Relevant bibliographies by topics / Teaching - Aids and resources

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

Academic literature on the topic 'Teaching - Aids and resources'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Teaching - Aids and resources"

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Sirait, Debora, Lolyta Damora Simbolon, Switamy Angnitha Purba, and Ady Frenly Manulang. "Visual aids for support teachers in learning." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 5, no. 2 (December 2, 2020): 182–84. http://dx.doi.org/10.32734/abdimastalenta.v5i2.4782.

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Learning media in general is a tool for teaching and learning. Everything that can be used to stimulate the thoughts, feelings, attention and abilities or skills of students so as to encourage the learning process. This limitation is quite broad and includes the understanding of resources, environment, people and methods used for learning / training purposes. Barriers to the use of teaching aids in supporting student interest in learning, obstacles include: conditioning students' attention to learning with teaching aids, teacher learning methods that tend to be less varied so that students are less enthusiastic in learning if the teacher is monotonous, the teaching aids available in schools are incomplete, making teaching aids in accordance with the material and student input is difficult, the minimum time to prepare learning with teaching aids.
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���������� and Svetlana Novoselova. "THE THEORETIC-METHODOLOGICAL BASICS OF EDUCATIONAL RESOURCES MANAGEMENT." Standards and Monitoring in Education 1, no. 5 (October 31, 2013): 10–15. http://dx.doi.org/10.12737/1457.

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The article discusses how due educational resources management could help improve efficiency and effectiveness of educational activities. This approach summarizes the recent practical achievements in the field based on dichotomous resource model, composed of human resources (labor and pedagogical abilities) on the one hand, and physical resources (reference, educational and methodical materials, visual and technical training aids, Information and Communication Technology tools, laboratory equipment and other supports for educational activities) on the other. Educational resources management, the author points out, helps to achieve goals of educational activities by targeting both the human and physical resources in the appropriate direction. Educational resources management system is designed to assess the need for educational resources, to allocate them properly and to provide guidelines and procedures for appropriate use of educational resources. Considering human resources as the core strategic resource of educational institutions, the author emphasizes the ongoing process of improving and innovating in the field of human resource management and searching for new approaches, concepts and ideas. Managerial models are selected subject to the type of an educational institution, its teaching strategy and culture and professional level of the teaching staff.
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Miller, Alan N. "Teaching Business Students About HIV and AIDS in the Workplace: Curriculum and Resources." Journal of Management Education 32, no. 2 (September 24, 2007): 210–27. http://dx.doi.org/10.1177/1052562907299721.

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Begaliyeva, S. "Information and communication technologies as resources of inclusive education." Pedagogy and Psychology 43, no. 2 (June 30, 2020): 56–62. http://dx.doi.org/10.51889/2020-2.2077-6861.07.

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Informatization is one of the stages in the development of modern society. This process is characterized by the increasing role of education in all spheres of human activity and the increasing importance of artificial intelligence and communications. One of the key areas of informatization is the addition of education to new theories and practices that are aimed at using advanced information technologies for the purpose of teaching and teaching the modern generation. Information and communication technologies (ICT) are a form of informatization. On the other hand, now they are actively being introduced into the educational process as teaching aids. The successful implementation of informatization is largely determined by the human and material potential of educational institutions and the degree of teacher training. The process of introducing ICT into practice is chaotic, but today there is a pattern in it, and researchers around the world find and explore it.
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Trotsko, Anna V., and Yuliia M. Korotkova. "ЗАСТОСУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ НАВЧАННЯ ІНОЗЕМНИХ МОВ: ДОСВІД УКРАЇНИ ТА ГРЕЦІЇ." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 166. http://dx.doi.org/10.33407/itlt.v68i6.2340.

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The article is devoted to the coverage of theoretical and practical experience of using ICT in the process of teaching foreign languages in universities of Ukraine and Greece. Educational electronic foreign language resources (information and reference materials, e-books, films on DVD, libraries of electronic visual aids and databases, methodical materials on electronic media, Internet resources, combined electronic teaching aids, educational and methodical software to support lectures) are classified. The authors singled out the most recent forms of teaching (distance learning, on-line learning with the interactive elements), types of educational activities (work with audio, video, making presentations, work with computer training programs, electronic communication) and teaching aids (audio recordings, video films, multimedia presentations, computer programs, e-books, textbooks, reference books, encyclopedias, dictionaries, Internet resources, e-mail, Skype, virtual learning environments, blogs, forums), based on ICTs that are actively engaged in teaching in the native and Greek higher educational institutions. The emphasis is focused on the advantages of distance learning technologies in the process of learning foreign languages (constant access to information, significantly lower cost of training course, the possibility of consulting with a teacher at the convenient time, increasing the role and enlarging the proportion of student’s self-work, etc.), on the features of work on Moodle platform. Particular attention is paid to the characteristics of the activity of the Greek Open University with a distance learning form, in particular to the description of the master's program for the teachers of English "Didactics of English as a Foreign / International Language". The perspectives of using pedagogically valuable experience of Greece in the use of ICT in national higher education of foreign languages have been outlined.
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Vyazovskaya, Victoria V., Tatiana A. Danilevskaya, and Margarita E. Trubchaninova. "Online resources in teaching Russian as a foreign language: expectations vs reality." Russian Language Studies 18, no. 1 (December 15, 2020): 69–84. http://dx.doi.org/10.22363/2618-8163-2020-18-1-69-84.

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The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.
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Soares, Zilene Moreira Pereira, Simone Souza Monteiro, Lívia Dos Santos Fraga, and Sandra Monteiro Rebello. "O USO DE UM JOGO MULTIMÍDIA SOBRE AIDS ENTRE ESTUDANTES: CONTRIBUIÇÕES AO ENSINO DE CIÊNCIAS." Cadernos de Educação Tecnologia e Sociedade 11, no. 2 (August 1, 2018): 323. http://dx.doi.org/10.14571/brajets.v11.n2.323-333.

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The study evaluated the use of a multimedia educational game about STD / SIDA among students from the 6th grade of Elementary School to the Junior high school students from two public schools in Rio de Janeiro State and their contributions to teaching Science and Biology. The study was carried out from the direct observation of the material use and the questionnaires application to the students. The results revealed that the game stimulated the debate and clarified doubts and points of view on subjects related to the teaching of natural sciences and sexual orientation, foreseen in the National Curricular Parameters. Students were curious about the computers use, indicating the potential of multimedia resources as a teaching strategy. It is understood that educational resources do not replace investments in teacher training and the necessary improvements in public education systems, but they can provide subsidies for educators in approaching diverse topics.
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Zablotsky, Diane L., Eric R. Wright, and Michael Polgar. "Teaching the Sociology of HIV/AIDS: Syllabi, Lectures, and Other Resources for Instructors and Students." Teaching Sociology 26, no. 1 (January 1998): 81. http://dx.doi.org/10.2307/1318687.

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KOZACHENKO, Y. "TEACHING TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 94–97. http://dx.doi.org/10.33989/2075-146x.2020.26.227533.

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The article identifies the main learning technologies used to teach students in higher medical education. Learning technologies have been found to help improve the learning process and improve learning outcomes. The main learning technologies used in working with students of higher medical educational institutions are analyzed. It is investigated that learning technologies influence the teaching of foreign languages. It was found that the use of research, simulation, information, problem-based learning and heuristic are common and used in foreign language teaching. It is concluded that for the effective use of technology it is important to pay attention to what technology may be suitable for each individual student group. The use of modern teaching aids is part of information and communication technology. It is this technology that reveals the full range of ICT applications. Search technologies allow to actively involve students in research activities due to motivation to learn a foreign language and search for new resources and sources of information. Heuristic technology is one of the most used today, it allows to involve all students in active interaction in the classroom, to make associations between clinical disciplines and English and to be as ready as possible for interactive tasks. Simulation and dialogue technologies give students the opportunity to feel like real doctors, gain experience in communication in different situations and develop their communication skills. In the future, we plan to explore learning strategies that should be used in foreign language classes.
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Quackenbush, Marcia, and Pamela Sargent. "Teaching AIDS: A Resource Guide on Acquired Immune Deficiency Syndrome." Family Relations 36, no. 3 (July 1987): 347. http://dx.doi.org/10.2307/583559.

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Dissertations / Theses on the topic "Teaching - Aids and resources"

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Al-Hakami, Ibra. "An empirical study of Saudi secondary school students' achievement motivation, attitude toward subjects, perception of classroom environment and teaching aids, in relationships to academic achievement in three school subjects." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:3864.

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Low levels of academic achievement among secondary school students, especially in Islamic Religious Science, Arabic Language and English Language, have become a matter of concern to Saudi society in recent years. Educationalists have, based largely on hearsay or theoretical assumptions, blamed students' low achievement motivation and poor attitudes, and rigid teaching methods.This study investigates the affective responses of Saudi secondary students towards Islamic Religious Science, Arabic Language and English Language; relationships between academic achievement and affective variables; and teachers' perceptions of students' academic achievement and affective responses, and of their own teaching methods and use of teaching aids.The samples were students (n = 1,224) of all third year classes in eight secondary schools in Taif, Saudi Arabia; and their teachers of Islamic Religious Science, Arabic Language and English Language (n = 49, 49 and 39 respectively).Students' achievement motivation, attitude toward subject, and perceptions of the classroom environment and of teaching aids, were measured using a questionnaire designed by the researcher. Data on their academic achievement in Islamic Religious Science, Arabic Language and English Language were obtained from the Ministry of Education. Interviews were conducted with eight teachers of each subject and, based on content analysis of their responses, a multiple-choice questionnaire devised for administration to a further 113 teachers.Students' scores on affective variables were low to moderate. Teaching aids were perceived as little used, and little variety in teaching methods was reported. Academic achievement was not correlated with any other variable. Further investigation suggested that teachers' assessments of student academic achievement are unreliable.The findings of the study have implications for teacher training, objective-setting, curriculum design and student assessment. There is a need for revision of the national curriculum and assessment system, in which the U.K.'s TGAT model may be a useful guide.
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Schmelzer, Diana McAllister. "A case study and proposed decision guide for allocating instructional computing resources at the school site level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76500.

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School based administrators must often determine the use of potentially powerful computing resources for the school's instructional program. While site level administrators have allocated many kinds of resources within the schools, the allocation of this new technology has little precedent. A decision guide is proposed to assist site level administrators. This guide explores three major sources of information to assist the site level administrator in making computer-related allocations. First, the context of the school, such as the school profile, and the district plan for instructional use of microcomputers, forms a basis for investigating the allocation of computing resources. Second, because both access to and applications for instructional computing resources are critical issues, the moral dilemma of equity-excellence is examined. Finally, empirical information from the existing literature and from a possible school based research effort are analyzed. A procedure for using this information to make decisions is proposed. By weighing these three sources of information, it is contended that the administrator is better able to allocate potentially powerful computing resources. Woven into the decision guide are specific examples from one administrator's efforts to make decisions about word processing at an intermediate school. The context, equity-excellence issues, and empirical information are examined in this particular site to illustrate one application of the guide and to share findings about word processing as an instructional tool.
Ed. D.
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Daly, Kelly Sue. "A web page of curricular resources for the computer literacy class: Grades 7 - 9." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1959.

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This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.
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White, Richard Neal. "A high school physics instructor's website: Design, implementation, and evaluation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2062.

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In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.
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Asher, James Wayne. "Integration of the Internet in career exploration in education." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1919.

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Ziskovsky, Lorraine. "Attempts to improve the teaching of English by Black teachers in selected areas of the Eastern Cape and the Transkei, through educational workshops and resource materials." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1003060.

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This action research study covers the period November 1983 to August 1985, and is an ethnographic account of what started as a small-scale attempt to assist black teachers of English at the Standard 6, 7 and 8 level, in Grahamstown. During this period, the writer was employed by the South African Council for Higher Education's Grahamstown branch as a part- time English tutor of black and coloured teachers engaged in private study for the Joint Matriculation Board and UNISA. It was under Sached's aegis that the project started, with the writer holding the belief that poor matriculation examination results obtained by blacks were at least partially caused by poor English language communication skills. It was hoped that assistance to black teachers of English as a second language (ESL) at the chosen level (Standards 6, 7 and 8) would be of some help in freeing black students from the necessity of having to achieve academically and linguistically at the same time, in Standards 9 and 10.
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Mbambo, Markus S. "The role of teachers' resource centres from the perspective of school managers and teachers." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003638.

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This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
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Sigears, Kimberly Ann. "The effectiveness of integrating technology into science eduaction (sic) compared to the traditional science classroom." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2142.

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The goal of this project is to assist the teacher in integrating technology into a seventh grade science classroom, with an emphasis on the human body systems. Through the integration of technology into science education, this project aided in enhancing the learning environment, while motivating students to become more active participants in their learning experience.
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Agria, Russo Vladimir Kiluange. "A resource-based learning approach to professional development: the case of the ACEE (Rhodes University Advanced Certificate in Environmental Education)." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003625.

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This interpretative case study derives and examines the characterising features of the resource-based learning approach used in the Rhodes University Advanced Certificate in Environmental Education (ACEE), particularly in Module 1 (Environment and Environmental Issues) and Module 3 (Contemporary Environmental Issues). The study explores processes of resource-based learning through the analysis of three individual case stories of participants’ experience in adaptive use of learning support materials in different work contexts. It discusses the relationship between thematic categories related to participants’ experience of assignment work, and course design and course implementation. This study indicates that resource-based learning processes in the ACEE involve curriculum deliberation and the use of resource packs in supporting participants’ practice. It also indicates that the ACEE’s practice-based orientation to workplace-based assignments plays an important role in supporting the adaptive use of learning support materials, encouraging lifelong learning and developing applied competence. It highlights the significance of reflexive narration of practice in improving course participants’ educational practice. A diagrammatic representation of the unfolding and intermeshed characterising features of resource-based learning is presented. The study argues that resource-based learning in the ACEE appears to create possibilities for the course participants to become scaffolders and co-constructors of their own learning. It notes that resource-based learning can enable course participants to take ownership of their educational and workplace needs, and to develop skills and competences necessary to respond to environmental issues and risks in southern Africa. This study examines the potential that the reflexive narration of practice has in supporting course participants to engage in better ways of doing things in their workplace-based contexts. This study provides some recommendations to enhance the Advanced Certificate in Environmental Education as well as some ‘fuzzy generalisations’ that might guide the Southern African Development Community (SADC) Regional Environmental Education Programme (REEP) in the development and adaptation of professional development courses in southern Africa.
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Dullien, Starley Beatrix. "In time on time: Website for teachers of English to speakers of other languages." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2730.

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The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.
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Books on the topic "Teaching - Aids and resources"

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Root, Betty. Resources for teaching phonics: Annotated lists of games, tests, tapes, books & teaching aids. Reading: University of Reading, Centre for the Teaching of Reading, 1985.

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Root, Betty. Resources for teaching phonics: Annotated lists of games, tests, tapes, books & teaching aids. Reading: University of Reading, Reading and Language Information Centre, 1986.

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Laboratory), Test Center (Northwest Regional Educational. Portfolio resources bibliography. Portland, Ore: Test Center, Evaluation and Assessment Program, Northwest Regional Educational Laboratory, 1993.

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Key resources for future teachers. Boston: McGraw Hill, 2000.

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Schmidt, Nancy J. Resources for teaching about the social impact of AIDS in Africa. Bloomington, IN: African Studies Program, Indiana University, 1990.

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Brewer, J. Gordon. Guidelines for learning resources in colleges. Ely: Francis, 1988.

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Carne, Chris. HIV/AIDS trainers' resource. Cambridge: Daniels Pub., 1993.

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Agency, Illinois Environmental Protection, ed. Free educational resources. Springfield, Ill.]: Partnership of Informal Educators, 2002.

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Partnership of Informal Educators (Ill.). Free educational resources. Springfield, Ill.]: Partnership of Informal Educators, 2000.

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M.F.P.A. Documentation Centre. Directory for books, resource materials & teaching aids. Port Louis [Mauritius]: M.F.P.A. Documentation Centre, 1991.

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Book chapters on the topic "Teaching - Aids and resources"

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Gatti, Lauren. "Disciplinary Resources and the Role of Aims: Teaching Our Subjects To What End?" In Toward a Framework of Resources for Learning to Teach, 85–109. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-50145-5_5.

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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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Fenn, Rachel, and Anna McGlynn. "Teaching resources." In Teaching Nineteenth-Century Literature, 129–69. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351066426-7.

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Conference papers on the topic "Teaching - Aids and resources"

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Nixon, Linda, Jona Roy, Hema Latha, Sachin Rao, Bhagya Rangachar, and William Thies. "Measuring the Learning Benefits of Electronic Teaching Aids in Low-Resource Classrooms." In the Fifth ACM Symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2674377.2678273.

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Balykina, E. "Non-verbal support of information material in electronic Humanities education." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1842.978-5-317-06529-4/413-420.

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Electronic teaching aids and teaching and methodological complexes, characterized by visibility, accessibility, interactivity and attractiveness, can awaken cognitive interest of students. The use of visual images allows you to focus the attention of trainees on specific symbols, concepts, representations. The paper substantiates the necessity to transform the sign information into a figurative one and examines the stages of transforming the voluminous text into a compact interactive multimedia abstract.
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Pereira, Adalberto Bosco Castro, Igor Nascimento Guanais Santos, Luan Felipe Cruz Alves, and Anne Eberhard. "Augmented Reality and Transversal System of Teaching-Learning to teach anatomy." In Workshop de Informática na Escola. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/cbie.wie.2020.41.

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This paper deals with initial results by using Augmented Reality and Transversal System of Teaching-Learning (TSTL) to teach anatomy in an undergraduate course of Physical Education. The ongoing project aims to use existing and low-cost resources in lessons to promote accessibility and school inclusion. The resources needed for this research are smartphones in the perspective of BYOD (Bring Your Own Device) and VR cardboards as an optional feature to increase immersion. This research is qualitative, and its methodology is grounded in action-research. Analysis of data collected were based in the theory of Structural Cognitive Modifiability (SCM) of Reuven Feuerstein.
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Zoto, Erjon, Stewart Kowalski, Christopher Frantz, Basel Katt, and Edgar Lopez-Rojas. "CyberAIMs: a tool for teaching adversarial and systems thinking." In The 8th International Defence and Homeland Security Simulation Workshop. CAL-TEK srl, 2018. http://dx.doi.org/10.46354/i3m.2018.dhss.004.

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"CyberAIMs stands for Cyber Agents’ Interactive Modeling and Simulation. We designed this tool in order to use it as an educational tool to teach Master students in a Cyber security course. This paper aims to describe the model and explain the design choices behind CyberAIMs in terms of associating them with the emerging concepts within cyber security curriculum, namely adversarial and systems thinking. The preliminary results indicate that the current distribution of values and entities allows most of the defense agents to avoid losing all their resources to their attack counterparts. We intend to use this tool as part of a lab with students in Information Security and further extend our target users, by including others who need training in adversarial and systems thinking. We conclude by providing rough results from running simulations with the tool and giving further directions of our future research, in order to improve the usability and level of detail for this tool."
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Farr, Fiona, and Liam Murray. "Digital Literacies for Language Learning and Teaching: developing a national framework." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2802.

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In an Irish national setting, the urgent need to address the national language skills' shortage has been highlighted in numerous arenas, and in the context of the need for a continued economic recovery, language skills and proficiency are essential. Against this backdrop, the national project* reported in this paper aims to develop a digital literacies framework and accompanying on-line interactive resource for language learners and teachers in Irish higher education (HE). Within the scope of this project the target user groups include first year students, study abroad students, and language lecturers. The main research questions for the project are: - what are the main practical issues that students have when making the transition from secondary to third level language study? - to what extent are digital literacies part of the curriculum at third level and what gaps do students and lecturers identify in this provision? - what are the strengths and weaknesses of the emerging digital literacies framework for language learning (as identified through piloting and evaluation) and how do these inform the final design and implementation of the ‘digilanguages’ platform? Preliminary primary pilot research conducted in 2015 as part of the project identified a number of key areas where online flexible support is best focussed. Based on these findings and international research in the field, the aim of the project is to develop online resources and activities in three broad areas: Digital Literacies for Language Development Language Learning Strategies and PracticesTransitions to Third Level Language Learning Environments The portal will be freely available, offering a range of OERs and will be scalable for use in other contexts. The contents and activities will afford integration into many programmes currently on offer in Irish HE.
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Figedyová, Marianna. "POETIC TEXT OF VASILY SHUKSHIN – THE RED GUELDER ROSE IN RUSSIAN AS A FOREIGN LANGUAGE CLASS." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-2.

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The paper is devoted to teaching the interpretation of the artistic text in the master’s degree program at the Department of Russian Studies, Faculty of Arts, UCM. In the process of study, we look for the most effective way to bring students to learn about fiction, to help them discover the meaning of the work of art and find its place in the Russian and world artistic heritage. The paper aims to approach the teaching process as a synthesis of the reader’s own experiences and work with relevant scientific resources. The aim of such work is to gain deeper and more professional knowledge of students.
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Scott, Timothy C., and Robert J. Ribando. "Revising Thermo/Fluids Education for the 21st Century." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13536.

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During the 1960s, major revisions took place in undergraduate thermo/fluids (thermodynamics, fluid mechanics and heat transfer) textbooks and in the pedagogy used to teach these disciplines. In the decades since, students and instructors have both changed. Many students arrive with less-than-adequate mathematics and study skills, rely almost exclusively on the Internet for reference materials, and have very little "hands on" knowledge of how things work. The number of instructors with practical expertise or industrial experience has decreased markedly as well. Yet the methods by which material is presented and the tools and resources students are exposed to have not changed sufficiently. In contrast, the tools available in industry have improved significantly and the knowledge needed by graduates to use these tools has not kept pace. This paper looks at how thermo/fluids has evolved over the past five decades and points out some areas that are not receiving sufficient attention. These include the use of computers as teaching aids, the training of students in the software packages prevalent in modern industry, and the need to update the database of design information. The almost exclusive use of the Internet and other non-refereed sources of information by students is also a significant problem that needs addressing.
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Avila Forero, Juan Sebastian. "Design of training materials for teaching anatomy." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.2955.

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The present work is part of the Doctoral Research in Design, Manufacturing and Industrial Projects Management of the Universidad Politecnica de Valencia (UPV) and is incorporated in the PhD project called ¨The implementation of digital design and manufacturing technologies in the teaching of anatomy¨. It is based on the experience as a thesis director in the Design Faculty of the University El Bosque in Bogota. The project discussed thereafter aims to strengthen the skills of students in Industrial design. With a strong technological component, the project’s method relies on the elaboration of a design project, in order to deepen the knowledge of organic 3D modeling techniques and digital sculpture, taking advantage of the boom in digital manufacturing. The project focuses on strengthening the students’ communicative and interactive skills with third parties, it particularly empowers the cognitive abilities needed to work in an interdisciplinary environment. Here the study case concentrates on education in health sciences, specifically the teaching and learning of anatomy in different disciplines. In the initial phase of the project, 3-dimensional physical teaching materials were selected to provide the pedagogical approach to Anatomy and Dental Morphology classes of the Faculty of Dentistry. Said materials constituted the starting point for further experiences and indeed it triggered the implementation of various similar projects with other departments at the UEB, all aiming to facilitate the experience of teaching - learning, guaranteeing students a theoretical and practical training through three-dimensional resources. The main feature of such training consists in a better comprehension of information, thanks to a direct and concrete interaction. This article seeks to illustrate the use given to digital design and manufacturing technology to expand the range of opportunities that could be transmitted to students in academia and such process could permeate non-traditional fields for future industrial designers, demystifying their profile solely as form-esthetics configurators toward eventually emerging as leading projects coordinators in a multidisciplinary field of work. 3D printers of fused deposition modeling (FDM) can create complex didactic models. The present paper will discuss the results of the first year and a half of work based on the academic results of design students under the direction of Professor XXX, PhD student at the UPV.DOI: http://dx.doi.org/10.4995/IFDP.2016.2955
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Pedro, Hernandez, and Espitia Edinson. "Use of Analogies in Science Education, a Systematic Mapping Study." In 2nd International Conference on Soft Computing, Artificial Intelligence and Machine Learning (SAIM 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.111008.

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This systematic mapping study consisted of tracking the scientific literature that addresses the issue of analogies as a didactic strategy in science teaching. An analogy can be understood as comparing an existing knowledge with a new knowledge to achieve a better understanding of the new knowledge as a result of the comparison of similarities; or in other words, use students' own concepts to introduce new concepts using comparisons between the two. The purpose of this study was to identify, analyze, synthesize and evaluate research works that touched on this topic, with this, to have knowledge about the models of uses of analogies, most used didactic strategies, research methodologies in this field and how to evaluate the learning effectiveness of working with analogies. The methodology that was used is the systematic mapping study; Five questions were posed that guided the information tracking process. Later, the electronic documents in English for the last twenty years were traced in five databases related to the educational field. Finally, it is concluded by responding to the purpose of the study where it is evident that, broadly speaking, the research methodologies in this field are quantitative as well as qualitative, to implement analogies, resources such as images, illustrations, textual indications and audiovisual aids are used, it is usually evaluated the effectiveness of using analogies with multiple choice tests, oral tests of creating analogies by students.
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Evans, Meirin Oan, Rosalinde Abrahams, Darren Baskill, Zoë Earnshaw, Peter Golton, Kate Shaw, Thomas Stevenson, Mark Sutton, and Stephen Wilkins. "A virtual co-creation collaboration between a university physics research group and school students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13109.

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This work aims to inspire, ignite and engage school students to consider STEM at university, by collaborating between a university research group and school students. Learning resources will be co-created with students, based on what they have learnt and their new ideas. These resources will be used to teach future students, in a multiplying effect. We specifically target a widening participation school. Numerous engagement techniques have been used to sustain participation whilst teaching online. Breakout rooms have been used extensively, to provide close interactions between researchers and students. Both male and female researchers deliver the project, to provide role models in particular for the girls amongst the students, who are in the minority. Surveys are being employed before, during and after the project to evaluate the evolution of students’ attitudes towards STEM. Given the projected success of this pilot, plans are in place for a national roll-out of virtual co-creation collaborations.
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Reports on the topic "Teaching - Aids and resources"

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Lukanich, Alexander. Teaching Culture in German: Standards, Perspectives, Resources. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7195.

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Spencer, Joi, and Kerri Ullucci. Resources for Teaching about Racism and Police Violence. San Diego, CA: University of San Diego, August 2020. http://dx.doi.org/10.22371/05.2020.006.

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Goss, John R., and III. Teaching at the United States Army War College. Philosophy, Practice, and Resources AY 2000. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada376297.

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Karpova, Elena. Preparing Students for the Global Textile and Apparel Industries: Teaching and Learning Resources and Strategies. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1295.

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Aylsworth, J. M. New Canadian teaching resources from Natural Resources Canada for earthquakes, landslides and tsunamis (lesson plans, maps and event timelines) (January 2012). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2012. http://dx.doi.org/10.4095/289872.

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Homan, Rick, and Catherine Searle. Programmatic implications of a cost study of home-based care programs in South Africa. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1001.

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The HIV/AIDS epidemic has meant that an increasing number of chronically ill people need ongoing assistance with care and support. Programs providing home-based care (HBC) services are a key component of the response to HIV/AIDS. However, few programs are using operations research, including cost studies, to decide what services to provide and how to structure their services. In 2004, the Horizons Program undertook a study of six HBC programs from different South African provinces to provide key information to NGOs, government ministries, donors, and the programs themselves to inform decisions about service delivery. The study analyzed the cost of HBC services, the best use of resources, and how well programs are able to meet the needs of beneficiaries and their families. The sample represents programs that operate in rural areas and informal settlements. This brief focuses on the coverage, organization, volume, and costs of the services and on findings from two of the methods of data collection: financial records and service statistics, and interviews with financial officers, program managers, and caregivers.
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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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