware. In the experimental courses, students perceived the simulator product as beneficial to their learning experience, and confirmed their position by rating simulator labs highly and stating they would take future courses that use simulators. A pretest to posttest score comparison confirmed that knowledge of the subject matter had indeed improved. Also, the results confirmed an existing demand for simulators as tools to reinforce learning, to enable online courses, to increase flexibility in scheduling of tradition classrooms, and to reduce costs of maintaining classroom equipment. A thick description of the design, implementation and evaluation of the findings is included in this report to provide guidance for those implementing, or considering the implementation of, simulators in a community college setting. Recommendations to simulator developers and future researchers are also provided.
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Beaumont, Christopher. "Beyond e-learning : an intelligent pedagogical agent to guide students in problem-based learning." Thesis, University of Liverpool, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576921.

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Problem-based learning (PBL) has a strong focus on skills and requires students to use self-regulated learning (SRL). However, SRL puts considerable demands on learners and often leads to students making frequent requests for guidance. This PhD thesis set out to explore the extent to which computer-based technology can provide effective guidance to promote the development of students' SRL skills in a PBL context Firstly a qualitative study involving 19 students over 12 weeks established the types of guidance needed by students in a PBL scenario. Subsequently available systems for authoring intelligent tutoring systems were evaluated, identifying those capable of conducting dialogue with multiple users via a web interface and able to adapt responses based on a persistently stored individual student model. A prototype was constructed using the Lingubot® chatbot and evaluated for pedagogical effectiveness and usability using an iterative approach culminating -in an in-depth and holistic qualitative study of eight students, using a think-aloud protocol, interview, questionnaire and analysis of the PBLcoach conversation logs. Results provide evidence that the PBLcoach successfully conducted extended dialogue (30-70 minutes) which enabled all participants to analyse the scenario and identify a well-formed learning goal- one of the foundational skills needed in a PBL task. This thesis provides an original contribution by identifying and formalising five areas for which students require guidance and which comprised the following key requirements for the PBLlSRL tutoring system: Task-guidance (clarification, planning, analysing, deadlines, deliverables, monitoring, evaluating fitness for purpose of research and assessment); Scenario guidance (clarification and requests for further information); Learning resources (how and where to fmd information); Group-work (roles, dealing with issues) and Subject-guidance (understanding, elaboration, application). Important considerations for supportive dialogue in a PBLcoach are also identified: sufficiency and clarity of responses in the student's language to avoid misleading guidance; reinforcement of acceptable responses to build confidence; student control of the level of help available and more levels of hint to attend to student variation. An extensive knowledge base of possible responses is needed, together with an error recovery strategy to enable students to recover after off-task or inappropriate input. Other important findings were to minimise cognitive load through providing guidance at the most appropriate time and level of detail and to pay special attention to responses that engendered positive affective response, particularly the, sense that progress towards a goal was being made.
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Martens, Jason Peter. "The pride learning bias : evidence that pride displays cue knowledge and guide social learning." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50467.

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Humans learn a great deal by copying knowledgeable others, but how do individuals determine which social group members have knowledge that should be copied? I argue that the pride nonverbal expression functions to signal expertise and knowledge, and thus to bias learning such that proud others are more likely to be copied. In Study 1, I tested, and found support, for an automatic association between pride displays and knowledge. In Studies 2 and 3, I used different methods to establish the existence of a pride learning bias, which is motivated by a heightened desire for knowledge. That is, I found that pride-displaying confederates are copied significantly more frequently than those displaying other expressions, and that this occurs only when learners are financially motivated to find correct responses, suggesting that pride expressions bias social learning in a functional manner. Study 4 showed that this tendency to copy pride-displaying others transfers to other domains than the domain where pride was originally displayed, suggesting that the expertise of the individual displaying pride generalizes to other areas. In Study 5, I tested the universality of this bias by exploring whether Fijians in a small-scale traditional society demonstrated it; results were inconclusive. In Studies 6 and 7, I tested the automaticity of the bias, and found that participants do not need to be aware of having viewed pride displays in order to show preferential copying behavior (Study 6); however, these results might be due to an automatic bias to attune to positively valenced expressions, rather to pride in particular. Similarly, results were inconclusive regarding whether the pride learning bias occurs efficiently, without the need for working memory (Study 7). Finally, I performed two meta-analyses on the data collected in Studies 2A and 3-7, which supported my earlier conclusions. Together, the findings indicate that pride displays are functional for observers and play a critical role in social learning, and begin to shed light on the nature of this mechanism.<br>Arts, Faculty of<br>Psychology, Department of<br>Graduate
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Hoeksema, Ludwig H. "Learning strategy as a guide to career success in organizations /." Leiden : DSWO Press, Leiden University, 1995. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=007020976&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Herin, Gail. "Promoting lifelong learning through the use of self-regulated learning a guide for immediate educators /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/GHerin2007.pdf.

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Books on the topic "Learning guide"

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Craig, Anita. Learning guide 1991. University of Natal, 1991.

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Craig, A. L. QuickBooks learning guide. Intuit Inc., 2006.

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Härdle, Wolfgang, Sigbert Klinke, and Marlene Müller. XploRe — Learning Guide. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-642-60232-0.

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Barber, Jacqueline. Learning about learning: GEMS teacher's guide. Great Explorations in Math and Science (GEMS), Lawrence Hall of Science, University of California at Berkeley, 1996.

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Stoyko, Peter. Learning: An e-learning guide for managers. Canadian Centre for Management Development, 2003.

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Haggart, Jeanne. Learning legacies: A guide to family learning. NIACE, 2000.

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Corporation, Alberta Educational Communications, ed. Science learning: Viewer's guide. ACCESS NETWORK, 1993.

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L, Hansen M., and Rickard K. M, eds. Maple V learning guide. Springer, 1998.

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L, Hansen M., and Rickard K. M, eds. Maple V learning guide. Springer, 1996.

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Education, American Council on. Distance learning evaluation guide. The Council, 2001.

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Book chapters on the topic "Learning guide"

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Thompson, Neil. "Guide to further learning." In The People Solutions Sourcebook. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02806-8_23.

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Thompson, Neil. "Guide to Further Learning." In People Problems. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-62818-2_3.

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Müller, Marlene. "Descriptive Statistics." In XploRe — Learning Guide. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60232-0_2.

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Härdle, Wolfgang, Sigbert Klinke, and Marlene Müller. "Getting Started." In XploRe — Learning Guide. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60232-0_1.

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Franěk, Petr. "Kalman Filtering." In XploRe — Learning Guide. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60232-0_10.

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Sperlich, Stefan, and Wolfgang Härdle. "Finance." In XploRe — Learning Guide. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60232-0_11.

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Breitung, Jörg, and Axel Werwatz. "Microeconometrics and Panel Data." In XploRe — Learning Guide. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60232-0_12.

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Reiss, Rolf-Dieter, and Michael Thomas. "Extreme Value Analysis." In XploRe — Learning Guide. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60232-0_13.

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Golubev, Yuri, Wolfgang Härdle, Zdeněk Hlávka, Sigbert Klinke, Michael H. Neumann, and Stefan Sperlich. "Wavelets." In XploRe — Learning Guide. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60232-0_14.

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Klinke, Sigbert, Jürgen Symanzik, and Marlene Müller. "Reading and Writing Data." In XploRe — Learning Guide. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-60232-0_15.

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Conference papers on the topic "Learning guide"

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Devraj, Adithya M., Ana Busic, and Sean Meyn. "Zap Q-Learning - A User's Guide." In 2019 Fifth Indian Control Conference (ICC). IEEE, 2019. http://dx.doi.org/10.1109/indiancc.2019.8715554.

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Sagawa, Miyako, Hernan Aguirre, Fabio Daolio, et al. "Learning variable importance to guide recombination." In 2016 IEEE Symposium Series on Computational Intelligence (SSCI). IEEE, 2016. http://dx.doi.org/10.1109/ssci.2016.7850229.

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Darmon, Francois, Mathieu Aubry, and Pascal Monasse. "Learning to Guide Local Feature Matches." In 2020 International Conference on 3D Vision (3DV). IEEE, 2020. http://dx.doi.org/10.1109/3dv50981.2020.00123.

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Hao, Yi. "Learning through guided imagery: A comprehensive teachers’ guide for a balanced approach in preschool settings." In The International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/ictle.2019.03.160.

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Subramanian, Venkatesh, Nisha Ramachandra, and Neville Dubash. "TutorBot: Contextual Learning Guide for Software Engineers." In 2019 IEEE/ACM 1st International Workshop on Bots in Software Engineering (BotSE). IEEE, 2019. http://dx.doi.org/10.1109/botse.2019.00011.

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Harish, Y., R. Kranthi Kumar, G. M. D. Irfan Feroz, Chakravarthi Jada, V. Anil Kumar, and Mounika Mesa. "ROBOG: Robo guide with simple learning strategy." In 2014 IEEE Students' Technology Symposium (TechSym). IEEE, 2014. http://dx.doi.org/10.1109/techsym.2014.6808051.

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Grimmeisen, Benedikt, and Andreas Theissler. "The machine learning model as a guide." In VINCI 2020: The 13th International Symposium on Visual Information Communication and Interaction. ACM, 2020. http://dx.doi.org/10.1145/3430036.3430058.

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Zhu, Zixiao, Chenyan Hua, Yanzhen Zou, Bing Xie, and Junfeng Zhao. "Automatically Generating Task-Oriented API Learning Guide." In Internetware'17: The Eighth Asia-Pacific Symposium on Internetware. ACM, 2017. http://dx.doi.org/10.1145/3131704.3131714.

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Rainer, J. Javier, and Ramon Galan. "Learning to Be a Good Tour-Guide Robot." In 2010 International Conference on Machine Learning and Applications (ICMLA). IEEE, 2010. http://dx.doi.org/10.1109/icmla.2010.92.

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Alcívar Espín, Roberto Andrés, Kathya Belén Pinos León, and Juan David Alcívar Espín. "THE CASE STUDY METHODOLOGY: A GUIDE FOR RESEARCH." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2187.

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Reports on the topic "Learning guide"

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Mahat, Marian, and Wesley Imms. Innovative Learning Environment and Student Learning: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241884.

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Sturgess, Patricia, and William Acker. Urban development: Structured learning guide. Evidence on Demand, 2014. http://dx.doi.org/10.12774/eod_spd.august2014.sturgesspackerw.

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Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.060.

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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
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Mahat, Marian, and Wesley Imms. Innovative Learning Environments and Teacher Practices: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241885.

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Mahat, Marian, and Wesley Imms. Managing Change in Innovative Learning Environments: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124322.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0029.

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In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.
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Mosher, Fritz, and Margaret Heritage. A Hitchhiker's Guide to Thinking about Literacy, Learning Progressions, and Instruction. Consortium for Policy Research in Education, 2017. http://dx.doi.org/10.12698/cpre.rr-2017-2.

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8

Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Gordijn, Femke, Natalia Eernstman, Jan Helder, and Herman Brouwer. Reflection methods : practical guide for trainers and facilitators : Tools to make learning more meaningful. Wageningen Centre for Development Innovation, 2018. http://dx.doi.org/10.18174/439461.

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