Academic literature on the topic 'Programmed instruction'
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Journal articles on the topic "Programmed instruction"
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Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 1 (1985): 63–75. http://dx.doi.org/10.1097/00002820-198502000-00010.
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Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 3 (1985): 185???200. http://dx.doi.org/10.1097/00002820-198506000-00007.
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Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 1 (1985): 63–75. http://dx.doi.org/10.1097/00002820-198508010-00010.
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Studva, Kathleen V., Sharon Quint-Kasner, Wende Levy, Beverly Shives Meadows, Roberta Carroll, and Catherine Rice Gorrell. "Programmed Instruction." Cancer Nursing 16, no. 5 (1993): 398???415. http://dx.doi.org/10.1097/00002820-199310000-00009.
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Dunne-Daly, Carrie F. "Programmed Instruction." Cancer Nursing 17, no. 5 (1994): 434???445. http://dx.doi.org/10.1097/00002820-199410000-00009.
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Tomaszewski, Jeanette G., Leslie DeLaPena, Susan B. Gantz, et al. "Programmed Instruction." Cancer Nursing 18, no. 4 (1995): 313. http://dx.doi.org/10.1097/00002820-199508000-00009.
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Gantz, Susan, Jeanette G. Tomaszewski, Leslie DeLaPena, Jean Molenda, D. Laurie Bernato, and June Kryk. "Programmed Instruction." Cancer Nursing 18, no. 6 (1995): 470???497. http://dx.doi.org/10.1097/00002820-199512000-00009.
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Peters, Kathryn F., and Donald W. Hadley. "Programmed Instruction." Cancer Nursing 20, no. 1 (1997): 62–71. http://dx.doi.org/10.1097/00002820-199702000-00008.
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Kicklighter, Jana R. "Programmed Self-Instruction." Journal of Nutrition Education 20, no. 2 (1988): 102. http://dx.doi.org/10.1016/s0022-3182(88)80213-9.
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Carey, Mary. "Programmed self-instruction." Journal of Nutrition Education 20, no. 2 (1988): 104. http://dx.doi.org/10.1016/s0022-3182(88)80218-8.
Full textDissertations / Theses on the topic "Programmed instruction"
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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.
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Scherer, Stephen C. "Reinforcement and punishment during programmed instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2798.
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Thesis (Ed. D.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains viii, 114 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 98-103).
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Drown, Michael R. "Transforming from instructor led to self paced training delivery a case study in learning /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998drownm.pdf.
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McDonald, Jason K. "The Rise and Fall of Programmed Instruction: Informing Instructional Technologists Through a Study of the Past." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/6104.
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Instructional technologists have recently been called upon to examine the assumptions they hold about teaching and learning, and to consider how those assumptions can affect their practice of the discipline. This thesis is an examination of how the assumptions instructional technologists hold can result in instructional materials that do not accomplish the original goals the developers set out to achieve. I explored this issue by examining the case study of programmed instruction, an educational movement from the mid-20th century that promised to revolutionize education but never lived up to its potential. Programmed instruction was heavily influenced by the assumptions of behavioral psychology, such as determinism (human behavior is controlled by scientific law), materialism (the only real world is the physical world), and empiricism (individuals can know the world around them only through the natural senses). It was also influenced by the assumptions of social efficiency (society must actively find the most efficient solutions to social problems) and technological determinism (technology is the most important force in causing social change). These assumptions manifested themselves in a variety of ways in the programmed instruction movement, including a redefinition of all learning problems into the terms of behavioral psychology, an over-reliance on standardized processes of instruction, and a belief that technology alone could solve educational problems. The ways in which programmed instruction manifested itself resulted in the movement prescribing a very rigid and inflexible method of instruction. Because of its inflexibility, programmed instruction quickly fell out of favor with educators and the public.
Some modern applications of instructional technology, such as online learning, seem to rely on the same assumptions as programmed instruction did. I conclude this thesis with a discussion of how understanding the assumptions of programmed instruction, and how they led to the movement’s rigidity, can help modern instructional technologists develop online learning materials that are more flexible and able to meet the needs of the students for which they are intended.
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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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Kelly, Glenn, and mikewood@deakin edu au. "A behavioural analysis of enforced delays in computerised programmed instruction." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051125.090627.
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A cornerstone of much educational research in individualised and automated instruction (e.g., computer-based learning) is the assumption that learners be permitted to set the rate at which they work through the material to be learned. Experiments that have compared learning under conditions of self pacing (determined by the learner) and external pacing (determined by the experimenter), using a variety of tasks and populations, often have not supported this assumption. To evaluate the putative advantages of student self pacing in automated instruction, the studies in this thesis compared the effects of self-paced, and externally-paced, programmed instruction on student accuracy, retention efficiency, and satisfaction.
Under self-pacing conditions, learners completely controlled the rate of progress through learning materials; that is, although the program paused when learners were required to provide answers, score answers, and proceed to the next item, it continued as soon as the learner pressed any key. External pacing was operationalised by programming a noncontingent 10-s postfeedback delay after every item; that is, learners could not progress to a subsequent item until the delay period was over. All relevant learning material for the current item was present during the delay. In a series of experiments using an alternating conditions design, learners completed approximately 40 sets of a programmed course in behaviour analysis (Holland & Skinner, 1961). A baseline of self-pacing conditions was followed by an experimental phase in which baseline conditions were randomly alternated with one or more experimental conditions. Later experiments also included a return to baseline conditions.
In Experiments 1 and 2 externally-imposed delays resulted in greater accuracy than self pacing. This advantage occurred when the delays were accompanied by the study materials, but did not occur for a condition in which delays were presented without the learning material being visible. Hence, it was proposed that noncontingent postfeedback delays are effective because they provide a study opportunity which is otherwise not taken. In addition, imposing delays only slightly increased overall time to completion, and learners rated their satisfaction with external and self pacing similarly.
Experiments 3 and 4 replicated the accuracy advantage found for external pacing, and showed also that material learned under these conditions was recalled better in both immediate and 1-month delayed posttests. These experiments also provided information about factors that influence efficiency during completion of materials. One of these factors was a requirement that, at the end of an instructional
set, each question answered incorrectly be repeated until it was answered correctly (i.e., review feature). This is part of the standard implementation of programmed materials and had been employed in all conditions. In the earlier studies, externally-paced and self-paced conditions showed little difference in overall time to completion. It was apparent that although the externally-paced condition had an increased task time due to enforced delays, this condition did not take longer overall because more errors were made in self pacing, so more items were reviewed, and the overall time of a session was increased. Therefore, although imposing delays entailed a time cost, this was offset because it reduced the number of errors and time-consuming repeats. Experiment 4 demonstrated that when the review requirement was removed, noncontingent delays caused an increase in overall time to completion. Another factor determining efficiency was workrate during nondelay components of the task. Measures of the time learners spent responding, correcting responses, and continuing to subsequent frames, indicated that delays promoted faster workrates at each of these points. This was interpreted as evidence of a generalised escape motivation that is increased by being delayed and which offsets some of the time lost due to delays.
The final two experiments investigated the effects of reviewing incorrect items on student performance because it had been a potential confound in previous experiments. Previously, both self-pacing and external-pacing conditions required subjects to repeat incorrect items until answered correctly. It is possible that because reviewing items increased time on task (like imposed delays), they also led to compensatory changes in workrate, and influenced timing and efficiency measures. Any such influence was not controlled across experimental conditions, however, because self pacing typically resulted in more errors and larger reviews, and any influence of review size on timing measures could not be separated from the effect of delays. It was found that, compared to a no-review condition, reviews reduced efficiency and had little influence on accuracy and retention. Hence, this feature was unlikely to have interacted with the delay variable in previous experiments.
In conclusion, the results of the experiments show that self pacing reduced accuracy, retention, and workrates compared to external pacing. These studies indicate that learners often make poor choices about optimum learning conditions. They also show that small changes in the learning environment can result in consistent and substantial changes in learner performance, and that behaviour analysts have an important role to play in the design and implementation of instructional materials.
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Oberem, Graham Edmund. "An intelligent computer-based tutor for elementary mechanics problems." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001997.
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ALBERT, an intelligent problem-solving monitor and coach, has been developed to assist students solving problems in one-dimensional kinematics. Students may type in kinematics problems directly from their textbooks. ALBERT understands the problems, knows how to solve them, and can teach students how to solve them. The program is implemented in the TUTOR language and runs on the Control Data mainframe PLATO system. A natural language interface was designed to understand kinematics problems stated in textbook English. The interface is based on a pattern recognition system which is intended to parallel a cognitive model of language processing. The natural language system has understood over 60 problems taken directly from elementary Physics textbooks. Two problem-solving routines are included in ALBERT. One is goal-directed and solves the problems using the standard kinematic equations. The other uses the definition of acceleration and the relationship between displacement and average velocity to solve the problems. It employs a forward-directed problem-solving strategy. The natural language interface and both the problem-solvers are fast and completely adequate for the task. The tutorial dialogue system uses a modified version of the natural language interface which operates in a two-tier fashion. First an attempt is made to understand the input with the pattern recognition system, and if that fails, a keyword matching system is invoked. The result has been a fairly robust language interface. The tutorial is driven by a tutorial management system (embodying a tutorial model) and a context model. The context model consists of a student model, a tutorial status model and a dynamic dialogue model. ALBERT permits a mixed initiative dialogue in the discussion of a problem. The system has been tested by Physics students in more than 80 problemsolving sessions and the results have been good. The response of the students has been very favourable
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Forsbom, Joel, and Johan Bergman. "Tillämpad beteendeanalys och Programmerad inlärning i en metod för för interaktionsdesign : en byggstensstudie." Thesis, Stockholm University, Department of Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-29575.
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<p>Föreliggande studies syfte är att vara en första byggsten i skapandet av ett praktiskt användbart tillvägagångssätt för interaktionsdesign som bygger på programmerad inlärning och tillämpad beteendeanalys. Litteraturstudier och logiska resonemang resulterade i en iterativ metod. Denna tillämpades sedan på fallet Dice Arena för att generera kunskap inför framtida utveckling av denna eller liknande metoder. Slutsatsen var att designmetoden är ofullständig men till viss del användbar. Designmetodens huvudsakliga bidrag var en sekvensdesign, en delmetod som strukturerade och tydliggjorde designuppgiften.</p>
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Root, William. "THE SYNTHESIS OF PROGRAMMED INSTRUCTION AND ONLINE EDUCATION: TOWARDS A MODERN-DAY TEACHING MACHINE." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1735.
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The last fifty years have seen rapid growth in student enrollment in online courses. However, few systematic investigations have been utilized to identify best practices in online education experimentally. Skinner (1958) laid out a science of teaching derived from the principles of operant conditioning, and methods for adopting programmed instruction into the evolving technology of his time. In what he termed a "Teaching Machine," automated instruction programmed contingencies for the student with self-paced, carefully designed sequences towards mastery of the material. This series of investigations evaluated the efficacy of programmed instruction in online courses, as measured by quiz performance, the frequency of discussion posts, instructor time commitment, generalization, maintenance, and student perceptions of the online modalities used. The online classrooms were all conducted through Adobe Connect Meeting Software (2017) to include both asynchronous and synchronous online arrangements. Experiment 1 compared the effects of on-campus delivered lectures and online delivered lectures on weekly quiz performance, percentage correct on within assessments forms, the frequency of questions asked, participant preference, and generalization measures. Experiment 2 compared the effects of lectures delivered exclusively online and module packets, designed with components of Skinnerian programmed instruction, on weekly quiz performance, instructor time commitment, participant preference of both experimental conditions, and generalization measures. Experiment 3 compared the effects of online lectures + discussion and module packets + chat on weekly quiz performance, participant preference, and generalization measures. With the increasing demand for university courses delivered exclusively online, results are discussed on the viability of automated, programmed instruction to teach course material exclusively online.
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Canton, Reinaldo L. "Effects of constructed response contingencies in web-based programmed instruction on graphing compared to cued-text presentation of the same information." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001259.
Full textBooks on the topic "Programmed instruction"
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Canton, Reinaldo L. Programmed instruction in online learning. Cambria Press, 2007.
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Daniels, H. Frances. Programmed proofreading. 3rd ed. South-Western Pub. Co., 1992.
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Feinstein, George W. Programmed college vocabulary. 7th ed. Pearson/Prentice Hall, 2006.
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Feinstein, George W. Programmed college vocabulary. 7th ed. Pearson/Prentice Hall, 2006.
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J, Fagan Johannes, and American Academy of Otolaryngology--Head and Neck Surgery Foundation., eds. Tracheotomy. 4th ed. American Academy of Otolaryngology--Head and Neck Surgery Foundation, 2007.
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Eckel, Karl. Instruction language: Foundations of a strict science of instruction. Educational Technology Publications, 1993.
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A, Christenson Allan, and Roberts Keith J, eds. Intermediate algebra programmed. Addison-Wesley, 1986.
Find full textBook chapters on the topic "Programmed instruction"
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LaBrot, Zachary C., and Brad A. Dufrene. "Programmed Instruction." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_931.
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LaBrot, Zachary, and Brad A. Dufrene. "Programmed Instruction." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_931-1.
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Halder, Santoshi, and Sanju Saha. "Programmed Instruction." In The Routledge Handbook of Education Technology. Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-11.
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Foth, H. D. "Programmed Instruction in Soil Science." In ASA Special Publications. American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, 2015. http://dx.doi.org/10.2134/asaspecpub12.c19.
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Van den Brande, L. "Computer-Assisted Programmed Cases: A Learning Method for Improving the Understanding of Persons." In Computer-Based Instruction in Military Environments. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_20.
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Reynolds, Jilian L., and Desiree Tan. "The Flipped Computer Science Classroom: A Modern Approach to Programmed Instruction." In Springer Texts in Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4171-1_8.
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O’Doherty, Teresa, and Tom O’Donoghue. "The Revised Programme of Primary Instruction." In Radical Reform in Irish Schools, 1900-1922. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74282-9_3.
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Bratti, Massimiliano, Giovanni Barbato, Daniele Biancardi, Chiara Conti, and Matteo Turri. "Degree-Level Determinants of University Student Performance." In Teaching, Research and Academic Careers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_10.
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AbstractAlthough features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.
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Simner, Ben, Shaked Flur, Christopher Pulte, et al. "ARMv8-A System Semantics: Instruction Fetch in Relaxed Architectures." In Programming Languages and Systems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44914-8_23.
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AbstractComputing relies on architecture specifications to decouple hardware and software development. Historically these have been prose documents, with all the problems that entails, but research over the last ten years has developed rigorous and executable-as-test-oracle specifications of mainstream architecture instruction sets and “user-mode” concurrency, clarifying architectures and bringing them into the scope of programming-language semantics and verification. However, the system semantics, of instruction-fetch and cache maintenance, exceptions and interrupts, and address translation, remains obscure, leaving us without a solid foundation for verification of security-critical systems software.In this paper we establish a robust model for one aspect of system semantics: instruction fetch and cache maintenance for ARMv8-A. Systems code relies on executing instructions that were written by data writes, e.g. in program loading, dynamic linking, JIT compilation, debugging, and OS configuration, but hardware implementations are often highly optimised, e.g. with instruction caches, linefill buffers, out-of-order fetching, branch prediction, and instruction prefetching, which can affect programmer-observable behaviour. It is essential, both for programming and verification, to abstract from such microarchitectural details as much as possible, but no more. We explore the key architecture design questions with a series of examples, discussed in detail with senior Arm staff; capture the architectural intent in operational and axiomatic semantic models, extending previous work on “user-mode” concurrency; make these models executable as test oracles for small examples; and experimentally validate them against hardware behaviour (finding a bug in one hardware device). We thereby bring these subtle issues into the mathematical domain, clarifying the architecture and enabling future work on system software verification.
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Voldánová, Žaneta. "Pragmatika a písemné dovednosti u studentů angličtiny jako cizího jazyka: Výsledky pilotáže a implikace pro úpravu finálního výzkumu." In Výzkum v didaktice cizích jazyků V. Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0310-2022-5.
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The article summarises the results of pilot research focused on the effect of explicit pragmatics instruction on the writing skills of students of the Primary school teacher training study programme. Explicit pragmatics instruction contributed to the students’ confidence about writing and the students themselves have a positive attitude to it. However, the pilot study revealed that the effect of pragmatics instruction on the students’ writing skills wasn’t significant and that there is a need of research design and respondents modifications, which are also described in this article.
Conference papers on the topic "Programmed instruction"
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Mohammed, Mostafa, and Clifford A. Shaffer. "Teaching Formal Languages through Programmed Instruction." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. ACM, 2024. http://dx.doi.org/10.1145/3626252.3630940.
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Mohammed, Mostafa, Piexuan Ge, Samnyeong Heo, and Clifford A. Shaffer. "Support for Programmed Instruction in an eTextbook." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3408877.3439586.
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Mohammed, Mostafa, Clifford A. Shaffer, and Susan H. Rodger. "Using Interactive Visualization and Programmed Instruction to Teach Formal Languages." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3293795.
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Mohammed, Mostafa Kamel Osman. "Teaching Formal Languages through Visualizations, Simulators, Auto-graded Exercises, and Programmed Instruction." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3328778.3372711.
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Županec, Vera, Marina Zeljković, Tijana Pribićević, and Tomka Miljanović. "THE SIGNIFICANCE AND APPLICATION OF PROGRAMMED INSTRUCTION IN BIOLOGY IN A PRIMARY SCHOOL." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0998.
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Becea, Liliana, and Raluca Pelin. "CONTRIBUTIONS CONCERNING THE USE OF COMPUTER ASSISTED PROGRAMMED LEARNING IN THE THEORETICAL TRAINING OF PHISICAL EDUCATION AND SPORTS FOR STUDENTS FROM THE POLYTECHNIC UNIVERSITY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-219.
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Information is one of the most important factors in the process of human development as is briefly and eloquently expressed in the saying: &quot;One wise man is worth ten rulers&quot;. Due to the specificities of the subjects, concise and complex information in higher-education heightens both the level of understanding as well as, indirectly, the degree of the subjects&#039; participation in their own formative process. The students&#039; responsiveness to information is directly proportional to their interest in the themes discussed. Theoretical training in physical education, a component of the instructive-educative process, is a &quot;rara avis&quot; in all levels of education except for the specialized units. Planned instruction assisted by the computer represents an efficient solution which may contribute to the fulfilment of objects in physical education in higher-education systems from universities of a different profile where theoretical courses that might present the characteristics and effects of the practice of physical education are missing. This research has had several stages of development. In the first stage, the theoretical subjects were chosen according to the interest and importance attributed by the questioned students. Accordingly, they were presented in a mini-course of theoretical training that contained maximum information in a minimum amount of words. In the end, the information presented in this course was reorganized in sequences of planned instruction. The experiment for evaluation had two independent variables: the first was programmed assisted computer learning and the second was self-study. The dependent variable consisted in the theoretical knowledge gained which was evaluated through the direct application of an open-answer questionnaire by the operator.
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Jaiyeakyen, Kamonpat. "A STUDY OF VISUALLY IMPAIRED STUDENTS’ SATISFACTION LEVEL TOWARD ELECTRONIC PROGRAMMED INSTRUCTION IN THAI LANGUAGE SUBJECT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0242.
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Drabik, Timothy J., and Sing H. Lee. "Parallel algorithms for matrix algebra problems on shift-connected digital optical single-instruction multiple-data arrays." In OSA Annual Meeting. Optica Publishing Group, 1986. http://dx.doi.org/10.1364/oam.1986.ml3.
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Shift-connected digital optical single-instruction multiple-data (SIMD) arrays1 comprise a 2-D (N × N) array of 1-bit logic/arithmetic elements with optical inputs and outputs, a memory that stores binary images, and hardware to perform arbitrary, programmable space-invariant shifts on data images as they are brought from memory to the logic array. Results of logic operations are returned to the memory in parallel. Such a shift-connected array can efficiently perform multiples of dense matrices or of sparse matrices possessing a multidiagonal structure from which algorithms for matrix inversion, partial differential equations, and eigenvalue problems can be assembled. Multiplication of an N vector by an N × N dense matrix requires computation time proportional to K2, where K is the number of bits of precision desired, and memory proportional to K. Multiplication of an N 2 vector by an N2 × N2 sparse matrix with multidiagonal structure corresponds to accumulating weighted, shifted versions of an N × N array of numbers. Computation time required is proportional to DK2, where D is the number of nonzero diagonals. Memory required also depends linearly on D. Because shifts across multiple processing elements are available, 2-D shift-connected arrays can easily be programmed to have 3-D or 4-D topologies as well.1 Multiples by sparse matrices arising from the discretization of continuous problems in two to four dimensions can be optimally performed on a processor array with the same dimensionality. The case of implementing these algorithms derives from the 2-D parallelism and global data movement capability of optical systems.
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Souleles, Nicos. "The education of the social designer." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003533.
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The proliferation of Higher Education (HE) programmes of study in the broad area of social design highlights the instructional challenges of how to educate the social designer. The evolution of HE programmes of study in this academic area has developed without agreed-upon criteria. It is characteristic, however, of social designers’ working practices that they deal with complexity that often requires multiple stakeholder participation and cross-disciplinary knowledge. It is a challenging task to strike the right educational balance to provide the appropriate skills. The unpacking of instructional trends in social design programmes of study can provide a stepping-stone to further elaborate on the education of the social designer, and this is the aim of this paper. Through a textual analysis of forty-two (42) programmes of study in social design in thirteen (13) different countries, this paper explores emerging instructional themes with a particular focus on competencies, entry criteria, programme content, teaching and learning and assessment, and it identifies curriculum design innovations.
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Gabriele, Gary A., and Agustî Maria I. Serrano. "HyperGear: An Object Oriented Design Program for Single Stage Gear Box Design." In ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0053.
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Abstract The need for superior design tools has lead to the development of better and more complex computer aided design programs. Two of the more important new developments in application tools being investigation are Object Oriented Languages, and HyperMedia. Object Oriented Languages allow the development of CAD tools where the parts being designed and the design procedures specified are conceptualized as objects. This allows for the development of design aids that are non-procedural and more readily manipulated by the user trying to accomplish a design task. HyperMedia allows for the easy inclusion of many different types of data, such as design charts and graphs, into the tool that are normally difficult to include in design tools programmed with more conventional programming languages. This paper explores the development of a computer aided design tool for the design of a single stage gear box using the development HyperCard® environment and the HyperTalk® programming language. The resulting program provides a user friendly interface, the ability to handle several kinds of design information including graphic and textual, and a non-procedural design tool to help the user design simple, one stage gear boxes. Help facilities in the program make it suitable for undergraduate instruction in a machine elements design course.
Reports on the topic "Programmed instruction"
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Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.
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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, assessments, and instructional materials; curriculum reform design and implementation support; and teacher professional development and support. This document provides a comprehensive toolkit for conducting an SEC study in LMICs. Following the introduction and background, Section 2 gives an overview of the SEC approach and provides a brief description of sequential steps involved in conducting an SEC study: (i) generating data; (ii) inputting data; (iii) processing and analysing data; and (iv) interpretating results. Section 3 then gives detailed, step-by-step instructions for implementing an SEC study. Section 4 shares lessons learned from conducting SEC studies in LMICs. The document then closes with an Appendix that provides a detailed overview of the SEC tools and other resources provided with this toolkit. These appendices [.zip] are available for download.
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Hwa, Yue-Yi, Michelle Kaffenberger, and Jason Silberstein. Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/022.
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In this Insight Note, we present a set of principles shared by varied approaches that have all succeeded in improving foundational learning in developing countries. These approaches were not explicitly designed with this list of principles in mind; rather, the principles emerged through analysis and synthesis of successful approaches. We call such efforts ALIGNS approaches, which stands for Aligning Levels of Instruction with Goals and the Needs of Students. ALIGNS approaches take many forms, ranging from large-scale policy and curricular reforms to in-school or after-school remedial programmes. In this note, we describe the principles that ALIGNS approaches have in common (Section I); review interdisciplinary evidence on why aligning instruction with children’s learning levels improves learning (Section II); present three cases from across the spectrum of approaches and illustrate how each embodies the ALIGNS principles (Section III); and provide a longer (though not exhaustive) table of programmes that illustrates the range of possible approaches to implementing ALIGNS principles and describes the design features across which they vary (Table 1).
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Angrist, Noam, and Rachael Meager. The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial. Centre for Excellence and Development Impact and Learning (CEDIL), 2022. http://dx.doi.org/10.51744/cswp4.
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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet the reported impacts of this approach vary, from 0.07 to 0.78 standard deviations (SDs) across contexts. We study this variation and the contextual factors associated with it by combining an evidence aggregation covering 10 study arms with a new randomised trial. The results show that two factors explain most of the heterogeneity in reported effects: the degree of implementation (intention-to-treat or treatment-on-the-treated effects) and the instruction delivery model (teachers or volunteers). Accounting for these implementation factors enables substantial generalisation of effect sizes across contexts. We introduce a new Bayesian model which incorporates implementation information into the evidence aggregation process. The results show that targeted instruction can deliver 0.39 SD improvements in learning on average when taken up, and 0.80 SD gains when implemented with high fidelity, explaining the upper range of effects in the literature. Given the central role of implementation identified in our synthesis, we conduct a new randomised trial to increase programme fidelity in Botswana. The results show additional 0.22 SD gains relative to standard implementation, revealing concrete mechanisms to enhance implementation and achieve the largest frontier effects identified in the literature.
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.
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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.
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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young people. With the current gap in policy relevant mental health and education data in low resource settings, this paper studies the effect of targeted instruction interventions such as TaRL on the mental health and educational outcomes of primary school learners in Botswana. Using a difference in difference design, the study finds that exposure to the learning pedagogy reduces the behavioural and emotional difficulties of children by .15SD when compared to children not yet exposed to the programme. This paper is able to connect the mental health and education literatures, contributing to the evidence base on improving student outcomes.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.
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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Drury, J., S. Arias, T. Au-Yeung, et al. Public behaviour in response to perceived hostile threats: an evidence base and guide for practitioners and policymakers. University of Sussex, 2023. http://dx.doi.org/10.20919/vjvt7448.
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Background: Public behaviour and the new hostile threats • Civil contingencies planning and preparedness for hostile threats requires accurate and up to date knowledge about how the public might behave in relation to such incidents. Inaccurate understandings of public behaviour can lead to dangerous and counterproductive practices and policies. • There is consistent evidence across both hostile threats and other kinds of emergencies and disasters that significant numbers of those affected give each other support, cooperate, and otherwise interact socially within the incident itself. • In emergency incidents, competition among those affected occurs in only limited situations, and loss of behavioural control is rare. • Spontaneous cooperation among the public in emergency incidents, based on either social capital or emergent social identity, is a crucial part of civil contingencies planning. • There has been relatively little research on public behaviour in response to the new hostile threats of the past ten years, however. • The programme of work summarized in this briefing document came about in response to a wave of false alarm flight incidents in the 2010s, linked to the new hostile threats (i.e., marauding terrorist attacks). • By using a combination of archive data for incidents in Great Britain 2010-2019, interviews, video data analysis, and controlled experiments using virtual reality technology, we were able to examine experiences, measure behaviour, and test hypotheses about underlying psychological mechanisms in both false alarms and public interventions against a hostile threat. Re-visiting the relationship between false alarms and crowd disasters • The Bethnal Green tube disaster of 1943, in which 173 people died, has historically been used to suggest that (mis)perceived hostile threats can lead to uncontrolled ‘stampedes’. • Re-analysis of witness statements suggests that public fears of Germany bombs were realistic rather than unreasonable, and that flight behaviour was socially structured rather than uncontrolled. • Evidence for a causal link between the flight of the crowd and the fatal crowd collapse is weak at best. • Altogether, the analysis suggests the importance of examining people’s beliefs about context to understand when they might interpret ambiguous signals as a hostile threat, and that. Tthe concepts of norms and relationships offer better ways to explain such incidents than ‘mass panic’. Why false alarms occur • The wider context of terrorist threat provides a framing for the public’s perception of signals as evidence of hostile threats. In particular, the magnitude of recent psychologically relevant terrorist attacks predicts likelihood of false alarm flight incidents. • False alarms in Great Britain are more likely to occur in those towns and cities that have seen genuine terrorist incidents. • False alarms in Great Britain are more likely to occur in the types of location where terrorist attacks happen, such as shopping areass, transport hubs, and other crowded places. • The urgent or flight behaviour of other people (including the emergency services) influences public perceptions that there is a hostile threat, particularly in situations of greater ambiguity, and particularly when these other people are ingroup. • High profile tweets suggesting a hostile threat, including from the police, have been associated with the size and scale of false alarm responses. • In most cases, it is a combination of factors – context, others’ behaviour, communications – that leads people to flee. A false alarm tends not to be sudden or impulsive, and often follows an initial phase of discounting threat – as with many genuine emergencies. 2.4 How the public behave in false alarm flight incidents • Even in those false alarm incidents where there is urgent flight, there are also other behaviours than running, including ignoring the ‘threat’, and walking away. • Injuries occur but recorded injuries are relatively uncommon. • Hiding is a common behaviour. In our evidence, this was facilitated by orders from police and offers from people staff in shops and other premises. • Supportive behaviours are common, including informational and emotional support. • Members of the public often cooperate with the emergency services and comply with their orders but also question instructions when the rationale is unclear. • Pushing, trampling and other competitive behaviour can occur,s but only in restricted situations and briefly. • At the Oxford Street Black Friday 2017 false alarm, rather than an overall sense of unity across the crowd, camaraderie existed only in pockets. This was likely due to the lack of a sense of common fate or reference point across the incident; the fragmented experience would have hindered the development of a shared social identity across the crowd. • Large and high profile false alarm incidents may be associated with significant levels of distress and even humiliation among those members of the public affected, both at the time and in the aftermath, as the rest of society reflects and comments on the incident. Public behaviour in response to visible marauding attackers • Spontaneous, coordinated public responses to marauding bladed attacks have been observed on a number of occasions. • Close examination of marauding bladed attacks suggests that members of the public engage in a wide variety of behaviours, not just flight. • Members of the public responding to marauding bladed attacks adopt a variety of complementary roles. These, that may include defending, communicating, first aid, recruiting others, marshalling, negotiating, risk assessment, and evidence gathering. Recommendations for practitioners and policymakers • Embed the psychology of public behaviour in emergencies in your training and guidance. • Continue to inform the public and promote public awareness where there is an increased threat. • Build long-term relations with the public to achieve trust and influence in emergency preparedness. • Use a unifying language and supportive forms of communication to enhance unity both within the crowd and between the crowd and the authorities. • Authorities and responders should take a reflexive approach to their responses to possible hostile threats, by reflecting upon how their actions might be perceived by the public and impact (positively and negatively) upon public behaviour. • To give emotional support, prioritize informative and actionable risk and crisis communication over emotional reassurances. • Provide first aid kits in transport infrastructures to enable some members of the public more effectively to act as zero responders.