Academic literature on the topic 'Teaching – Aids and devices'
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Journal articles on the topic "Teaching – Aids and devices"
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Mrázek, Michal, Daniel Kučerka, Čestmír Serafín, and Hana Bučková. "Use of material teaching aids in teaching." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 23, no. 2 (2024): 111–21. http://dx.doi.org/10.54937/ssf.2024.23.2.111-121.
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The contribution focuses on material didactic means. We described the material didactic means in the work as teaching aids and technical devices. Subsequently, we outlined the possibilities of using material didactic tools in practice. In the end, experimental research on the use of material teaching aids is processed. In the conclusion, the possibilities of using material didactic aids in teaching at secondary industrial schools, secondary vocational schools and primary schools in Slovakia and the Czech Republic are shown.
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Faisal, Faisal, Damaiwaty Ray, Naeklan Simbolon, and Stelly Martha Lova. "STRENGTHENING TEACHER COMPETENCY IN UTILIZING EDUCATIVE DEVICES IN PAUD SEROJA DESA ARA PAYUNG." Journal of Community Research and Service 2, no. 2 (May 9, 2019): 219. http://dx.doi.org/10.24114/jcrs.v2i2.13151.
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AbstractThis mentoring program aims to improve teacher competency in utilizing educational teaching aids (APE) at the PAUD Seroja Desa Ara Payung. The stages of activities carried out through the mentoring program include: (1) mentoring the preparation of the Learning Implementation Plan (RPP) in PAUD, (2) mentoring on how to make educational teaching aids in PAUD, (3) mentoring how to use teaching aids in PAUD learning, (4) simulation in the form of lesson study on the use of educational teaching aids in PAUD, (5) open class/real teaching using educational teaching aids in PAUD learning, (6) monitoring and evaluation, and (7) follow-up. Based on the stages of the activities carried out, teacher competency can be improved in terms of formulation of the lesson plan, the making of educational teaching aids, and their effective use in learning in PAUD. Specific targets and outcomes generated through the mentoring program include: (1) the module for making educational teaching aids in PAUD learning, (2) educational teaching aids based on themes in PAUD learning, (3) teachers using educational teaching aids that will documented in the form of learning videos, (4) scientific publications in online ISSN journals and mass media. The method of implementing assistance is carried out through several stages, including (1) preparation, (2) implementation, (3) monitoring and evaluation, and (4) follow-up. With the method used, it is able to improve teacher competencies related to the use of educational teaching aids in the learning process effectively in PAUD.Keywords: Educative Teaching Aids, Teacher Competence, PAUD.
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Agrawal, Ajai. "Role of modern teaching aids and technologies in Ophthalmic teaching." Nepalese Journal of Ophthalmology 8, no. 2 (March 22, 2017): 192–95. http://dx.doi.org/10.3126/nepjoph.v8i2.17022.
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Clinical teaching in Ophthalmology is a big challenge. In the words of a senior professor, “I still remember those days when I used to be an undergraduate student of medicine in 1964-67 and later on as a post graduate in 1968-71, there used to be a batch of twenty to twenty-five students for OPD or indoor clinics for case presentations. The case was being shown on the indirect ophthalmoscope or slitlamp or in the operation theatre. Since it was not possible that all the students could see the patients individually by torch or on slitlamp or on any other device, therefore we had to rely most of the time on the statements of our teachers.” Now the scenario has entirely changed. All the equipments are attached with electronic devices and projection on computer monitor or much higher magnification, with the help of LCD projector, to larger group of students is possible. Thus, Ophthalmic teaching has become much easier and simpler because the teachers and the students see and discuss the same things together, at the same time. There is no need of giving the false consent of understanding when one has not comprehended what is being taught.
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Philips, Kathleen Chinyere, and Olalekan Abiola Awujoola. "The use of assistive technologies in teaching technical and vocational education for students with hearing impairments in government technical colleges in Southwestern Nigeria." Library and Information Perspectives and Research 6, no. 1 (2024): 154–67. http://dx.doi.org/10.47524/lipr.v6i1.155.
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A potent way out of poverty is empowering the youths and creating individuals who can in turn be employers of labour through technical and vocational education. One of the major problems confronting Africa, especially Nigeria, is poverty. The publication of Sahara reporter dated November 6, 2020 with the heading “Nigerians living in extreme poverty now 105 million”, revealed that more Nigerians have been plunged into extreme poverty and a greater proportion of the population category plunged in poverty is the youths. One can then imagine the lot of students with hearing impairment who are limited because of their disabilities. The teaching of technical and vocational education in government technical colleges in Southwestern Nigeria therefore must include these students who could have been excluded because of their hearing impairments and the additional teaching aids required for teaching them technical and vocational education. The study investigated the use of assistive technology devices and efforts of government in integrating students with hearing impairment in vocational and technical education and training in government technical colleges in Southwestern Nigeria. The study adopted the descriptive research design and collected quantitative data from all technical teaching staff in six (one from each state) government technical colleges from six states in Southwestern Nigeria. The states are Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Quantitative data were analysed using simple percentages, and presented in pie charts. The study revealed that augmentative and alternative communication devices and FM system were the most used teaching aids, and behind-the-ear hearing aids and in- the-ear hearing aids were the most common assistive device for hearing, though, head-band oscillator and vibrotactile were also common. The alerting device mostly used for the students were alarm clock and flashing light. In this regard, the use of doorbell and screen display was competitive. The study concludes that the use of assistive devices by lecturers in government technical colleges is imperative to teach technical and vocational education to students with hearing impairment. The study recommended that teachers should be involved in the decision on the criteria for choosing assistive devices to be used in teaching technical and vocational education to students.
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Al-Mubireek, Sami. "Teacher Perceptions of the Effectiveness of Using Handheld Devices in Saudi EFL Classroom Practices." International Journal of Emerging Technologies in Learning (iJET) 15, no. 22 (November 30, 2020): 204. http://dx.doi.org/10.3991/ijet.v15i22.16689.
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This study aims to investigate the effectiveness of using handheld devices such as smartphones and tablets for language teaching purposes (Mobile-Assisted Language Learning, or MALL). A questionnaire with a comment section was distributed in order to investigate EFL teachers’ perceptions on including or excluding smartphones and tablets in the EFL learning process. Data were collected through a 5-Likert scale questionnaire in a leading Saudi university. The findings revealed that the majority of teachers claimed to hardly ever use Android System Phones or iPhones (iOS System), Android tablets or iPads (iOS System) in classroom teaching. Importantly, the study found out that there is a statistically significant difference between male and female teachers in terms of which smart device operating system was reported being used. Within the few participants who employed technology, it was found that teachers with less teaching experience were more open to using technological devices in classroom. In addition, the findings showed that a significant number of teachers admitted to rarely using handheld devices in teaching reading, writing, listening, grammar or playing language-learning games. However, the majority of teachers said they sometimes used applications to assign online exercises, share information about the course, provide visual aids, develop the learners’ speaking skills or as a translation tool. Moreover, teachers claimed to employ these devices frequently to teach vocabulary through visual aids when teaching. Teachers also rely heavily on these devices to communicate with students via social networks, and to access textbooks. Overall, teachers did not effectively integrate MALL into completing classroom language-learning activities or practicing language functions or skills.
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Kalashnikov, A. V. "Mnemonic Aids in Linguodidactic Discourse." NSU Vestnik. Series: Linguistics and Intercultural Communication 19, no. 4 (November 22, 2021): 93–102. http://dx.doi.org/10.25205/1818-7935-2021-19-4-93-102.
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The article examines modern English memory aids as part of linguodidactic discourse in teaching English, and the patterns of mnemonic devices represented by sentence, acronym, abbreviation and verse. The empirical material of the research incorporates 54 units. The focus is made on an extensive number of mnemonics compiled as a meaningful text and the patterns of the devices in the form of a sentence, and the mnemonic acronyms homonymous to general vocabulary, i. e. homoacronyms. At that, the mnemonic aids which are not similar to other words, are not so often used as mnemonic devices. The mnemonic devices in the paper have been studied on the basis of the English and Russian sources published in the 21st century.Mnemonic devices have become part of research only in recent years. Previously mnemonics were studied within the framework of pedagogical discourse in teaching Geography, Biology, Astronomy, History, and Music. In the present research the mnemonics related to teaching English were distributed by structure. Afterwards, mnemonic sentences and the mnemonics homonymous to the existing lexemes were identified. The analysis of the structures showed the domination of the mnemonics structured as sentences and homoacronyms. 54 units of mnemonics under study were presented in the form of 22 sentences, 3 verses, 17 acronyms and 12 abbreviations. The most common structure proved to be a sentence, while the least common one was verse. The mnemonics considered contained only 13 units which were not sentences or homoacronyms: 12 abbreviations and 1 acronym of primary nomination. The examination of the structures showed the domination of the mnemonics organized as a sentence or a homoacronym. The research confirms the assumptions made earlier on the frequent use of sentence mnemonics, which, as it turned out, exceed the shares of the other mnemonic patterns. In their turn, homoacronyms made up a larger share compared to acronyms and abbreviations with no reference to general English words or verse. Thus, we can consider these structures (sentences and homoacronyms) within English teaching as part of pedagogical discourse. To sum it up, while compiling mnemonic aids, preference should be given to sentences or homoforms based on the vocabulary, while verses and abbreviations might be used economically. The article has also revealed additional features of mnemonics, in particular applying asyndeton in acronyms and abbreviations, the average number of 3 or 4 components in a mnemonic aid. Studying such structures will contribute to examining shortened forms and functioning of mnemonics in linguodidactic discourse.
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Bancong, Hartono, Ana Dhiqfaini Sultan, Subaer Subaer, and Muris Muris. "Development and Students’ Perception on Teaching Aids of Photoelectric Effect Experiment Using Leds." Jurnal Pendidikan Fisika 7, no. 3 (August 26, 2019): 253–61. http://dx.doi.org/10.26618/jpf.v7i3.2332.
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The photoelectric effect experiment generally uses a very sophisticated and expensive apparatus. Some high schools and even universities in Indonesia cannot afford to conduct this experiment because of the high price of the apparatus. The purpose of this study was to develop a user-friendly, and cost-effective teaching aids which can be used to demonstrate the concepts of modern physics related to the photoelectric effect. The stages of this study employed the Four-D model, namely define, design, develop, and disseminate. Based on experts and practitioner evaluation, the developed teaching aids and practicum devices of photoelectric effect experiment were found to be valid and reliable. The results of the experiment by using this developed teaching aids of the photoelectric effect showed that there is a linear relationship between the stopping potential and the frequency of light emitted by the LED. These results are consistent with Millikan's experimental results, the first physicist who succeed in proving Einstein's hypothesis of the photoelectric effect, that in the photoelectric effect the stopping potential does not depend on the intensity of light but depends only on the frequency of light. In this study, the Planck’s constant value obtained is 6.408x10-34 J.s. Although this value is slightly smaller than the accepted value of Planck's constant that is 6.626x10-34 J.s, it is good enough considering the instrumental error occurred during the measurement of current and voltage. Furthermore, the students’ perception of the developed teaching aids and practicum devices of the photoelectric effects experiment are 74.9% (good) and 80.2% (very good), respectively. This indicates that the photoelectric effect experiment teaching aids and practicum devices that have been developed can be used to demonstrate and prove the concepts of modern physics related to the photoelectric phenomena correctly.Keywords: Teaching Aids, Photoelectric Effect, Students’ Perception
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Kanmani, T. "Assistive and Adaptative Devices in Inclusive Education." Shanlax International Journal of Arts, Science and Humanities 11, S1i2-Nov (November 20, 2023): 120–23. http://dx.doi.org/10.34293/sijash.v11is1i2-nov.7330.
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Assistive technology incorporates a variedchoice of tools and strategies that are intended to compensate for specific abilities. These can range from simple, low-tech devices such as crutches or specialized pen grips, to more advanced options like hearing aids or glasses. Inclusive classrooms can benefit from high-tech devices like computers with specialized software that assist dyslexic students in reading. The focus of this paper is to emphasize the rehabilitative and adaptive aspects of technology in the context of an inclusive classroom, as these technical aids and assistive equipment greatly enhance the effectiveness of the teaching and learning process.
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Ni Putu Intan Bidari and Made Vera Yanti. "VISUAL AIDS FOR TEACHING ENGLISH TO STUDENTS WITH AUTISM SPECTRUM DISORDER." JETA (Journal of English Teaching and Applied Linguistic) 2, no. 1 (June 21, 2021): 24–37. http://dx.doi.org/10.52217/jeta.v2i1.641.
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English is a language that is used by people around the world. Hence, it is necessary for everyone to learn it, including the students with special needs. This study aims to review the use of visual aids in teaching English for students with special needs, especially Autism Spectrum Disorder. The study is a library study that focuses on collecting theoretical and empirical studies about the use of visual aids in teaching students with ASD. Autism Spectrum Disorder is a neurological disorder that affects the function of the human brain. Visual aids are the tools or devices that are shown by the teacher in the classroom to help students understanding the learning materials. The study finds that the use of visual aids is effective for teaching English to students with Autism Spectrum Disorder. Therefore, teachers should consider using visual aids in teaching autistic students. This study is expected to give insightful information in educational fields.
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Amoroso, N., D. A. Balladin, O. St C. Headley, I. A. McDoom, A. Parasram, K. Rampersad, and S. Shakeer. "Introduction of solar energy devices to secondary schools as teaching aids." Solar Energy 64, no. 1-3 (September 1998): 79–86. http://dx.doi.org/10.1016/s0038-092x(98)00042-5.
Full textDissertations / Theses on the topic "Teaching – Aids and devices"
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Mona, Elmon Henis. "An application of multimedia in English Second Language mathematics and science classroom at George Mhaule Primary School in Mpumalanga Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1776.
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Duy, Nicole. "Revising instructional materials : uniformity among four revisers and their attention to learner data." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59883.
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Despite the emphasis that is placed on collecting learner data in formative evaluation, there has been little research to support its use in the revision of instructional materials. In addition, although the literature suggests that different revisers making changes to the same instructional materials will yield different revisions, little research has been conducted to confirm this. The present study addressed these two issues by having four instructional designers, acting as revisers, make revisions to a draft version of an instructional presentation while thinking aloud. A coding scheme was applied to the think-aloud protocols. Revisions were sorted using a product attribute categorization system consisting of three main categories central to evaluating instructional materials. The results suggest that revisers do give a considerable amount of attention to learner data when revising materials. In addition, there was a great deal of uniformity among the revisions that were generated by the different revisers.
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Tremblay, Diana. "Comparison of feedback generated by subject matter and learner experts during formative evaluation." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26344.
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The literature on formative evaluation advocates the use of both subject matter and learner experts to review instructional materials, yet there has been little research to support this recommendation. The present study investigates the distinguishing characteristics of these two expert reviewers, in particular the type and amount of oral feedback they produced and the cognitive processes they engaged in. The think-aloud method was employed to obtain feedback about a six page instructional unit from eight experts; four subject matter and four learner experts. Comments from the experts were transcribed, segmented and coded according to three coding systems. Results indicated that the two groups produced similar data. In addition, the findings showed that both groups referred to similar domains of knowledge, evoked or constructed similar plans and identified their task as detecting problems. These findings contradict the use of both types of experts during formative evaluation. Some practical recommendations for practitioners are offered.
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Bordonaro, Tino. "A comparison of the effectiveness cost and efficiency of four formative evaluation conditions /." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68074.
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This study compared the effectiveness, cost and efficiency of four formative evaluation conditions: (a) revision based on learner data (RLD), (b) revision based on expert data (RED), (c) revision based on both learner and expert data (RBD), and (d) revision without data (RND). Two more conditions were present in the study: materials in draft (MID) and no treatment (NT). The NT condition consisted of students who were tested without exposure to the instructional materials. The instruction that was formatively evaluated was a six-page article describing the relationship between diet and cancer. The article was written by chemistry professors for an "undergraduate chemistry course for non-science students". Undergraduates (n = 187) provided the effectiveness data. They randomly received one of the four formatively evaluated versions of the article, read the article, answered questions on an objective test, and indicated their confidence with respect to their responses. Professional revisors (n = 8) provided cost data. Each revisor provided cost estimates for all formative evaluation conditions. Efficiency was provided by combining effectiveness with cost data. Effectiveness differences were found between the MID and RLD, and the MID and RBD. The mean test scores, as well as the mean confidence-weighed test scores, of both RLD and RBD were significantly higher than those of the MID. Cost differences indicated three levels of cost. RND was the least costly formative evaluation condition. RLD and RED were equivalent in cost and more costly than RND. RBD was the most costly formative evaluation condition. With respect to efficiency, RLD was recommended. RLD was the least costly condition that was significantly more effective than MID. (Abstract shortened by UMI.)
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Goyette, Els Spekkens. "The effects of dictionary usage on text comprehension." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40129.
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The ability of dictionaries, either in printed or electronic form, to enhance text comprehension has not been systematically investigated. Consequently, in order to investigate whether dictionary support improves text comprehension, this study compared readers' first-language (L1) and second-language (L2) text comprehension across three dictionary conditions and two proficiency levels. Recall, dictionary usage and reading times were the measures employed. Subjects were anglophone members of the Canadian Armed Forces military personnel with high-intermediate to advanced French second-language skills.Procedural texts were used: subjects read both an L1 and an L2 text in each of three conditions: (a) no dictionary access; (b) access to hard-copy dictionaries; and (c) access to on-line computerized dictionaries. The number of words looked up varied greatly by language, by proficiency level and by dictionary modality, with a far greater number of words accessed in L2 than in L1, by intermediate- than by advanced-level readers and in the on-line rather than in the hard-copy dictionary condition. The variance in dictionary usage was explained by the two-way interactions between language, proficiency level and dictionary condition.
Reading times were higher for intermediate-level readers than for advanced-level readers, and when L2 rather than L1 texts were read. These reading time results are consistent with the patterns of dictionary consultation, where intermediate L2 reading produced the most look-ups.
Most readers expressed a preference for on-line dictionaries, reporting that the ease of access led to faster and better text comprehension, but this impression was not confirmed by the findings. Analyses of recall protocols indicated that there was no main effect for the type of dictionary consulted. Similar levels of recall were found on all passages read with access to dictionaries, regardless of the language of presentation. Significantly lower recalls were found on passages read with no access to dictionaries, with L2 recall lower than L1 recall. This study indicates that the type of dictionary accessed does not significantly influence comprehension. The high number of L2 dictionary look-ups does suggest that readers may use dictionaries to compensate for weaker second language vocabulary skills, resulting in similar levels of text comprehension across languages.
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MITCHELL, MYRNA LOU WILLIAMS. "A COMPARISON OF THE EFFECTIVENESS OF INNOVATIVE INSTRUCTIONAL METHODS UTILIZED IN LOWER DIVISION MATHEMATICS AS MEASURED BY STUDENT ACHIEVEMENT: A META-ANALYSIS OF THE FINDINGS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184030.
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Mathematics presents a stumbling block to many students, particularly those majoring in scientific fields, business administration, or elementary education. Improvement of student achievement in mathematics at the lower division college level is needed. Seven instructional methods were investigated in terms of student achievement: programmed instruction (P.I.), individualized instruction (I.I.), computer based instruction (CBI), laboratory and discovery methods (Lab), television (TV), audio-tutorial (A-T), and tutoring. The research questions were: (1) What is the relative effectiveness of the innovative instructional methods as measured by student achievement and compared to the traditional lecture method? (2) What is the relative effectiveness of the innovative instructional methods on students of differing ability and course levels. (3) What is the effectiveness of combinations of the innovative instructional methods? A meta-analytical approach was used. Studies comparing an innovative method to the lecture or to another innovative method were located, and the summary data in each were used to calculate an "effect size"--a standardized measure of the effectiveness of the innovative method--to which statistical procedures were applied. The meta-analysis found that (1) Relative to the lecture method, six of the innovative methods produced a positive effect on student achievement. The ranking of the methods in order of decreasing effectiveness was: tutoring, CAI, A-T, I.I., P.I., Lab, TV. (2) The most effective methods by level of course were: (a) Precalculus level: CAI, A-T, and tutoring; (b) Calculus level: tutoring, I.I., P.I., and A-T; (c) Foundations of Mathematics (elementary education majors): P.I.; Descriptive Geometry: TV. The most effective methods by ability level of the student were: (a) High ability: CAI and Lab; (b) Middle ability: CAI, I.I., and P.I.; (c) Low ability: P.I. and A-T. (3) The lack of empirical studies prevent a determination of the relative effectiveness of combinations of the innovative methods. Recommendations include the following: (1) Variation of instructional methods; (2) Incorporation of specific, effective elements of innovative methods into the lower division college mathematics instructor's repertoire; and (3) Empirical investigation of the effectiveness of combinations of methods and of various instructional methods on students of different ability levels.
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Nguyen, Luz Elena. "The use of reciprocal teaching as a mediational tool to enhance reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3278.
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The purpose of this project was to study how Reciprocal Teaching can best serve students in a third grade classroom for reading comprehension. A curriculum was developed to help the classroom teacher find a better way to teach reading comprehension using four important reading strategies: predicting, summarzing, clarifying and questioning. Several mediated tools were developed to enhance reading comprehension with clear explanations on how to implement Reciprocal Teaching with the current curriculum and California Standards on comprehension.
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Latendresse, Lucille B. "Etude de l'habileté à utiliser un matériel pictographique pour comprendre des histoires, chez des enfants d'âge préscolaire." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72088.
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This study examined the ability of preliterate Kindergarten students to use pictographic sequences as cues in comprehending stories. Thirty-six children were trained to use a pictographic encoding for objects, actions, and spatial and temporal relations. Sequences of these pictographs were used to represent events and relations among objects. The children's use of the pictographic sequences in comprehending stories was investigated in three studies. Study 1 assessed the cuing effect of pictographic information that was available while children listened to stories. Study 2 assessed the cuing effect of pictographic information that was available to the children as they recalled a story to which they had listened previously. Study 3 assessed the cuing effect of pictographic information available during recall for stories in which the initial input for the stories was only pictographic information.Children's comprehension in telling or retelling a story was analyzed in terms of recall, recall and inference, and inference types of processing of semantic propositions according to Frederiksen's (1975) propositional analyses model. The analyses revealed that for all studies, most comprehension processing was of the joint recall and inference type. This result indicates that the children were attempting to comprehend the story, as opposed on the one hand to memorizing the story (as would be indicated by high recall) and on the other to producing a story (as would be indicated by high inference).
Study 1 revealed that looking at pictographic material during an oral presentation of the story did not facilitate comprehension as compared to an oral presentation only.
Study 2 revealed that the presence of pictographic material during recall production enhanced comprehension as compared to recall without such material being available. In this situation, pictographs appeared to serve as cues helping the subject to retrieve relevant information about the story.
Study 3 revealed that cuing facilitation of pictographic sequences during recall found in Study 2 also occurred when the story was initially presented by pictographic sequences alone.
The results of the three studies indicate that preliterate Kindergarten children can use pictographic sequences to augment their comprehension of simple stories presented orally, and that in certain situation they can comprehend such stories in a substantial manner from pictographic sequences alone.
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Pedraza, Vincent. "CATSY, computer aided teaching system : system overview, graphics and applications." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/416441.
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Computer Aided Teaching System (CATSY) is an interactive graphics system, utilizing current microcomputer technology, along with a graphics tablet and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of the supporting graphics software (POLY-ReGIS) and the computer peripherals used in the development of CATSY.The development of interactive graphics is stressed in this thesis. Applications of these graphics to CATSY are presented and an introduction to the data structures used in this system is also given. This thesis is intended to support and complement the masters thesis presented by Mr. John Raab, which deals primarily with the system implementation, data structures and the text editor used in CATSY.
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Dzambara, Tobias Munyaradzi. "An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001410.
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This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified
Books on the topic "Teaching – Aids and devices"
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Morlan, John E. Preparation of inexpensive teaching materials. 3rd ed. Belmont, Calif: Fearon Teacher Aids, 1989.
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Wilkinson, Bruce. Teaching with style: Course workbook. [Fort Mill, S.C.]: Walk Thru the Bible Ministries, 1994.
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Brian, Tomlinson, ed. Materials development in language teaching. Cambridge: Cambridge University Press, 1997.
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H, Robinson Daniel, ed. Recent innovations in educational technology that facilitate student learning. Charlotte, NC: Information Age Pub., 2008.
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Leimanis-Wyatt, Maija. Classroom DIY: A practical step-by-step guide to setting up a creative learning environment. New York: Routledge, 2010.
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Susan, Osborn, ed. Free (and almost free) things for teachers. 4th ed. New York, NY: Putnam, 1993.
Find full textBook chapters on the topic "Teaching – Aids and devices"
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Chen, Yunfei. "Interactive Design of Immersive First Aid Skills Teaching Based on Multimedia Devices." In Design, User Experience, and Usability, 24–38. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35708-4_2.
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Das, Dilip K. "AIDS Awareness and Behaviour Change: An Interdisciplinary Perspective." In Teaching AIDS, 1–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_1.
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Das, Dilip K. "Pedagogy, Power and the Subject of Disease Control." In Teaching AIDS, 19–48. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_2.
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Das, Dilip K. "Incipient Pedagogy I: AIDS in the National Media." In Teaching AIDS, 49–72. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_3.
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Das, Dilip K. "Incipient Pedagogy (II): AIDS Narratives." In Teaching AIDS, 73–111. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_4.
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Das, Dilip K. "AIDS and the Enigma of Law." In Teaching AIDS, 113–47. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_5.
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Das, Dilip K. "AIDS Awareness Campaigns: Pedagogy as Strategy." In Teaching AIDS, 149–87. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_6.
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Das, Dilip K. "AIDS Amma Shrine: Pedagogy as Tactics." In Teaching AIDS, 189–222. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_7.
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Das, Dilip K. "Conclusion: Towards a Critical Medical Humanities." In Teaching AIDS, 223–29. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_8.
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Muller, Anna-Maria, Luke Taylor, and Anna Williams. "Online Teaching Aids." In Forensic Science Education and Training, 147–61. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118689196.ch11.
Full textConference papers on the topic "Teaching – Aids and devices"
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Nishino, Hiroaki, Shota Hidaka, Tsuneo Kagawa, and Kouichi Utsumiya. "Micro E-board: An Interactive Teaching Aid Using Mobile Devices." In 2011 Third International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2011. http://dx.doi.org/10.1109/incos.2011.118.
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Marculescu, Corina. "LANGUAGE AND SAFETY: THE BENEFITS OF USING AUDIO VISUAL AIDS IN TEACHING AVIATION ENGLISH." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-127.
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Aviation English is unique in English for Specific Purposes (ESP) because in the aeronautical field, language is inseparable from safety. The passengers' lives and safety depend on the accurate communication between pilots and air traffic control officers (ATCOs), on the precision of their language. My paper puts forward the suitability and effectiveness of using audio-visual aids (video clips, photographs, diagrams, maps, authentic audio recordings of voices with a variety of accents and pronunciations encountered in international flights) in aviation English teaching. The use of audio video digital technologies helps the students (especially aerospace engineering majors and air force academy students) to become familiar with the operational environment of aviation, to obtain a 'feel' for the conditions in which pilots and controllers communicate. Properly selected and relevant digital video or photographs "introduce" the students into the airport architecture (taxiways, runways, hangars, cargo areas etc), in the control tower or in the pilots' cockpit, into the world of pilots and ATCOs, of technicians and aerospace engineers. I will show that what matters even more is the teacher's passion for the field and his/her consequent ability to devise the best and most motivating pre- and post-watching activities and discussions to stimulate the students to debate the aviation incidents presented, to practice the vocabulary they are likely to encounter in an aviation context, the standardized coded phraseology used in pilot-controller conversations to communicate clear, concise, unambiguous, internationally recognized messages of a routine nature, and the spontaneous, non-coded "plain" English which is crucial to master in non-routine, unexpected or emergency operational situations. The paper proposes a content-based, communicative approach to teaching Aviation English, supported by audio-video technology - which Generation Y students in particular find engaging and challenging. Technology properly embedded in the course and relevant to projects or seminar activities maintains the attention of today's visual learners focused on the subject matter and inspires and motivates them to research and discover more about the communication in the aviation field.
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Georgiev, Tsvetozar, Hristo Dimitrov, and Evgeniya Georgieva. "HTML5 BASED SYSTEM FOR MOBILE LEARNING." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-099.
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In recent years, university education is undergoing major changes regarding ways of teaching. It must meet the emerging challenges and to adapt to them. Increasingly, in educational institutions and their educational levels are offered distance courses or Web-based training aids. Having a wide range of new technologies help realize innovative training methods, thereby expanding traditional. Mobile learning is one of these new innovative methods. One of the advantages of m-learning is that it is fixed on increasing the ability of students to organize themselves their training. Through this kind of training they have the opportunity to learn, using their own mobile devices, anytime and anywhere. Mobile learning is extremely flexible, as is practically available. It opens new opportunities for students who otherwise could not participate in the traditional learning process for one or another reason. Mobility enables students to be in contact with their peers, teachers and educational resources when they are unable to attend traditional training. This report describes a HTML5 based system for mobile learning developed in the University of Ruse. The system is adaptable depending on the used device - personal computer or mobile device. When a PC is used the system supports four user groups - administrator, teacher, student and guest. When a mobile device is used the system supports two user groups - student and guest. The system is designed on a modular basis. Separating the business logic from the user interface enables faster and more easily update of the system. As mobile devices are characterized by the small screen and limited methods for input the information compared to PCs, the interface design for mobile version is consistent with these characteristics and does not burden customers with unnecessary complexity.
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Pribeanu, Costin, Gabriel Gorghiu, Vincentas Lamanauskas, and Violeta Slekiene. "USE OF MOBILE TECHNOLOGY IN THE TEACHING/LEARNING PROCESS - OPPORTUNITIES AND BARRIERS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-049.
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Nowadays, mobile devices are able to support a large diversity of tasks being used for communication, socialization, interaction, collaboration, sharing of information and resources. As already known, mobile phones became active parts of the lifestyle of many teachers and students. The powerful capabilities of mobile devices and the increasing number of educational applications opened new perspectives for the integration of cell phones in the classroom. Mobile learning provides various opportunities for teachers to increase students' motivation, individualize the teaching process, and extend it outside the classroom. However, there is a long journey for mobile devices to become common tools, successfully integrated into the teaching and learning process. Despite the new opportunities and perceived benefits, there are also barriers to integration. These barriers have been broadly classified as external and internal. A key issue takes is the teacher's willingness to incorporate mobile technology into their own teaching demarches. But this decision depends on each teacher's personality, attitude, and perception concerning the effectiveness of exploiting the mobile technology facilities in teaching and learning. In this respect, this paper aims to explore the perceptions of Romanian and Lithuanian science education teachers as regards the opportunities and barriers of using mobile technology in education. The results show that overall, the teachers from both countries have a positive perception concerning the opportunities provided by mobile technology and a similar concern as regards the potential of its inappropriate use. The results also revealed a diversity of perceptions related to the teacher's personality, individual teaching practices, and existing technical support.
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Liao, Y. Gene. "Development of a Teaching Laboratory for Electric Energy Storage Systems." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87949.
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Several universities and colleges recently have offered courses and certificate programs for training students and returning engineers in advanced energy storage, particularly in electric energy storage technology. However, few integrated advanced energy storage laboratories have been established for educational purposes. This paper presents the design, development and implementation of an interactive and computer-controlled test system for four different electric energy storage devices (electro-mechanical flywheel, electro-chemical batteries, supercapacitor and pumped hydroelectric) that serve as a teaching-aid. These units provide hands-on experience for students with multidisciplinary backgrounds who are enrolled in the advanced energy storage courses. The developed teaching-aid not only enhances the advanced energy storage training and education, but also inspires students’ interest in the green movement of renewable energy.
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Tozadore, Daniel, and Roseli Romero. "Robotic - Cognitive Adaptive System for Teaching and Learning (R-CASTLE)." In VIII Workshop de Teses e Dissertações em Robótica/Concurso de Teses e Dissertações em Robótica. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wtdr_ctdr.2020.14957.
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One of the biggest current challenges in education is to positively impact the teaching-learning process with technology. Two common reasons are the teachers’ lack of preparation and the students’ attention span. Several Human-Robot Interaction (HRI) studies are approaching these issues. However, very few of them are considering both teachers and students in a one and only application. Thus, the presented thesis had two objectives: to provide a unique and intuitive HRI tool for education and to evaluate its impact on the users. The resulting architecture was a Robotic - Cognitive Adaptive System for Teaching and Learning (R-CASTLE). R-CASTLE aims to provide customized interactions and personalized learning to the students through machine learning for autonomous vision and dialogue interactions. The methods are configured by the teachers in the windows of the system’s graphical interface. Teachers can also have access to the system’s evaluations in chart mode of the students’ collective and individual performances. In end-to-end experiments, teachers and students claimed to experienced a sensitive potential of the system to support them. R-CASTLE was tested with other interactive devices in different applications and the results showed high performances in their activities design optimization. From the best of our knowledge, it is an innovative proposal implemented with collaborative assistance of institutes from Portugal, Italy and Japan. R-CASTLE is currently being adapted to support teachers in their remote classes during COVID-19 pandemic.
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Pukač, Andrej, and Jozef Čerňan. "Design and implementation of engine test device for the M601 engine." In Práce a štúdie. University of Žilina, 2023. http://dx.doi.org/10.26552/pas.z.2023.2.06.
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The aim of this article is to create a proposal and documents for the implementation phase of the engine test device for the Walter M601 engine, which after implementation will serve as a teaching and research aid for researching new alternative fuels, testing different variants of propellers and others. As part of our work, we are dedicated to the development of two entire future test segments of device, namely the test stand and the design of the monitoring and regulation part, where we use the original devices, manufactured in compliance with LUN, which was directly designed in the past for the M601 engine and its installation in the L-410 Turbolet aircraft. The design of the test stand will include a 3D design and documentation. The monitoring part will consist of the design of the monitoring panel, which will contain selected engine indicators and LUN sensors, which will be used from the defined solutions of specific requirements and the design of electrical wiring and power sources and modules for the operation of the monitoring and regulation part.
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Ren, Bin, KangLi Lei, and Ting Zhang. "Innovative Teaching Combined with 3D Printing Teaching Aids and OBE Teaching Philosophy." In 2021 2nd International Conference on Electronics, Communications and Information Technology (CECIT). IEEE, 2021. http://dx.doi.org/10.1109/cecit53797.2021.00125.
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Balandina, Irina, Anna Milyutina, Lyudmila Yuzdova, Tatiana Moskvitina, Natalya Parshukova, and Natalya Kozlova. "EDUCATIONAL POTENTIAL OF NEW AGE TEACHING AIDS." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.2439.
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Zhabyko, Valentyna. "The use of modern teaching aids in teaching the topic "Function"." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-133-134.
Full textReports on the topic "Teaching – Aids and devices"
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Barkatov, Igor V., Volodymyr S. Farafonov, Valeriy O. Tiurin, Serhiy S. Honcharuk, Vitaliy I. Barkatov, and Hennadiy M. Kravtsov. New effective aid for teaching technology subjects: 3D spherical panoramas joined with virtual reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4407.
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Rapid development of modern technology and its increasing complexity make high demands to the quality of training of its users. Among others, an important class is vehicles, both civil and military. In the teaching of associated subjects, the accepted hierarchy of teaching aids includes common visual aids (posters, videos, scale models etc.) on the first stage, followed by simulators ranging in complexity, and finished at real vehicles. It allows achieving some balance between cost and efficiency by partial replacement of more expensive and elaborated aids with the less expensive ones. However, the analysis of teaching experience in the Military Institute of Armored Forces of National Technical University “Kharkiv Polytechnic Institute” (Institute) reveals that the balance is still suboptimal, and the present teaching aids are still not enough to allow efficient teaching. This fact raises the problem of extending the range of available teaching aids for vehicle-related subjects, which is the aim of the work. Benefiting from the modern information and visualization technologies, we present a new teaching aid that constitutes a spherical (360° or 3D) photographic panorama and a Virtual Reality (VR) device. The nature of the aid, its potential applications, limitations and benefits in comparison to the common aids are discussed. The proposed aid is shown to be cost-effective and is proved to increase efficiency of training, according to the results of a teaching experiment that was carried out in the Institute. For the implementation, a tight collaboration between the Institute and an IT company “Innovative Distance Learning Systems Limited” was established. A series of panoramas, which are already available, and its planned expansions are presented. The authors conclude that the proposed aid may significantly improve the cost-efficiency balance of teaching a range of technology subjects.
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Rassovytska, Maryna V., and Andrii M. Striuk. Система хмаро орієнтованих засобів навчання інформатичних дисциплін студентів інженерних спеціальностей. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2452.
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The purpose of this study is to identify the main categories of cloud-based learning tools and to identify the links between them. Thus, the following categories of cloud-oriented teaching aids are allocated for educational purposes and feature of use: teaching management tools, communication tools, joint activity tools, teaching materials, knowledge control tools. In study was developed a system of cloud-oriented tools of learning computer science disciplines of engineering specialties students and considered examples of the implementation of its individual components. As a further area of research, the experimental implementation of this system of cloud-oriented learning means is considered.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.
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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4629.
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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo, and Ekaterina O. Shmeltser. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3751.
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The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. SOMERSET MAUGHAM - MASTER OF CREATING CHARACTERS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-111-121.
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Purpose. The goal of the present article is to study various means of creating a literary character. Analyzing the creative work of a famous English writer William Somerset Maugham and basing on the story «The Kite» an attempt is made to scrutinize Maugham’s peculiar style and lexico-stylistic devices he employs to create the main female characters of the story «The Kite». The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the protagonists of the story “The Kite” is the author’s strong presence. Portraying the characters of Missis Sunbury and Miss Bevan, Somerset Maugham pays special attention to precise description of their appearances and manner of speech. Employing various lexico-stylistic devices, S. Maugham creates extraordinarily vivid characters. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.
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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Lozynskyi, Maryan. Книгообмін Львівського державного університету імені Івана Франка: аналіз архіву з кінця 1940-х років. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11745.
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One of the components of the publishing activity (book exchange) of the Ivan Franko State University of Lviv in the post-war period, in particular, in 1946-1947, when the University, while reconstructing and repairing educational buildings, etc., began to build a publishing and printing base, has been revealed. It has been established that the administration of one of the leading educational institutions at that time encouraged the scientific and pedagogical staff to write and print teaching aids, textbooks, monographs, etc. in every possible way. The article analyzes archival documents testifying to the cooperation of the rectorate of the Ivan Franko State University of Lviv with some educational institutions of Ukraine and from outside its borders in the matter of exchange of scientific works written and published by researchers of the Franko University. This article will be of particular value primarily for those who are interested in the history of the Ivan Franko National University of Lviv concerning the development of the publishing business in the post-war period, as well as significant scientific works that were published within the framework of this educational institution. Keywords: book exchange, textbook, monograph, scientific notes, libraries, universities.
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.
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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, Solomon Mekonnen Abebe, Pierre Celestin Bimenyimana, Rediet Gizaw, and Mustofa Worku Jemal. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.j11.
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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.