Готові списки джерел за темами / Instructional tasks

Добірка наукової літератури з теми "Instructional tasks"

Автор: Grafiati
Опубліковано: 12 вересня 2021
Оновлено: 1 лютого 2022

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  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Instructional tasks":

1

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.
2

Hsu, Hui-Yu, and Edward A. Silver. "Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources." Journal for Research in Mathematics Education 45, no. 4 (July 2014): 460–96. http://dx.doi.org/10.5951/jresematheduc.45.4.0460.

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We examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. We found that instructional tasks were drawn from multiple sources, including textbooks, tests, supplemental materials, and the teacher. Our analysis of cognitive complexity indicated that the instructional tasks frequently involved both diagram complexity and problem-solving complexity. Moreover, the geometric calculation with number tasks from nontextbook sources tended to be more cognitively demanding than those found in the textbooks. Implications of task analysis on geometry domain and textbook analysis studies are discussed.
3

Noell, George H., Ernest L. Whitmarsh, Amanda M. VanDerHeyden, Susan L. Gatti, and Natalie J. Slider. "Sequencing Instructional Tasks." Behavior Modification 27, no. 2 (April 2003): 191–216. http://dx.doi.org/10.1177/0145445503251577.

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4

Sharps, Matthew J., Jana L. Price, and John K. Williams. "Spatial Cognition and Gender." Psychology of Women Quarterly 18, no. 3 (September 1994): 413–25. http://dx.doi.org/10.1111/j.1471-6402.1994.tb00464.x.

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Recent research has demonstrated that “sex differences” on mental image rotation (MIR) tasks may be attenuated through manipulations of instructional or stimulus conditions. The interaction of these variables was examined in two experiments. In the first, subjects received instructions that emphasized or de-emphasized the spatial nature of the MIR task. In the second, instructions emphasized the use of MIR abilities in stereotypically “masculine” or “feminine” occupations. The relevant interactions were significant in both experiments. Men performed at higher levels than women in the spatial instruction conditions, but no sex differences were observed under nonspatial instructions. These effects were further shown to be mediated by stimulus type; simpler or more familiar stimuli were less deleterious to the performance of women. These results add to the evidence that instructional and stimulus effects may exacerbate or eliminate sex differences in spatial cognition.
5

Munk, Dennis D., and Alan C. Repp. "The Relationship between Instructional Variables and Problem Behavior: A Review." Exceptional Children 60, no. 5 (March 1994): 390–401. http://dx.doi.org/10.1177/001440299406000502.

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In recent years, there has been considerable discussion of positive procedures to reduce problem behaviors of persons with severe disabilities. One variable found in many of the situations in which these behaviors occur is instruction. The purpose of this paper is to review studies that have used instructional variables as nonaversive interventions for problem behaviors. Instructional variables that may decrease problem behavior include (a) student choice of task, (b) task variation, (c) pace of instruction, (d) interspersal of high-probability tasks, (e) partial- versus whole-task training, (f) decreasing task difficulty, and (g) a multielement package. Further research is needed in nonintrusive, naturally occurring, and positive methods for reducing problem behaviors in instructional settings.
6

Li, Shaofeng, Rod Ellis, and Yan Zhu. "The associations between cognitive ability and L2 development under five different instructional conditions." Applied Psycholinguistics 40, no. 03 (April 12, 2019): 693–722. http://dx.doi.org/10.1017/s0142716418000796.

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AbstractThis study examines the effects of two cognitive abilities—language analytic ability (LAA) and working memory (WM)—on language learning under five different instructional conditions. One hundred fifty eighth-grade English as a foreign language learners underwent a 2-hr treatment session. They were divided into five groups based on whether and when they received form-focused instruction. One group received pretask instruction on the linguistic target (English passive voice) before performing two narrative tasks; a second group received within-task feedback but no pretask instruction; a third group received both pretask instruction and within-task feedback; a fourth group received feedback after completing the tasks; and the fifth group only performed the tasks. The results showed that (a) LAA was predictive of the posttest scores of the group that only performed the communicative tasks and the group who received posttask feedback, (b) WM was associated with the learning outcomes of the two groups receiving within-task feedback, and (c) neither cognitive variable was implicated in the group that received pretask instruction before performing the tasks. The results suggest that the impact of LAA is evident when there is less external assistance and that WM is involved when learners face the heavy processing burden imposed by within-task feedback.
7

Jones, Diana L. "Analysis of Task Systems in Elementary Physical Education Classes." Journal of Teaching in Physical Education 11, no. 4 (July 1992): 411–25. http://dx.doi.org/10.1123/jtpe.11.4.411.

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The purpose of this study was to describe and analyze task systems in elementary physical education classes. Two elementary physical education specialists were observed during 34 classes. Systematic observation strategies were used to describe and analyze classroom events. Data supported the existence of managerial and instructional task systems along with an informal social task system. Students complied with managerial tasks; modifications were not evident. Students’ responses to instruction were either (a) on the stated task with success or little or no success, (b) upward or downward task modifications, or (c) off-task. Primarily, students stayed on-task whether they were successful or not. Relationships among tasks within lessons indicated that the teachers used a pattern of informing, extending, and applying tasks. A less formal accountability system was evident as children were not involved in the formal exchange of performance for grades. Managerial, instructional, and social task systems did not operate exclusively but interacted with one another.
8

Bentall, R. P., P. J. Higson, and C. F. Lowe. "Teaching Self-Instructions to Chronic Schizophrenic Patients: Efficacy and Generalization." Behavioural Psychotherapy 15, no. 1 (January 1987): 58–76. http://dx.doi.org/10.1017/s0141347300010636.

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Three experiments were conducted to investigate the effects of teaching chronic schizophrenic patients to verbally regulate their own behaviour by means of self-instructional training. In Experiment 1, self-instructional training on a short-term memory task produced improvements in performance which did not generalize to a second memory task. In Experiment 2 an attempt to enhance generalization by teaching a rehearsal strategy on two different memory tasks produced improvements of performance only on those new tasks that were similar to the teaching tasks. The third experiment compared task-specific and general problem solving self-instructions and showed no differences in the effectiveness of the two methods. Some of the difficulties encountered when teaching self-instructions to the subjects, together with the failure to produce adequate generalization of treatment effects, leave the clinical utility of the procedure uncertain. Before a practical cognitive therapy for chronic schizophrenics can be developed it will be necessary to explore more fully the relationships that exist between the verbal and non-verbal behaviour of these patients.
9

Ryabokin, N. O., and Y. M. Shatkovsky. "The concept of instruction, its communicative tasks." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 27–37. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-27-37.

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This article deals with the concept of instructions, its types and communication tasks. It was found that the instruction can be characterized as an official business document of technical content and its design at all levels has a high degree of standardization, which ensures the economy in writing and perception of this text. The instructional discourse is investigated and its features are determined: the presence of different speech genres, in particular, the operation manual, the memo, the user manual, the prescription, the service directive; certain speech tactics, namely, informing, shifting responsibility, prompted to action; minimal change in communicative roles. Analyzed four standard types of instructions: 1) instructions for goods (household appliances, food, vehicles, etc.); 2) annotation to medicines; 3) departmental instructions (rules for filling out documents, customer behavior: customs declaration, fire instructions, etc.) 4) job description (rules of behavior for employees in a certain position) and six new types were added: audio / video instructions, interactive instructions, pop-up hints, hypertext knowledge base, hypertext online resource, electronic document. It was also found that the communicative tasks of the instructions are the message of information and the prescription of actions and for the design of the texts of the instructions of the product the optimal system of language means. It was determined that the compositional structure of the text of a typical instruction contains, as a rule, the following sections: introduction, general information, technical data, delivery set, safety requirements, the procedure for installing and preparing the product for work, the procedure for operating the product, product care, maintenance, rules storage and transportation, possible malfunctions and methods of their elimination, warranty obligations.
10

Boston, Melissa D., Erin C. Henrick, Lynsey K. Gibbons, Dan Berebitsky, and Glenn T. Colby. "Investigating How to Support Principals as Instructional Leaders in Mathematics." Journal of Research on Leadership Education 12, no. 3 (March 30, 2016): 183–214. http://dx.doi.org/10.1177/1942775116640254.

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We present a framework for considering principals’ knowledge and actions to support high-quality instruction in a specific content area (mathematics). Using design research, we engaged principals in professional development and assessed principals’ ability to identify aspects of high-quality mathematical tasks and instruction through pre–post task sort analyses and classroom video analyses. Significant differences occurred in principals’ identification of high-quality mathematics tasks and instruction, students’ thinking, and teachers’ actions. Subsequent data identified changes in principals’ feedback to mathematics teachers; however, this change was not sustained in following years. We hypothesize necessary conditions for supporting principals as instructional leaders in specific content areas.
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Статті в журналах Дисертації Книги

Дисертації з теми "Instructional tasks":

1

Kidd, Robert E. Laymon Ronald L. "Perceptions of instructional leadership tasks of building principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713219.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed July 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), John T. Goeldi, Patricia H. Klass, Mary Ann Lynn, Richard M. Peters. Includes bibliographical references (leaves 83-86) and abstract. Also available in print.
2

Cope, Ronald L. Arnold Robert L. "Superintendent perceptions regarding the completion of school business management and instructional leadership tasks." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818709.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 6, 2005. Dissertation Committee: Robert L. Arnold (chair), Paul J. Baker, G. Alan Hickrod, Patricia H. Klass, William F. Stimeling. Includes bibliographical references (leaves 99-104) and abstract. Also available in print.
3

Maki, Wilma Jane. "Schools as learning organizations, how Japanese teachers learn to perform non-instructional tasks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61138.pdf.

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4

Erwin, Alexander. "A descriptive study of tasks performed by exemplary secondary principals which facilitate effective instructional practices." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/50014.

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This study investigated the tasks performed by secondary principals. The study was to determine what effect principals have on the teaching practices of classroom teachers. The tasks chosen for this study were categorized into five areas: Administrative, Evaluative, Public Relations, Interpersonal and Organizational. The tasks are indicative of criteria most commonly used for the appraisal of principals in North Carolina. A questionnaire was developed from the North Carolina Appraisal Instrument for Principals. The population was 8 principals and 435 teachers from a total slate population of 301 secondary principals and teachers. The questionnaire utilized functions on the Performance Appraisal instrument and altered the items to specifically address the tasks of principals. The statistical analyses used were frequency distributions and percentages which displayed the data. The findings indicated a discernible pattern in the tasks that teachers perceived as important to their instructional practices. From the 34 items, the following tasks were shown to be most important: developing an annual plan for the school, praising and recognizing students with positive feedback, communicating the purpose of observations and classroom visitations, praising outstanding academic achievement, and allocating time for planning, preparation and evaluation. The findings further suggest the need for principals to involve students and teachers in developing rules, to participate in community programs, to counsel teachers regarding observable strengths and weaknesses, to participate in the promotion of teachers who demonstrate effective instructional practices, and to balance expenditures for instructional materials.
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5

Goggins, Lauren Lee. "Eliciting elementary preservice teachers' mathematical knowledge for teaching using instructional tasks that include children's mathematical thinking." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 245 p, 2008. http://proquest.umi.com/pqdweb?did=1490070411&sid=13&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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6

Gichobi, Mary Njeri. "Influence of mathematics curriculum implementation strategies on nature of instructional tasks, classroom discourse, and student learning." [Ames, Iowa : Iowa State University], 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1461849.

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7

Drobisz, Jack. "The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6695.

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This research examined how four different animated pedagogical agent implementations, which focus on perceptual and inquiry arousal conditions of attention as defined in Keller’s ARCS model of motivational design (Keller, 2009), impact English language learners' situational interest, cognitive load, and reading comprehension in online readings tasks. Animated pedagogical agents (APA) are computer characters embodied with speech, gestures, or movement (Sweller, Ayres, & Kalyuga, 2011), which according to cognitive-affective theory of learning with media (CATLM; Moreno, 2005; Moreno & Mayer, 2007), can provide a mechanism for triggering situational interest in reading materials through different arousal conditions. In this study, perceptual arousal and inquiry arousal were implemented in two different levels within four APA conditions: high perceptual arousal and high inquiry arousal condition, high perceptual and low inquiry condition, low perceptual and high inquiry condition, and low perceptual and low inquiry condition. Study outcome variables included situational interest, cognitive load, and reading comprehension. Situational interest is a psychological construct defined as a specific person-to-topic relationship, which is triggered by the instructional environment during the first stage of a 4-phase model of interest development (Hidi & Renninger, 2006; Krapp, 2002). In this study, situational interest was operationally defined as a self-reported degree of attention and an affective reaction to environmental stimuli; situational interest was measured using a 6-item, 5-point Likert-scale instrument adopted from Rotgans and Schmidt’s (2011b) experiment. Cognitive load is defined in cognitive load theory as a mental effort in working memory, part of which may contribute to formation of mental schemas in long-vi term memory structures (Sweller et al., 1998, p. 259). In this study, three types of cognitive load were examined, including extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The three types of cognitive load were operationally defined as self-reported complexity, clarity and effectiveness of the presentation, and increase in knowledge and understanding of a topic. The three types of cognitive load were measured using a 10-item, 11-point Likert-scale questionnaire, which was validated in prior studies (Leppink et al., 2013). The last outcome variable, reading comprehension, was measured using multiple-choice recall and understanding questions included with each original text passage. This study did not find any evidence of perceptual or inquiry arousal effects on situational interest, however, disordinal interaction between perceptual and inquiry arousal levels on germane cognitive load was found. Also, a main effect of inquiry arousal levels on reading comprehension was discovered.
8

Shaw, Otto J. "High School Mathematics Teachers’ Perspectives on Selecting, Planning, Setting Up, and Implementing Instructional Tasks With High Cognitive Demand." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628344863679827.

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9

Shaw, Otto J. "High School Mathematics Teachers’ Perspectives on Selecting, Planning, Setting Up, and Implementing Instructional Tasks With High Cognitive Demand." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628344863679827.

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10

Schieltz, Kelly Michele. "Effects of Motivating Operations on Academic Performance and Problem Behavior Maintained By Escape From Academic Tasks." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4908.

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At least three general subgroups of students display problems with their overall academic achievement: students with motivational deficits, students with academic performance deficits, and students with a combination of both types of deficits. The prevalence of students with both behavioral and learning problems has been reported to be between 10% and 25% and as high as 50%. The current study evaluated the effects of positive reinforcement and instructional strategies on the co-occurrence of motivational and academic deficits within three experiments. Experiments 1 and 2 were conducted with four school-aged children in a behavioral outpatient clinic. Experiment 3 was conducted with three school-aged children during extended behavioral evaluations. Experiment 1 evaluated the effects of positive reinforcement and an instructional strategy on the children's preference for academic work tasks and their academic performance. Experiment 2 evaluated the effects of instructional strategies on the children's problem behavior and academic performance. Experiment 3 evaluated the effects of positive reinforcement and instructional strategies on the children's preference for academic work tasks, academic performance, and problem behavior. The results of this study showed that (a) preference for an academic task changed with the addition of positive reinforcement (Experiment 3) or an instructional strategy (Experiment 1), (b) problem behavior decreased with the addition of an instructional strategy (Experiments 2 and 3), and (c) academic performance increased with the addition of an instructional strategy (all experiments). These results suggested that positive reinforcers and/or instructional strategies function as motivating operations by abolishing the value of negative reinforcement, thereby resulting in improved academic performance and decreased occurrences of problem behavior.
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Книги з теми "Instructional tasks":

1

Jonassen, David H. Task analysis methods for instructional design. Mahwah, N.J: L. Erlbaum Associates, 1999.

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2

Ruck, Hendrick W. Task training emphasis for determining training priority. Brooks Air Force Base, Tex: Air Force Systems Command, Air Force Human Resources Laboratory, 1987.

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3

Dai, Chen. From form-focused to task-based CFL instruction. Columbus, Ohio: National East Asian Languages Resource Center, Ohio State University, 2010.

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4

Jonassen, David H. Handbook of task analysis procedures. New York: Praeger, 1989.

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5

Desberg, Peter. Essentials of task analysis. Lanham: University Press of America, 1986.

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6

Steward, John Francis. Self-instructional training and task content in adults with learning disabilities. Manchester: University of Manchester, 1995.

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7

Pierce, Byron J. Computer menu task performance model development. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1990.

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8

Centennial College of Applied Arts and Technology. Library Instruction Task Group. Centennial College Resource Centre, Library Instruction Task Group report. [Toronto: The Centre, 1986.

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9

Dellegrotto, John. Computerizing administrative tasks in schools. Rockville, Md. (10801 Rockville Pike, Rockville 20852): American Speech-Language-Hearing Association, 1991.

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10

Ortega, Lourdes, and Marta González-Lloret. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins Publishing Company, 2014.

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Частини книг з теми "Instructional tasks":

1

Greer, Jim, and Ellen Mandinach. "Representing Curriculum and Designing Instructional Tasks." In Adaptive Learning Environments, 87–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77512-3_5.

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2

Sinatra, Anne M., Ashley H. Oiknine, Debbie Patton, Mark Ericson, Antony D. Passaro, Benjamin T. Files, Bianca Dalangin, Peter Khooshabeh, and Kimberly A. Pollard. "Development of Cognitive Transfer Tasks for Virtual Environments and Applications for Adaptive Instructional Systems." In Adaptive Instructional Systems, 340–51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_27.

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3

Toubman, Armon, Maxim van Oldenbeek, and Olivier Claessen. "Staying Ahead of the Curve: Selecting Students for Newly Arising Tasks." In Adaptive Instructional Systems. Adaptation Strategies and Methods, 185–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77873-6_13.

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4

Santoso, Harry B., Oenardi Lawanto, Berliyanto Berliyanto, and Princess Janf. "Secondary School Students’ Computer Self-Efficacy and Their Perception on Computer-Related Tasks in Indonesia." In Self-Efficacy in Instructional Technology Contexts, 245–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99858-9_14.

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5

Hartley, J. Roger. "The Curriculum and Instructional Tasks: Goals, Strategies, and Tactics for Interactive Learning." In Adaptive Learning Environments, 123–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77512-3_7.

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6

Ni, Yu-Jing, Xiaoqing Li, Dehui Zhou, and Qiong Li. "Changes in Instructional Tasks and Their Influence on Classroom Discourse in Reformed Mathematics Classrooms of Chinese Primary Schools." In Transforming Mathematics Instruction, 217–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_13.

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7

Gold-Veerkamp, Carolin, Marco Klopp, Patricia Stegmann, and Joerg Abke. "An Evaluation of Competency-Oriented Instructional Tasks for Internal Differentiation in Basics of Programming." In The Challenges of the Digital Transformation in Education, 782–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_74.

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8

Badjadi, Nour El Imane. "Title: A Meta-Analysis of the Effects of Instructional Tasks on L2 Pragmatics Comprehension and Production." In Assessment for Learning Within and Beyond the Classroom, 241–68. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_21.

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9

Skehan, Peter. "Language Instruction Through Tasks." In International Handbook of English Language Teaching, 289–301. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_21.

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"Instructional Tasks." In Encyclopedia of the Sciences of Learning, 1579. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_4409.

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Тези доповідей конференцій з теми "Instructional tasks":

1

Klopp, Marco, Carolin Gold-Veerkamp, Patricia Stegmann, and Joerg Abke. "Using Competency-Oriented Instructional Tasks for Internal Differentiation in Informatics." In ECSEE'18: European Conference of Software Engineering Education 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209087.3209089.

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2

Figas, Paula, and Georg Hagel. "A task is not a task — Empirical results about the quality of instructional tasks in higher education." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942920.

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3

Beom-Chan Lee and K. H. Sienko. "Effects of attractive versus repulsive vibrotactile instructional cues during motion replication tasks." In 2011 33rd Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2011. http://dx.doi.org/10.1109/iembs.2011.6090587.

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4

Tuncer, Sylvaine, Barry Brown, and Oskar Lindwall. "On Pause: How Online Instructional Videos are Used to Achieve Practical Tasks." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376759.

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5

Conner, Kimberly, and Brooke Krejci. "Instructional tensions faced while engaging high school geometry students in SMP3 tasks." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-342.

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6

Wilson, Mark. "Keynote: Rethinking measurement for accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_13.

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Анотація:
The underlying model for most formal educational measurement (e.g. standardised tests) is based on a very simple model: the student takes a test (possibly alongside other students). The complications of there being an instructional plan, actual instruction, interpretation of the outcome, and formulation of next steps, are all bypassed in considering how to model the process of measurement. There are some standard exceptions, of course: a pre-test/post-test context will involve two measurements, and attention to gain score, or similar. However, if we wish to design measurement to hold to Lehrer’s (2021) definition of ‘accountable assessment’ – as ‘actionable information for improving classroom instruction’ – then this narrow conceptualisation must be extended. In this presentation, I will posit a simple model that reflects the simple one-test context described above, and then elaborate on it by adding in a) a framework for design of the assessments that is keyed to educational interpretation, b) further rounds of data collection that can indicate changes in a student’s underlying ability, and c) provision for varied assessment modes that will allow for i) classroom-independent tasks that operate at the summative and meso levels, and ii) classroom-dependent tasks that operate at the micro level. The former are designed to provide a basis for triangulating student responses across different contexts, and the latter are designed to closely track the variation of student performance over time in a classroom instructional context. This framing will be exemplified in a in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and arithmetic. The different levels of data collection will be instantiated by two different pieces of software, which operate at the micro level and the meso/summative levels respectively.
7

Buchanan, Renay. "Moving and Growing Together - Delivering Education in the New Millennium." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2447.

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Анотація:
This paper describes the challenges experienced by Academics and Instructional Designers when creating quality, innovative and accessible educational materials for the University sector in 2001 and beyond. These two roles, which play a crucial part in the development and delivery of the new educational experience, are vital to the success of the student and ultimately, the University. Are we exploiting these roles to their full potential? It is currently the trend to place the burden of the instructional design, along with the plethora of other tasks, on the academic due to the lack of investment in instructional design and teamwork. Is the demand to create fast, easy and inexpensive courses now resting predominantly on academics when their main role should be as a content expert and not instructional designer? Are we getting it right? Can we do it better?
8

Kirk, James R., and John E. Laird. "Learning Hierarchical Symbolic Representations to Support Interactive Task Learning and Knowledge Transfer." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/844.

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Interactive Task Learning (ITL) focuses on learning the definition of tasks through online natural language instruction in real time. Learning the correct grounded meaning of the instructions is difficult due to ambiguous words, lack of common ground, and the presence of distractors in the environment and the agent’s knowledge. We present a learning strategy embodied in an ITL agent that interactively learns in one shot the meaning of task concepts for 40 games and puzzles in ambiguous scenarios. Our approach learns hierarchical symbolic representations of task knowledge rather than learning a mapping directly from perceptual representations. These representations enable the agent to transfer and compose knowledge, analyze and debug multiple interpretations, and communicate efficiently with the teacher to resolve ambiguity. We evaluate the efficiency of the learning by examining the number of words required to teach tasks across cases of no transfer, positive transfer, and interference from prior tasks. Our results show that the agent can correctly generalize, disambiguate, and transfer concepts within variations in language descriptions and world representations of the same task, and across variations in different tasks.
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Behnke, Gregor, Marvin Schiller, Matthias Kraus, Pascal Bercher, Mario Schmautz, Michael Dorna, Wolfgang Minker, Birte Glimm, and Susanne Biundo. "Instructing Novice Users on How to Use Tools in DIY Projects." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/844.

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Novice users require assistance when performing handicraft tasks. Adequate instruction ensures task completion and conveys knowledge and abilities required to perform the task. We present an assistant teaching novice users how to operate electronic tools, such as drills, saws, and sanders, in the context of Do-It-Yourself (DIY) home improvement projects. First, the actions that need to be performed for the project are determined by a planner. Second, a dialogue manager capable of natural language interaction presents these actions as instructions to the user. Third, questions on these actions and involved objects are answered by generating appropriate ontology-based explanations.
10

Freeman, Robert A. "Asynchronous Learning of Math and Engineering Software Within the Context of a Course in Mechanisms." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57666.

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Анотація:
The use of interactive, web-based instructional technologies in conjunction with a course in Mechanisms for student learning of math and engineering software is described. The idea is to accomplish both the teaching of the course content and student learning of math and engineering software without taking class time to “teach” the software. The guiding principle is initially to introduce the student one step at a time through only the parts of the software necessary to solve the specific problem at hand, be it a lecture concept/learning objective or a homework assignment. Then, after the student has developed a certain familiarity with the software, they can more readily use the software’s own more encyclopedic assistive materials to address new and more comprehensive tasks. The approach taken incorporates the use of “screen capture with audio” tutorial movies, along with a variety of interactive materials including; lecture summaries, homework assignments and solutions, sample exams and exam solutions, and projects. Liberal use is also made of the software packages’ own assistive materials. The software “learned” includes MathSoft’s Mathcad and MSC’s Working Model 2D, with TechSmith’s Camtasia used to create the “screen capture with audio” tutorials. A cross-linked taxonomy of the course content and software features learned is given along with examples demonstrating the delivery and instructional techniques used.

Звіти організацій з теми "Instructional tasks":

1

Ali, Syed F., Dutch Guckenberger, Marcia Rossi, and Mayard Williams. Evaluation of Above Real-Time Training and Self-Instructional Strategies for Airmanship Tasks on a Flight Simulator. Fort Belvoir, VA: Defense Technical Information Center, May 2000. http://dx.doi.org/10.21236/ada387689.

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2

Towne, Douglas M. Intelligent Instruction of Dynamic Decision Making Tasks. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada374881.

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3

Goettl, Barry P. Role of Observational Learning in Automated Instruction of Complex Tasks. Fort Belvoir, VA: Defense Technical Information Center, March 1998. http://dx.doi.org/10.21236/ada341099.

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4

Schaus, P. S. ,. Fluor Daniel Hanford. Hanford tanks initiative (HTI) configuration management desk instruction. Office of Scientific and Technical Information (OSTI), February 1997. http://dx.doi.org/10.2172/325639.

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5

Anderson, John R. Instruction in Dynamic Tasks Based on a High-Fidelity Cognitive Architecture. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada406694.

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6

Mattoon, Joseph S., and Bernell J. Edwards. Theoretical Implications and Empirical Findings on Instructional Control and Part-Whole-Task Training. Fort Belvoir, VA: Defense Technical Information Center, June 1993. http://dx.doi.org/10.21236/ada267826.

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7

Nugent, William A. Comparing Alternative Computer-Based Methods for Preventing Job Task Instructions. Fort Belvoir, VA: Defense Technical Information Center, February 1988. http://dx.doi.org/10.21236/ada192295.

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Maxey, J. L., and R. W. Swezey. Instructional Approaches for Individualizing Basic Rifle Marksmanship Training. Task Report - Training Effectiveness Analyses Research. Fort Belvoir, VA: Defense Technical Information Center, January 1985. http://dx.doi.org/10.21236/ada150302.

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Bauman, Nathan N., and Teresa A. Carlon. Instructions for Configuration of the Whole-Building Diagnostician Software Release 2.10-162 Project 2.6 - Enhancement of the Whole Building Diagnostician Task 2.6.3 - WBE Configuration Instructions. Office of Scientific and Technical Information (OSTI), August 2003. http://dx.doi.org/10.2172/967021.

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Old hydrofracture facility tanks contents removal action operations plan at the Oak Ridge National Laboratory, Oak Ridge, Tennessee. Volume 2: Checklists and work instructions. Office of Scientific and Technical Information (OSTI), May 1998. http://dx.doi.org/10.2172/598382.

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