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Letteratura scientifica selezionata sul tema "Instruction"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 9 giugno 2025

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Articoli di riviste sul tema "Instruction"

1

Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (December 31, 2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.

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Parlindungan, Firman, and Willy Prasetya. "Literature Review on Trends of Comprehension Instruction for Elementary School Students." Education and Human Development Journal 7, no. 01 (April 30, 2022): 42–54. http://dx.doi.org/10.33086/ehdj.v7i01.2589.

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Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.

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Sierra, Edmundo A., Arthur D. Fisk, and Wendy A. Rogers. "Matching Instructional Media with Instructional Demands." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 25 (September 2002): 2089–93. http://dx.doi.org/10.1177/154193120204602520.

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Video instruction is an effective support for audio instruction of visuospatial tasks; but how is effectiveness of this type of instruction moderated? We investigated the effects of age-related cognitive changes, audio versus audio-plus-video instructions, differential working memory instruction demands, and differential task difficulty on assembly task performance. Forty-eight young adults and 48 older adults completed an assembly task where accuracy, use of additional time, repetition of steps, and subjective mental workload were measured. Results indicated that participants receiving audio plus video instruction benefited most as task difficulty increased. Older adults performed more poorly compared to young adults; however, the findings indicate that video-based instruction was beneficial for both young and older adults for this class of task. Results are discussed from a training perspective in general and as they relate to telemedicine specifically. Guidelines for applying the correct instructional media as a function of the instructional demands are discussed.

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Al-Shehri, Mohammad Salih. "Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 77–99. http://dx.doi.org/10.26803/ijlter.19.10.5.

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The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.

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Afendi, Arief Hidayat, Ratna Endang Widuatie, Titih Nursugiharti, Agus Yulianto, and Al-Amin Al-Amin. "Reviving the Legacy of KH Hasyim Asy'ari: Embracing Techno-Islamic Pedagogy for Contemporary Education." At-Ta'dib 19, no. 1 (June 26, 2024): 1–16. http://dx.doi.org/10.21111/attadib.v19i1.12247.

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KH Hasyim Asy'ari underlined the significance of instruction as a implies to construct devout and national mindfulness. He accepted that instruction ought to be able to deliver people who are not as it were learned people cleverly, but moreover have tall ethical and otherworldly astuteness. Joining conventional values within the innovative approach to instruction requires alterations to the educational programs and instructing strategies. Techno-Islamic Instructional method underlines the utilize of innovation to bolster student-centred learning, whereas keeping up Islamic values.Qualitative-literature study methodology is a research approach that emphasises in-depth analysis of relevant literature in a field of research. The results Adjusting KH Hasyim Asy'ari's bequest into Techno-Islamic Instructional method is an imperative step in progressing the quality of Islamic instruction within the present day time. By coordination technology and Islamic values, we will make an instruction framework that's not as it were scholastically compelling but too shapes the character of understudies with respectable character

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Lee Swanson, H. "Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis." Educational and Child Psychology 17, no. 3 (2000): 101–21. http://dx.doi.org/10.53841/bpsecp.2000.17.3.101.

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The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The results indicated that explicit strategy instruction (explicit practice, elaboration, strategy cuing) and small group interactive settings best predicted the magnitude of treatment outcomes. Although direct instruction also positively predicted the magnitude of effect size, its effects were mitigated when an explicit strategy model was entered into the equation. The results support the robust effects of strategy training as a general heuristic for instructing students with learning disabilities.

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Inayah, Arin, and Dimas Priagung Banar Syahputra. "A Descriptive Study on Teachers’ Instructions in Teaching English During Covid-19 Pandemic At Islamic Elementary School." Jurnal Bina Ilmu Cendekia 5, no. 2 (December 31, 2024): 51–56. https://doi.org/10.46838/jbic.v5i2.638.

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Teaching English in Elementary school is hard. It is because there is no special English teacher whose scientific field is English. The students are taught by the classroom teacher. Furthermore, the facilities and environment in the process of teaching English is limited. To understand the elementary students in teaching and learning English, the teachers must be more creative and fun in giving material and make comfortable classroom. Before teaching, the teacher should prepare all needed in teaching and learning process, especially instructional giving to the students. This study aims to describe about the teachers’ instruction in teaching English during the Era of Covid-19 Pandemic at Islamic Elementary School of Tarbiyatus Sibyan, Srono-Banyuwangi. This study is descriptive qualitative research design which is describing the teaching and learning process about how the teachers are giving instruction in teaching English during Covid-19 pandemic. During the classroom activities, the teachers give clear instruction. After giving the instruction, the teachers ensure all students notice and understand all instruction given by the teachers. The teachers use suitable time in delivering the material. By choosing suitable time, the teachers can easy in delivering the material. When giving the instructions, the teachers give clear instructions by using easy language to be understood by the students. After giving the instruction, the teachers check the students understanding by giving feedback in the form of instruction given.

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Huffman, S. B., and J. E. Laird. "Flexibly Instructable Agents." Journal of Artificial Intelligence Research 3 (November 1, 1995): 271–324. http://dx.doi.org/10.1613/jair.150.

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This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible instructability that distinguish it from previous systems: (1) it can take known or unknown commands at any instruction point; (2) it can handle instructions that apply to either its current situation or to a hypothetical situation specified in language (as in, for instance, conditional instructions); and (3) it can learn, from instructions, each class of knowledge it uses to perform tasks.

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Omoniyi, Tayo, and Gisanrin Gbenga. "The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 164–72. http://dx.doi.org/10.31578/jebs.v4i1.163.

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This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.

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Loggia, Abbondio. "Application of Computers in Sustainable Development of Environmental Engineering Education." Pollution Engineering 50, no. 1 (October 26, 2020): 03–04. http://dx.doi.org/10.17762/pe.v50i1.39.

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Natural Engineering training assumes a significant function in reasonable turn of events. Customary training techniques fixated on educators and normally brings about an overall absence of enthusiasm for understudies to learn. PCs are an ideal apparatus for natural building instruction. Numerous colleges endeavored to utilize interactive media learning conditions rather than customary up close and personal instructing strategy. Online training utilizing electronic advancements are developing in higher and non-proficient ecological designing instruction. An ever increasing number of PCs will be utilized in Environmental designing instruction outside of customary instructive settings over the long haul.

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Tesi sul tema "Instruction"

1

Sharp, L. Kathryn. "Stem Instruction: It Is Literacy Instruction." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4257.

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Taylor, Albert. "A comparison of computer-assisted instruction versus traditional instruction in developmental studies mathematics: implications for administrative instructional change." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/1743.

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This study sought to determine whether there were significant differences in variables pertaining to academic performance of at-risk students enrolled in Developmental Studies mathematics when computer-assisted instruction (experimental group) was a factor and students in regular college algebra using traditional instruction (control group). The characteristics that these students held in common are low Scholastic Aptitude Test mathematics scores (below 350), low high school grade point average (2.0 or below), and over twenty years of age. The following independent variables were examined: (1) age and (2) gender. The dependent variables examined were: Scholastic Aptitude Test mathematics score (MSAT), (2) high school grade point average (HSGPA), (3) entry College Placement Examination (ECPE), (4) exit College Placement Examination (XCPE), (5) number of quarters required to exit The quasi-experimental design of this study consisted of a historical timeline approach. A version of the nonequivalent control group design was used to compare the variables of the control group with the variables of the experimental group. The data were analyzed using analysis of variance, t-test procedures, analysis of covariance, and multiple range test. It was found that SAT mathematics score, high school grade point average, entrance College Placement Examination score, exit College Placement Examination score, and maturity (age) were important variables when considering student success in mathematics. It was concluded that although computer-assisted instruction was not superior to traditional instruction, it did provide at-risk students with alternatives for study and practice. The implications from this study indicate that at-risk students have special needs to be addressed, and computer-assisted instruction fills some of those needs. It was recommended that computer-assisted instruction should be integrated into every phase of the curriculum, especially when working with at-risk students.

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Woodward, David Bruce Lorber Michael A. "Teaching instructional media utilization video tape package vs. classroom instruction /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818722.

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Thesis (Ed. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 14, 2005. Dissertation Committee: Michael A. Lorber (chair), John L. Brickell, Larry D. Kennedy, Mary Ann Lynn, C. Edward Streeter, Forrest G. Wisely. Includes bibliographical references (leaves 101-107) and abstract. Also available in print.

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Wasko, Christopher Warren. "Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23142.

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Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content. A set of message design guidelines, created using a design and development research approach, can be used by novice designers to effectively manage the use of words and pictures while developing instructional applications for AR.<br>Ph. D.

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Greenwell, Stacey. "USING THE I-LEARN MODEL FOR INFORMATION LITERACY INSTRUCTION: AN EXPERIMENTAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/6.

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Given the proliferation of information and the lifelong importance of information literacy skills, there is a need to determine how to best design information literacy instruction in order to help students locate, evaluate, and use information more effectively. This experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student understanding and application of information literacy concepts as compared to how librarians currently provide information literacy skills instruction. The experimental group received an instruction session and an online library research guide designed using the I-LEARN model, and the control group received an instruction session and an online library guide designed using a systems model. The analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups.

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Francis, Lisa Marie. "Instructional Strategies That Homeschooling Parents Use to Teach Their Children Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5464.

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Homeschooling has become a viable educational choice for families; however, limited research has been conducted on the instructional strategies homeschooling parents use to instruct their children and whether these reflect a learner-centered teaching approach. The purpose of this qualitative case study was to explore the learner-centered instructional strategies homeschooling parents use to teach their children mathematics. The conceptual framework for this single-case study was based on Weimer's learner-centered teaching model. Participants included 4 parents who homeschooled students in Grades 6-12 in a Western state and who received instructional support from a private school. Data were collected from interviews with homeschooling parents, online reflective journals maintained by homeschooling parents, and documents related to the homeschooling mathematics program. Data analysis included coding and examining emerging themes and patterns and discrepant data. The results indicated that the homeschooling parents aligned only a small amount of their instructional strategies with Weimer's learner-centered teaching model by trying to make mathematics fun, interesting, and relevant to their children's lives. They also differentiated instruction and chose curriculum that included some critical-thinking problems. The homeschooling parents taught using more traditional methods in which they were the primary instructors and made most of the decisions about the instructional content. The results of this study can contribute to positive social change by aiding curriculum designers and educators in their exploration of learner-centered and other instructional strategies they can use to design curriculum and instruct their students.

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Tumolo, Celso Henrique Soufen. "Vocabulary instruction :." Florianópolis, SC, 1997. http://repositorio.ufsc.br/xmlui/handle/123456789/77011.

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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.<br>Made available in DSpace on 2012-10-16T23:58:03Z (GMT). No. of bitstreams: 1 50696.pdf: 339076 bytes, checksum: 8c7bd88f367c061f04b0c9fd11bc33c5 (MD5)

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Gordon, Amy M. Fitzgerald. "Preparing teachers to use an instructional management system to differentiate instruction." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 112 p, 2008. http://proquest.umi.com/pqdweb?did=1456290501&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Lim, Hedy. "Discovering expert instructional designers' heuristics for creating scenario-based workplace instruction." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103202.

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<p> Scenario-based instructional design is ideal for workplace training, as it promotes practical and performance-based learning through the use of realistic situations. The research problem is a need for well-defined heuristics, what Gibbons (2014) called operational principles and what York and Ertmer (2011) called rules of thumb, being basic guidelines that promote and characterize expertise, in the area of scenario-based online instruction. The purpose of this Delphi study was to gather expert feedback on ideas in the form of a set of best practices for scenario-based online instructional design for the workplace. The research questions break down the topic into four basic areas: identifying a learning problem, discovering scaffolds or learning resources, maintaining project momentum, and essential concerns for instructional development. Experts in workplace scenario-based instructional design, with particular emphasis on professionals with an online or academic presence, were recruited as subjects. A detailed review of the literature gathered forty-two original statements that were organized into five categories. Per Delphi methodology, the study was conducted as a three round iterative online instrument. Subjects were asked to rate each statement and to provide additional statements to clarify and expand on their best practices based on their experience. Twenty-nine subjects completed all three rounds of the research study. While the statements express a wide variety of best practices for the field, recommendations for further research generally focused on thoughtful consideration of the learner, the instructional development team, and a focus on the integrity or realistic authenticity of the learning scenario, throughout the instructional experience.</p>

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Wilson, Michael W. "Librarians’ Use of Instructional Design Methods in Creating Information Literacy Instruction." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/75.

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The purpose of this sequential explanatory mixed methods study was to determine whether instruction librarians in the United States and Canada were using instructional design (ID) methods, and to identify potential explanations for their adoption or rejection of those methods. The theory of planned behavior (Ajzen, 1985) served as the theoretical framework for the study. Research questions examined the relationship between respondents’ reported use of ID methods and the following factors: (a) behavioral, normative, and control beliefs, (b) demographic factors, and (c) professional identity as teachers. A survey adapted from Ajjan and Hartshorne (2008) and from Julien and Genuis (2011) was distributed to members of the American Library Association’s Information Literacy Instruction Discussion List. Quantitative data from 101 subjects were analyzed using χ2 and t tests for independent sample means. Qualitative data from seven volunteers were compared to the quantitative data to identify areas of validation or disconnect. Pearson correlations between use scores and behavioral, normative, and control beliefs revealed that control construct scores (r = .59) had the strongest correlation with ID use, followed by behavioral (r = .56) and normative (r = .53) scores. Qualitative data supported the conclusion that there was a strong relationship between ID use and both behavioral and normative scores, but not between ID use and control scores. Chi-square analysis found no relationship between subjects’ use of ID methods and the length of time they had worked in libraries (χ2 = 5.14). A significant relationship was found between ID use and the length of time subjects had taught information literacy (χ2 = 7.91) and reported type of training in ID (χ2 = 24.59). Subjects who identified primarily as teachers used ID more than those who did not (t = 2.61).

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Libri sul tema "Instruction"

1

Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 3rd ed. New York: Macmillan, 1989.

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Knight, Jim. Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: NSDC, 2007.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 4th ed. New York: Macmillan Pub. Co., 1993.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 2nd ed. New York: Wiley, 1985.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 2nd ed. New York: Macmillan, 1985.

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Hjort Blindell, Gabriel. Instruction Selection. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34019-7.

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Mazur, Eric. Peer Instruction. Edited by Günther Kurz and Ulrich Harten. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-54377-1.

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Blaz, Deborah. Differentiated Instruction. Second edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315695648.

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Devaulx, Noël. Instruction civique. [Paris]: Gallimard, 1986.

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Ono, Yoko. Instruction paintings. New York: Weatherhill, 1995.

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Capitoli di libri sul tema "Instruction"

1

Dawoud, Dawoud Shenouda, and R. Peplow. "Instructions And Instruction Set." In Digital System Design - Use of Microcontroller, 161–215. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003337942-4.

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Sidelinger, Robert J. "Instructional design training as instruction." In The Handbook of Communication Training, 282–92. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315185859-26.

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Aulls, Mark W., and Bruce M. Shore. "Instruction and Inquiry Instruction." In Inquiry in Education, Volume I, 1–32. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003417910-1.

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Sha, Zhong-li, Yan-rong Wang, and Dong-ling Cui. "Instruction." In The Alpheidae from China Seas, 1–10. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0648-2_1.

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Klein-Vogelbach, Susanne. "Instruction." In Functional Kinetics, 144–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-95470-2_5.

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Kolbert, Jered B., Laura M. Crothers, and Tammy L. Hughes. "Instruction." In Introduction to School Counseling, 86–105. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003167730-5.

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Weik, Martin H. "instruction." In Computer Science and Communications Dictionary, 795. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_9161.

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Reeth, Allan. "Instruction." In Political Future Fiction Vol 2, 30–33. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003551607-9.

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Sidorkin, Alexander M. "Instruction." In Embracing Chatbots in Higher Education, 21–46. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032686028-2.

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Salzman, Paul. "Instruction." In Literary Culture in Jacobean England, 159–203. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230513204_7.

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Atti di convegni sul tema "Instruction"

1

Köksal, Abdullatif, Timo Schick, Anna Korhonen, and Hinrich Schuetze. "LongForm: Effective Instruction Tuning with Reverse Instructions." In Findings of the Association for Computational Linguistics: EMNLP 2024, 7056–78. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-emnlp.414.

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Weber, Alexander Arno, Klaudia Thellmann, Jan Ebert, Nicolas Flores-Herr, Jens Lehmann, Michael Fromm, and Mehdi Ali. "Investigating Multilingual Instruction-Tuning: Do Polyglot Models Demand for Multilingual Instructions?" In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing, 20829–55. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.1159.

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Yan, Tianyi, Fei Wang, James Y. Huang, Wenxuan Zhou, Fan Yin, Aram Galstyan, Wenpeng Yin, and Muhao Chen. "Contrastive Instruction Tuning." In Findings of the Association for Computational Linguistics ACL 2024, 10288–302. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-acl.613.

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4

Lu, Ke-Han, Zhehuai Chen, Szu-Wei Fu, Chao-Han Huck Yang, Jagadeesh Balam, Boris Ginsburg, Yu-Chiang Frank Wang, and Hung-Yi Lee. "Developing Instruction-Following Speech Language Model Without Speech Instruction-Tuning Data." In ICASSP 2025 - 2025 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP), 1–5. IEEE, 2025. https://doi.org/10.1109/icassp49660.2025.10889444.

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5

Abdullah, Md, Vibhav Nirmal, and Mahmudur Rahman. "Comparing the Efficacy of Virtual Reality Training, Augmented Reality Instruction and Traditional Paper-Based Instruction Methods for Assembly Tasks." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005670.

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Abstract (sommario):

The landscape of instructional methods is continually evolving, driven by advancements in technology. Virtual Reality (VR) and Augmented reality (AR) are emerging technologies offering innovative approaches to training and providing real-time assistance. In order to compare the efficacy of these methods in assembly tasks, in this study, 24 participants were randomly assigned to three groups: one group used paper-based instructions, while another used instruction displayed through the HoloLens 2.0 (AR), and the remaining group was trained in a fully immersive VR environment and were asked to perform the same assembly task afterward. The participants were tasked with assembling a monster truck Lego set, and their performance was measured using objective metrics such as completion time and the number of errors made. Subjective measures were obtained through the NASA Task Load Index (TLX) questionnaire, which assessed the perceived workload of each instructional method. Participants using paper-based instructions completed the task in an average of 5.92 minutes, which was significantly faster than those using AR (average completion time of 8.21 minutes), and those using VR training (average completion time of 7.23 minutes). The number of errors was highest with the VR training, averaging 2 errors per participant, compared to the paper-based instructions (0.625 errors) and AR (1.25 errors). Subjectively, participants rated the AR experience slightly higher, with an average NASA TLX score of 23.26, compared to 26.25 for VR training. Paper-based instructions had the lowest workload value, with a mean NASA TLX score of 17.60. The findings suggest that while VR and AR offer advanced learning experiences, they may not always outperform traditional paper-based instructions in terms of task completion time and error rates. These results emphasize the need to consider task complexity and user experience when evaluating instructional methods. Further research is needed to explore the benefits of VR and AR in different contexts.

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6

Arci, F. D. L., and J. P. Bennett. "ISGEN: A Byte Stream Instruction Set Generator." In Simpósio Brasileiro de Arquitetura de Computadores e Processamento de Alto Desempenho. Sociedade Brasileira de Computação, 1992. http://dx.doi.org/10.5753/sbac-pad.1992.22718.

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Various methodologies have been devised for the design of byte stream instruction sets (Tan78, SS82). The second author has proposed on approach that is largely automatic(Ben88). A set of instructions is derived that is optimal according to some criterion, such as the size of compiled code. The choice of instructions is driven by statistical analysis of a large amount of high level language code intended for the instruction set under design. We describe a computer program which will produce such on instruction set. The system has been successfully used to produce bytestream instruction sets to support BCPL (RWS80). Poly(Mat85) and EuLisp (PN+90). We present quantitative results showing the success of these designs. Byte stream instruction sets are now largely restricted to interpretive intermediate codes, with the majority of instruction sets being RISC, or derived designs. We outline current work to produce ISGEN-GA which will generalise the methodology, so that RISC type instruction sets can be produced automatically.

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7

Manas, Froilan B. "Instructional Technology-Based Science Instruction." In the 2017 International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3160908.3160917.

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8

Catelan, Daniela, Liana Duenha, Ricardo Santos, and Lucas Wanner. "Instruction-Level Loop Perforation." In Simpósio em Sistemas Computacionais de Alto Desempenho. Sociedade Brasileira de Computação, 2023. http://dx.doi.org/10.5753/wscad.2023.235929.

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Approximate computing (AC) offers techniques ranging from application to circuit levels. AC techniques offer better performance at the cost of inaccurate results. A widely used software AC technique is loop perforation (LP). This paper presents an Instruction-Level LP (ILLP) approach that relies on approximate hardware instructions. We extended the ACCEPT compiler and SPIKE simulator workflows to generate and simulate applications with ILLP. We evaluated the technique comparing the results of precision, number of instructions, cycles, and energy consumption. ILLP achieves a 74.61% reduction in the number of instructions for the PI application, a 51.40% reduction in the number of cycles for the FFT, and an energy saving of 74.49% for the PI.

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9

Liu, Eric Zhi Feng, Chan Hsin Kou, Ting Yin Cheng, Chun Hung Lin, and Shan Shan Cheng. "Robotics Instruction Using Multimedia Instructional Material." In 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. IEEE, 2008. http://dx.doi.org/10.1109/digitel.2008.19.

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10

Moreno, Jaime H., and Mayan Moudgil. "Scalable instruction-level parallelism through tree-instructions." In the 11th international conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/263580.263584.

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Rapporti di organizzazioni sul tema "Instruction"

1

Gardner, Jaap. TSQP: Instructional Skills for Classroom Instruction TSQP Course# 29748. Office of Scientific and Technical Information (OSTI), October 2022. http://dx.doi.org/10.2172/1893642.

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2

Lee, Sangwon, and Reeju Pokharel. Hexrd instruction. Office of Scientific and Technical Information (OSTI), September 2023. http://dx.doi.org/10.2172/1999537.

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3

Tobias, Sigmund. Macroprocesses and Adaptive Instruction. Fort Belvoir, VA: Defense Technical Information Center, November 1994. http://dx.doi.org/10.21236/ada290483.

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4

Fletcher, John D. Individualized Systems of Instruction. Fort Belvoir, VA: Defense Technical Information Center, July 1992. http://dx.doi.org/10.21236/ada255960.

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5

Bruce, Judith, Sarah Engebretsen, and Kimberly Glazer. Building Assets Toolkit: Developing Positive Benchmarks for Adolescent Girls—Instruction Guide [Arabic]. Population Council, 2021. http://dx.doi.org/10.31899/pgy2016.1000.

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The Building Assets Toolkit is an approach for developing programs for speciﬁc segments of girls that will prepare them to better face the challenges of growing up. It will help program managers understand the needs of the girls in their community, engage stakeholders at different levels and with different viewpoints, and build concrete and meaningful programming for adolescent girls. The toolkit contains all the materials needed to help make a preliminary assessment of the assets a girl should acquire and the age by which she should acquire them. This document contains the Building Assets Toolkit’s List of Contents and Instruction Guide. The Instruction Guide provides step-by-step instructions on how to use the materials provided.

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6

Pleban, Robert J., Paul N. Blankenbeckler, Richard L. Wampler, Michael D. Dlubac, and Brian Perdomo. Comparison of Direct Instruction and Problem Centered Instruction for Army Institutional Training. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada578566.

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7

Wang, Changhua. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5745.

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8

Del Rose, Michael. Final Project - Instruction Pipeline Simulation. Fort Belvoir, VA: Defense Technical Information Center, December 2000. http://dx.doi.org/10.21236/ada483515.

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9

Reynolds, Richard Jennings. Crane. Incidental Classroom Instruction 20295. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1245550.

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10

Ruff, D. T. One-trip drum operating instruction. Office of Scientific and Technical Information (OSTI), October 1994. http://dx.doi.org/10.2172/10190277.

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