Instructional Materials Development in Agricultural Education at Virginia Polytechnic Institute and State University.

ERIC Educational Resources Information Center

Lee, Jasper S.

Instructional materials development in agricultural education is part of the role of the faculty in the Agricultural Education Program Area at Virginia Polytechnic Institute and State University. The bases for instructional materials development must relate to the curriculum. Curriculum development is a moving circular process involving horizontal…

Using Agile Project Management to Enhance the Performance of Instructional Design Teams

ERIC Educational Resources Information Center

Sweeney, David S.; Cifuentes, Lauren

2010-01-01

Instructional design models describe in detail methodologies for designing effective instruction. Several widely adopted models include suggestions for managing instructional design projects. However, these suggestions focus on how to manage the instructional design steps rather than the instructional design and development team process. The…

Coaching Process Based on Transformative Learning Theory for Changing the Instructional Mindset of Elementary School Teachers

ERIC Educational Resources Information Center

Kawinkamolroj, Milintra; Triwaranyu, Charinee; Thongthew, Sumlee

2015-01-01

This research aimed to develop coaching process based on transformative learning theory for changing the mindset about instruction of elementary school teachers. Tools used in this process include mindset tests and questionnaires designed to assess the instructional mindset of teachers and to allow the teachers to reflect on how they perceive…

Educational Technology in Military Training Applications: A Current Assessment.

ERIC Educational Resources Information Center

Platt, William A.; Andrews, Dee H.

This chapter considers the history of instructional development (ID) in the military, with particular emphasis on the U.S. Navy. The ID process used at the Navy's Instructional Program Development Centers is presented, including the process for simulator development. An in-depth analysis of the problems encountered with educational technology…

An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments

ERIC Educational Resources Information Center

Czerkawski, Betul C.; Lyman, Eugene W.

2016-01-01

Many approaches, models and frameworks exist when designing quality online learning environments. These approaches assist and guide instructional designers through the process of analysis, design, development, implementation and evaluation of instructional processes. Some of these frameworks are concerned with student participation, some with…

Instructional Conditions for Trilingual Development.

ERIC Educational Resources Information Center

Cummins, Jim

2001-01-01

Outlines a framework for academic language learning that highlights the importance of focusing instructionally on meaning, language, and use. Reviews research that suggests that to develop students' academic language proficiency in bilingual or trilingual contexts, instruction must focus extensively on the processing of comprehensible input.…

The Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Acquisition: A Meta-Analysis

ERIC Educational Resources Information Center

Shintani, Natsuko

2015-01-01

This article reports a meta-analysis of 42 experiments in 33 published studies involving processing instruction (PI) and production-based instruction (PB) used in the PI studies. The comparative effectiveness of PI and PB showed that although PI was more effective than PB for developing receptive knowledge, PB was just as effective as PI for…

The Challenge of Being an Instructional Designer for New Media Development: A View from the Practitioners.

ERIC Educational Resources Information Center

Liu, Min; Gibby, Scott; Quiros, Ondrea; Demps, Elaine

The rapid changes in the field of technology are redefining the process of developing technology-enhanced educational materials as well as the roles of developers involved in the process.The purpose of this study was to learn from practitioners the roles and responsibilities of an instructional designer in developing new media enhanced…

Using a Practical Instructional Development Process to Show That Integrating Lab and Active Learning Benefits Undergraduate Analytical Chemistry

ERIC Educational Resources Information Center

Goacher, Robyn E.; Kline, Cynthia M.; Targus, Alexis; Vermette, Paul J.

2017-01-01

We describe how a practical instructional development process helped a first-year assistant professor rapidly develop, implement, and assess the impact on her Analytical Chemistry course caused by three changes: (a) moving the lab into the same semester as the lecture, (b) developing a more collaborative classroom environment, and (c) increasing…

Computer Game Development: An Instructional Strategy to Promote Higher Order Thinking Skills

ERIC Educational Resources Information Center

Prayaga, Lakshmi; Coffey, John W.

2008-01-01

Several studies have demonstrated that games have been effectively used as an instructional strategy to motivate and engage students. This paper presents the use of the process of game development as an instructional strategy to promote higher order thinking skills. An analysis of the various aspects of game development including graphics,…

Assessing the Developmental Instruction Model: An Exploratory Study of Classroom "Fit" Using Environmental Types

ERIC Educational Resources Information Center

Salter, Daniel W.

2013-01-01

To support the instructional process, Knefelkamp advanced the developmental instruction model (DIM) to describe the aspects of academic environments that facilitate the epistemological development of college students, consistent with the Perry scheme. No related measurement tool has been developed for the DIM, which may account for the lack of…

Methods for Maximizing the Learning Process: A Theoretical and Experimental Analysis.

ERIC Educational Resources Information Center

Atkinson, Richard C.

This research deals with optimizing the instructional process. The approach adopted was to limit consideration to simple learning tasks for which adequate mathematical models could be developed. Optimal or suitable suboptimal instructional strategies were developed for the models. The basic idea was to solve for strategies that either maximize the…

Evaluation of Intercultural Instructional Multimedia Material on Implicit Xenophobic Cognition: Short Time Effects on Implicit Information Processing

ERIC Educational Resources Information Center

Zumbach, Joerg; Schrangl, Gerhard; Mortensen, Chad; Moser, Stephanie

2016-01-01

Considering xenophobic attacks against foreigners and ethnic or religious motivated wars, there is a need for educational concepts to extinguish xenophobia. A model describing the cognitive processes involved in Xenophobic cognition was developed. Instructional multimedia material that discussed various forms of alienation was developed and…

Developing Instructional Technology Products Using Effective Project Management Practices

ERIC Educational Resources Information Center

Allen, Stephanie; Hardin, Paul C.

2008-01-01

Delivering a successful instructional technology (IT) product depends on more than just having an extremely creative instructional solution or following an instructional systems design (ISD) model. Proper planning, direction, and execution of the project are require, as well. We present a model of management that encompasses the ISD process. Five…

Instructional Designers as Reflective Practitioners: Developing Professional Identity through Reflection

ERIC Educational Resources Information Center

Tracey, Monica W.; Hutchinson, Alisa; Grzebyk, Tamme Quinn

2014-01-01

As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of…

Instructional Systems Design and Preservice Teachers' Processes of Thinking, Teaching and Planning: What Do They Learn and How Do They Change?

ERIC Educational Resources Information Center

Moallem, Mahnaz; Applefield, James

This study explored the development and processes of thinking, planning, and decision making of two preservice teachers as they progressed through their teacher education program. The effects of training in the systems approach on two preservice teachers' thinking about instruction and on their actual instructional planning documents were…

Classification of Instructional Programs: 2000 Edition.

ERIC Educational Resources Information Center

Education Statistics Quarterly, 2002

2002-01-01

Describes the methods, processes, and procedures used to develop the Classification of Instructional Programs 2000 (CIP:2000), the National Center for Education Statistics taxonomy of instructional programs, and provides information on the CIP's structure, contents, and organization. (SLD)

Computer-assisted instruction

NASA Technical Reports Server (NTRS)

Atkinson, R. C.

1974-01-01

The results are presented of a project of research and development on strategies for optimizing the instructional process, and dissemination of information about the applications of such research to the instructional medium of computer-assisted instruction. Accomplishments reported include construction of the author language INSTRUCT, construction of a practical CAI course in the area of computer science, and a number of investigations into the individualization of instruction, using the course as a vehicle.

Instructional Systems Development

ERIC Educational Resources Information Center

Watson, Russell

The United States Army, confronted with sophisticated defense machinery and entry level soldiers with low educational backgrounds, selected a systems approach to training that was developed in 1975 by Florida State University. Instructional Systems Development (IDS), a five-phase process encompassing the entire educational environment, is…

Urban Principal's Perception of Instructional Coaching as Job-Embedded Professional Development: A Case Study

ERIC Educational Resources Information Center

Marcks, Melissa A.

2017-01-01

Instructional coaching is one method of job-embedded professional development approach that provides teachers an opportunity to build teacher expertise, raise student achievement, and advance school reform. The problem that was addressed in this qualitative case study was that few principals' understand the process of instructional coaching as…

A Case Study of Professors' and Instructional Designers' Experiences in the Development of Online Courses

ERIC Educational Resources Information Center

Stevens, Karl B.

2012-01-01

The purpose of this qualitative case study was to examine the experiences of instructional designers and professors during the online course development process and to determine if their experiences had an effect on the process itself. To gain an understanding of their experiences, open-ended interviews were conducted, seeking descriptions of…

A Study on Improving Information Processing Abilities Based on PBL

ERIC Educational Resources Information Center

Kim, Du Gyu; Lee, JaeMu

2014-01-01

This study examined an instruction method for the improvement of information processing abilities in elementary school students. Current elementary students are required to develop information processing abilities to create new knowledge for this digital age. There is, however, a shortage of instruction strategies for these information processing…

Developing a Methodology for Designing Systems of Instruction.

ERIC Educational Resources Information Center

Carpenter, Polly

This report presents a description of a process for instructional system design, identification of the steps in the design process, and determination of their sequence and interrelationships. As currently envisioned, several interrelated steps must be taken, five of which provide the inputs to the final design process. There are analysis of…

Physics Teachers' Professional Development in the Project "physics in Context"

NASA Astrophysics Data System (ADS)

Mikelskis-Seifert, Silke; Duit, Reinders

2013-06-01

Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

Physics Teachers' Professional Development in the Project "physics in Context"

NASA Astrophysics Data System (ADS)

Mikelskis-Seifert, Silke; Duit, Reinders

2012-12-01

Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

Shaping instructional communication competence of preservice teachers

NASA Astrophysics Data System (ADS)

Tandyonomanu, D.; Mutiah; Setianingrum, V. M.

2018-01-01

This study aims to understand the process of shaping communication competence. Participants were pre-service teachers in the primary school education teacher who conducted teaching program internship program. Observations and interviews found that culture, experience, and education were the components that developed the communication competence within the instructional context. The former two components dominantly shape communication instructional competencies, whereas the latter contributes insignificantly. Education emphasizes on teacher’s pedagogy and professional competences. In the future, educational institutions for pre-service teachers could use this research results to Determine the process of developing communication competence.

An Analysis of University Training Programs for Instructional Developers.

ERIC Educational Resources Information Center

Silber, Kenneth H.

1982-01-01

Summarizes study of curricula of nine graduate programs in instructional development (ID). Comparisons are presented on nine variables--purpose; curriculum development processes; ID courses; where/how ID is learned; synthesizing projects; emphasis of faculty/organization development and performance solutions; orientation to evaluation and ID; and…

The Role of Coaching within the Context of Instructional Design

ERIC Educational Resources Information Center

Stefaniak, Jill E.

2017-01-01

Upon entry into the instructional design workforce, there is a need for instructional designers to continue to hone their craft and skill development. Often times novice instructional designers are paired with experts during the onboarding process. Coaching is utilized to provide novices and those less experienced with the necessary support they…

Development and Testing of an Experimental Polysensory Instructional System for Teaching Electric Arc Welding Processes. Report No. 24. Final Report.

ERIC Educational Resources Information Center

Sergeant, Harold A.

The population of the study consisted of 15 high school industrial arts students, 10 freshman and sophomore college students, and 10 adults. A polysensory, self-pacing instructional system was developed which included (1) pretests and post tests, (2) a general instruction book, (3) equipment to practice arc welding, (4) programed instruction…

The Effectiveness of Guided Induction versus Deductive Instruction on the Development of Complex Spanish "Gustar" Structures: An Analysis of Learning Outcomes and Processes

ERIC Educational Resources Information Center

Cerezo, Luis; Caras, Allison; Leow, Ronald P.

2016-01-01

Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction--"deductive" or "inductive," where rules are respectively provided or elicited--proves more effective. Avoiding this…

Methods of Writing Instruction Evaluation.

ERIC Educational Resources Information Center

Lamb, Bill H.

The Writing Program Director at Johnson County Community College (Kansas) developed quantitative measures for writing instruction evaluation which can support that institution's growing interest in and support for peer collaboration as a means to improving instructional quality. The first process (Interaction Analysis) has an observer measure…

Computer-Based Instruction (CBI): Considerations for a User-Oriented Technology Data Base.

DTIC Science & Technology

1985-10-14

CBI works primarily because of the systematic attention to instructional material it brings to the development process , and the extent to which quality...looked at CBI software multi-use potential, support and maintenance from a joint service perspective, and described requirements for a software...computer support for some aspect of the instructional process . Personnel involved in other TDAC projects are reviewing commercially available CBI and

Instructional Design as Critical and Creative Thinking: A Journey through a Jamestown-Era Native American Village

ERIC Educational Resources Information Center

Baum, Liesl M.; Newbill, Phyllis Leary

2010-01-01

The role of critical and creative thinking has been debated within the field of instructional design. Through an instructional design and development project we have identified how critical and creative thinking are essential to the instructional design process. This paper highlights a recent project focused on a virtual Native American village…

An impoverished machine: challenges to human learning and instructional technology.

PubMed

Taraban, Roman

2008-08-01

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.

The Impact of Inherent Instructional Design in Online Courseware.

ERIC Educational Resources Information Center

Harvey, Douglas M.; Lee, Jung

2001-01-01

Examines how the use of server-based courseware development solutions affects the instructional design process when creating online distance education. Highlights include pedagogical, visual interface (e.g., visual metaphor and navigation layout), interaction, and instructional design implications of online courseware. (Contains 54 references.)…

Behavior Analysis in Distance Education: A Systems Approach.

ERIC Educational Resources Information Center

Coldeway, Dan O.

1987-01-01

Describes a model of instructional theory relevant to individualized distance education that is based on Keller's Personalized System of Instruction (PSI), behavior analysis, and the instructional systems development model (ISD). Systems theory is emphasized, and ISD and behavior analysis are discussed as cybernetic processes. (LRW)

Management of Instructional Development: A Matter of Principles.

ERIC Educational Resources Information Center

Patterson, Amos C.; Gilger, Rebecca L.

1979-01-01

Examines how instructional development processes can be successfully managed. Principles of management are offered for setting precise goals; acceptance of these goals; and maximizing self-concept through formal rewards that are goal oriented, through performance evaluation, and through change analysis. (RAO)

The Model of Career Anchors as a Tool in the Analysis of Instructional Developers.

ERIC Educational Resources Information Center

Miller, Carol

1981-01-01

Examines the importance of human systems as a relevant aspect of development processes and looks at the career anchor model proposed by Schein as a possible area in the analysis of the instructional developer/client relationships. Fourteen references are listed. (Author/LLS)

Instructional Audio Guidelines: Four Design Principles to Consider for Every Instructional Audio Design Effort

ERIC Educational Resources Information Center

Carter, Curtis W.

2012-01-01

This article contends that instructional designers and developers should attend to four particular design principles when creating instructional audio. Support for this view is presented by referencing the limited research that has been done in this area, and by indicating how and why each of the four principles is important to the design process.…

An Instructional Theory for Learner Control: Revisited.

ERIC Educational Resources Information Center

Chung, Jaesam; Davies, Ivor K.

This study develops a prescriptive theory of learner control for educators to support the learner's decision making in the learning process and to manage more efficiently their instructional processes. The theoretical framework of learner control in conjunction with the self-regulation of learning, learner characteristics, and learner motivation…

The effect of activity-based instruction on conceptual development of seventh grade students in probability

NASA Astrophysics Data System (ADS)

Gürbüz, Ramazan

2010-09-01

The purpose of this study is to investigate and compare the effects of activity-based and traditional instructions on students' conceptual development of certain probability concepts. The study was conducted using a pretest-posttest control group design with 80 seventh graders. A developed 'Conceptual Development Test' comprising 12 open-ended questions was administered on both groups of students before and after the intervention. The data were analysed using analysis of covariance, with the pretest as covariate. The results revealed that activity-based instruction (ABI) outperformed the traditional counterpart in the development of probability concepts. Furthermore, ABI was found to contribute students' conceptual development of the concept of 'Probability of an Event' the most, whereas to the concept of 'Sample Space' the least. As a consequence, it can be deduced that the designed instructional process was effective in the instruction of probability concepts.

CAD/CAM interface design of excimer laser micro-processing system

NASA Astrophysics Data System (ADS)

Jing, Liang; Chen, Tao; Zuo, Tiechuan

2005-12-01

Recently CAD/CAM technology has been gradually used in the field of laser processing. The excimer laser micro-processing system just identified G instruction before CAD/CAM interface was designed. However the course of designing a part with G instruction for users is too hard. The efficiency is low and probability of making errors is high. By secondary development technology of AutoCAD with Visual Basic, an application was developed to pick-up each entity's information in graph and convert them to each entity's processing parameters. Also an additional function was added into former controlling software to identify these processing parameters of each entity and realize continue processing of graphic. Based on the above CAD/CAM interface, Users can design a part in AutoCAD instead of using G instruction. The period of designing a part is sharply shortened. This new way of design greatly guarantees the processing parameters of the part is right and exclusive. The processing of complex novel bio-chip has been realized by this new function.

SH-2F LAMPS Instructional Systems Development: Phase II. Final Report.

ERIC Educational Resources Information Center

Gibbons, Andrew S.; Hymes, Jonah P.

This project was one of four aircrew training development projects in a continuing study of the methodology, effectiveness, and resource requirements of the Instructional Systems Development (ISD) process. This report covers the Phase II activities of a two-phase project for the development of aircrew training for SH-2F anti-submarine warfare…

Simplify Web Development for Faculty and Promote Instructional Design.

ERIC Educational Resources Information Center

Pedersen, David C.

Faculty members are often overwhelmed with the prospect of implementing Web-based instruction. In an effort to simplify the process and incorporate some basic instructional design elements, the Educational Technology Team at Embry Riddle Aeronautical University created a course template for WebCT. Utilizing rapid prototyping, the template…

Developing Distance Education Content Using the TAPPA Process

ERIC Educational Resources Information Center

Moore, Robert L.

2016-01-01

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on…

Speakeasy Studio and Cafe: Information Literacy, Web-based Library Instruction, and Technology.

ERIC Educational Resources Information Center

Jacobs, Mark

2001-01-01

Discussion of academic library instruction and information literacy focuses on a Web-based program developed at Washington State University called Speakeasy Studio and Cafe that is used for bibliographic instruction. Highlights include the research process; asking the right question; and adapting to students' differing learning styles. (LRW)

A Framework for the Specification of the Semantics and the Dynamics of Instructional Applications

ERIC Educational Resources Information Center

Buendia-Garcia, Felix; Diaz, Paloma

2003-01-01

An instructional application consists of a set of resources and activities to implement interacting, interrelated, and structured experiences oriented towards achieving specific educational objectives. The development of computer-based instructional applications has to follow a well defined process, so models for computer-based instructional…

A Correlational Study of Special Education Teachers' Qualifications and Preferred Writing Instructional Strategy

ERIC Educational Resources Information Center

Holzhauer, Kim Elaine

2013-01-01

The purpose of the current quantitative correlational study was to investigate the relationship the qualifications of special education teachers and their preferred writing instruction method either formulaic or process writing. The study investigated the relationship between professional development in writing instruction, years of experience,…

A Survey of Basic Instructional Program Graduate Teaching Assistant Development and Support Processes

ERIC Educational Resources Information Center

Russell, Jared A.

2009-01-01

For over 100 years, basic instructional programs (BIP) have played a pivotal role in providing undergraduates with opportunities to acquire sport-related skills and conceptual knowledge relevant to promoting their involvement in lifelong physical activity and establishing healthy lifestyle habits. Critical to delivering this instructional content…

Developing the Instructional Specification. Monograph Number 12.

ERIC Educational Resources Information Center

Gerlach, Vernon S.; And Others

Analysis of a film script that makes the learner identify and distinguish between statements of observation and statements of inference leads an instructor (or other program writer) step by step through the processes of preparing an instructional specification--a blue-print for preparing powerful self-instructional materials. There are four parts…

A Framework for the Instructional Design of Multi-Structured Educational Applications.

ERIC Educational Resources Information Center

Buendia, F.; Diaz, P.; Benlloch, J. V.

An instructional application consists of a set of resources and activities that implement interacting, interrelated and structured experiences oriented towards achieving specific educational objectives. Computer-based instructional applications have to be looked at as any other development activity following a well defined process. With this…

From Learning to Development: A Sociocultural Approach to Instruction

ERIC Educational Resources Information Center

Eun, Barohny

2010-01-01

Theories of human development and learning provide an essential framework in which to understand the mechanisms involved in the process of formal instruction as a specific form of teaching and learning in the school setting. The sociocultural theory of development, founded on the works of Lev Vygotsky, espouses the view that social interaction…

Instructional Development Grant Program.

ERIC Educational Resources Information Center

Los Angeles Community Coll. District, CA. Div. of Educational Planning and Development.

The Instructional Development Grant Program of the Los Angeles Community College District encourages developmental work by faculty members towards innovative approaches that are designed to have a positive impact on the learning process. The goals of the program are to: (1) provide incentives for faculty contributions beyond the normal assignment…

Learning and teaching about the nature of science through process skills

NASA Astrophysics Data System (ADS)

Mulvey, Bridget K.

This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a year of secondary science methods instruction that incorporated the process skills-based approach. Data consisted of each participant's written and interview responses to the Views of the Nature of Science (VNOS) questionnaire. Systematic data analysis led to the conclusion that participants exhibited statistically significant and practically meaningful improvements in their nature of science views and viewed teaching the nature of science as essential to their future instruction. The second and third papers assessed the outcomes of the process skills-based approach with 25 inservice middle school science teachers. For the second paper, she collected and analyzed participants' VNOS and interview responses before, after, and 10 months after a 6-day summer professional development. Long-term retention of more aligned nature of science views underpins teachers' ability to teach aligned conceptions to their students yet it is rarely examined. Participants substantially improved their nature of science views after the professional development, retained those views over 10 months, and attributed their more aligned understandings to the course. The third paper addressed these participants' instructional practices based on participant-created video reflections of their nature of science and inquiry instruction. Two participant interviews and class notes also were analyzed via a constant comparative approach to ascertain if, how, and why the teachers explicitly integrated the nature of science into their instruction. The participants recognized the process skills-based approach as instrumental in the facilitation of their improved views. Additionally, the participants saw the nature of science as an important way to help students to access core science content such as the theory of evolution by natural selection. Most impressively, participants taught the nature of science explicitly and regularly. This instruction was student-centered, involving high levels of student engagement in ways that represented applying, adapting, and innovating on what they learned in the summer professional development.

Anaerobic Digestion. Selected Instructional Activities and References. Instructional Resources Monograph Series.

ERIC Educational Resources Information Center

Townsend, Robert D., Comp.

Focusing specifically on the wastewater treatment process of anaerobic digestion, this document identifies instructional and reference materials for use by professionals in the field in the development and implementation of new programs or in the updating of existing programs. It is designed to help trainers, plant operators, educators, engineers,…

Integration of HTML documents into an XML-based knowledge repository.

PubMed

Roemer, Lorrie K; Rocha, Roberto A; Del Fiol, Guilherme

2005-01-01

The Emergency Patient Instruction Generator (EPIG) is an electronic content compiler / viewer / editor developed by Intermountain Health Care. The content is vendor-licensed HTML patient discharge instructions. This work describes the process by which discharge instructions where converted from ASCII-encoded HTML to XML, then loaded to a database for use by EPIG.

Developing a Process Model for Student Reformation of Curriculum and Instruction.

ERIC Educational Resources Information Center

Grimaldi, Ettore P.; Garrett, Philip R.

This paper presents a working framework for a controlled change of instructional practices within a community college. A methodology for the training of students and faculty in the evaluation of curriculum and instruction is presented: (1) establish a positive rationale for evaluation within a context of meaningful philosophy; (2) determine a…

An Instructional Merger: HyperCard and the Integrative Teaching Model.

ERIC Educational Resources Information Center

Massie, Carolyn M.; Volk, Larry G.

Teaching methods have been developed and tested that encourage students to process information and refine their thinking skills. The information processing model is known as the Integrative Teaching Model. By combining the computer technology in the HyperCard application for data display and retrieval, instructional delivery of this teaching model…

Understanding the Reading Process: One Path to Strengthening Classroom Instruction

ERIC Educational Resources Information Center

Tracey, Diane H.

2017-01-01

Knowing how to provide effective literacy instruction is important for all educators, but it is critically important for urban educators. This article is built on the assumption that deepening urban educators' understanding of the reading process will better equip them to facilitate students' reading development, and to diagnose and intervene if…

Error Tendencies in Processing Student Feedback for Instructional Decision Making.

ERIC Educational Resources Information Center

Schermerhorn, John R., Jr.; And Others

1985-01-01

Seeks to assist instructors in recognizing two basic errors that can occur in processing student evaluation data on instructional development efforts; offers a research framework for future investigations of the error tendencies and related issues; and suggests ways in which instructors can confront and manage error tendencies in practice. (MBR)

Implementation of School Instructional Improvement and Student Growth in Math: Testing a Multilevel Longitudinal Model

ERIC Educational Resources Information Center

Takanishi, Stacey M.

2012-01-01

NCLB policies in the United States focus schools' efforts on implementing effective instructional processes to improve student outcomes. This study looks more specifically at how schools are perceived to be implementing state required curricula and benchmarks and developing teaching and learning processes that support the teaching of state…

Sensory Mode and "Information Load": Examining the Effects of Timing on Multisensory Processing.

ERIC Educational Resources Information Center

Tiene, Drew

2000-01-01

Discussion of the development of instructional multimedia materials focuses on a study of undergraduates that examined how the use of visual icons affected learning, differences in the instructional effectiveness of visual versus auditory processing of the same information, and timing (whether simultaneous or sequential presentation is more…

Supporting Abstraction Processes in Problem Solving through Pattern-Oriented Instruction

ERIC Educational Resources Information Center

Muller, Orna; Haberman, Bruria

2008-01-01

Abstraction is a major concept in computer science and serves as a powerful tool in software development. Pattern-oriented instruction (POI) is a pedagogical approach that incorporates patterns in an introductory computer science course in order to structure the learning of algorithmic problem solving. This paper examines abstraction processes in…

Lights, Camera, Action: Facilitating the Design and Production of Effective Instructional Videos

ERIC Educational Resources Information Center

Di Paolo, Terry; Wakefield, Jenny S.; Mills, Leila A.; Baker, Laura

2017-01-01

This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between…

Web-Based Tools for Designing and Developing Teaching Materials for Integration of Information Technology into Instruction

ERIC Educational Resources Information Center

Chang, Kuo-En; Sung, Yao-Ting; Hou, Huei-Tse

2006-01-01

Educational software for teachers is an important, yet usually ignored, link for integrating information technology into classroom instruction. This study builds a web-based teaching material design and development system. The process in the system is divided into four stages, analysis, design, development, and practice. Eight junior high school…

Developing a Web 2.0-Based System with User-Authored Content for Community Use and Teacher Education

ERIC Educational Resources Information Center

Cifuentes, Lauren; Sharp, Amy; Bulu, Sanser; Benz, Mike; Stough, Laura M.

2010-01-01

We report on an investigation into the design, development, implementation, and evaluation of an informational and instructional Website in order to generate guidelines for instructional designers of read/write Web environments. We describe the process of design and development research, the problem addressed, the theory-based solution, and the…

An Evaluation of Early Reading First (ERF) Preschool Enrichment on Language and Literacy Skills

ERIC Educational Resources Information Center

Gonzalez, Jorge E.; Goetz, Ernest T.; Hall, Robert J.; Payne, Tara; Taylor, Aaron B.; Kim, Minjung; McCormick, Anita S.

2011-01-01

Early Reading First (ERF) was created to address problems related to language and development among economically disadvantaged and language-minority preschool children through quality classroom processes, professional development, and instruction. More than any previous initiative, ERF specifies what early literacy instruction should look like in…

Situated Instructional Coaching: A Case Study of Faculty Professional Development

ERIC Educational Resources Information Center

Czajka, Charles Doug; McConnell, David

2016-01-01

Background: Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor's beliefs about teaching and learning. This case study documents the use of a situated instructional coaching process as a method of faculty professional development. In this model, a…

Redesign and Evaluation of a Patient Assessment Course

PubMed Central

Sobieraj, Diana M.; McCaffrey, Desmond; Lee, Jennifer J.

2009-01-01

Objectives To redesign a patient assessment course using a structured instructional design process and evaluate student learning. Design Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics. Assessment Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% ± 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response. Conclusion The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum. PMID:19960090

Design Heuristics in Academic, Corporate, and Military Instruction: More Similar than Different

ERIC Educational Resources Information Center

York, Cindy S.; Ertmer, Peggy A.

2013-01-01

Despite the fact that the practice of instructional design (ID) began in the U. S. military (Branson et al., 1975; Jeffrey & Bratton-Jeffrey, 2004; Reiser, 2102), there is little known regarding which design and development heuristics military instructional designers deem important to the ID process. The study reported in this article was…

Integration of HTML Documents into an XML-Based Knowledge Repository

PubMed Central

Roemer, Lorrie K; Rocha, Roberto A; Del Fiol, Guilherme

2005-01-01

The Emergency Patient Instruction Generator (EPIG) is an electronic content compiler/viewer/editor developed by Intermountain Health Care. The content is vendor-licensed HTML patient discharge instructions. This work describes the process by which discharge instructions where converted from ASCII-encoded HTML to XML, then loaded to a database for use by EPIG. PMID:16779384

Career-Focused Education for Ohio's Students: Sample Instructional Units. Integrated Technical and Academic Competencies (ITAC).

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This book is designed to help academic teachers in middle or secondary education develop an appreciation of career-focused education and begin the process of designing career-focused instruction. (Career-focused instruction is educational programming in which curriculum content and learning experiences clearly connect to the world of work.) For…

Design-Driven Innovation as Seen in a Worldwide Values-Based Curriculum

ERIC Educational Resources Information Center

Hadlock, Camey Andersen; McDonald, Jason K.

2014-01-01

While instructional design's technological roots have given it many approaches for process and product improvement, in most cases designers still rely on instructional forms that do not allow them to develop instruction of a quality consistent with that expressed by the field's visionary leaders. As a result, often the teachers and students using…

A Process for the Critical Analysis of Instructional Theory

ERIC Educational Resources Information Center

Bostwick, Jay A.; Calvert, Isaac Wade; Francis, Jenifer; Hawkley, Melissa; Henrie, Curtis R.; Hyatt, Frederick R.; Juncker, Janeel; Gibbons, Andrew S.

2014-01-01

Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to…

The Effect of Process Writing Activities on the Writing Skills of Prospective Turkish Teachers

ERIC Educational Resources Information Center

Dilidüzgün, Sükran

2013-01-01

Problem statement: Writing an essay is a most difficult creative work and consequently requires detailed instruction. There are in fact two types of instruction that contribute to the development of writing skills: Reading activities analysing texts in content and schematic structure to find out how they are composed and process writing…

Development and Validation of Instruments to Measure Learning of Expert-Like Thinking

ERIC Educational Resources Information Center

Adams, Wendy K.; Wieman, Carl E.

2011-01-01

This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional…

Applying Constructivist and Objectivist Learning Theories in the Design of a Web-based Course: Implications for Practice.

ERIC Educational Resources Information Center

Moallem, Mahnaz

2001-01-01

Provides an overview of the process of designing and developing a Web-based course using instructional design principles and models, including constructivist and objectivist theories. Explains the process of implementing an instructional design model in designing a Web-based undergraduate course and evaluates the model based on course evaluations.…

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

ERIC Educational Resources Information Center

Zarraonandia, Telmo; Francese, Rita; Passero, Ignazio; Diaz, Paloma; Tortora, Genoveffa

2014-01-01

Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in recent years, the integration of this technology in real learning processes is not as commonplace as in other educational technologies. Instructional designers have to balance the cost associated with the development of…

Interservice Procedures for Instructional Systems Development: Executive Summary and Model.

ERIC Educational Resources Information Center

Branson, Robert K.

The document is the last of a five-part series focusing in minute detail on the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development…

Instructional Development for Individualized Learning in Higher Education.

ERIC Educational Resources Information Center

Diamond, Robert M.; And Others

In order to provide the reader with guidelines for the development of individualized learning programs in higher education, this book focuses on the elements and processes of innovation that are essential for success. A frame of reference is built with particular emphasis on a working definition of individualized instruction and the basic elements…

Applying learning theories and instructional design models for effective instruction.

PubMed

Khalil, Mohammed K; Elkhider, Ihsan A

2016-06-01

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory. Copyright © 2016 The American Physiological Society.

Enhancing Elementary Pre-service Teachers' Plant Processes Conceptions

NASA Astrophysics Data System (ADS)

Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie

2016-06-01

Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs' pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs' plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes.

Model Guided Design and Development Process for an Electronic Health Record Training Program

PubMed Central

He, Ze; Marquard, Jenna; Henneman, Elizabeth

2016-01-01

Effective user training is important to ensure electronic health record (EHR) implementation success. Though many previous studies report best practice principles and success and failure stories, current EHR training is largely empirically-based and often lacks theoretical guidance. In addition, the process of training development is underemphasized and underreported. A white paper by the American Medical Informatics Association called for models of user training for clinical information system implementation; existing instructional development models from learning theory provide a basis to meet this call. We describe in this paper our experiences and lessons learned as we adapted several instructional development models to guide our development of EHR user training. Specifically, we focus on two key aspects of this training development: training content and training process. PMID:28269940

Using Design & Animation Concepts to Produce Animated Instructional Resources That Can Facilitate Open Distance Learning in Science and Technology Education

ERIC Educational Resources Information Center

Kwasu, Isaac Ali; Yalams, Simon Madugu; Ema, Ema

2016-01-01

This paper presents an outline on how teachers can use "The Design Process and Animation Techniques to produce animated instructional resources (AIR) which, can be used to facilitate Open Distance Learning in especially Science and Technology Education. A model of the Animated Instructional Resource was developed for the teaching of Human…

Development of Elementary School Students' Cognitive Structures and Information Processing Strategies under Long-Term Constructivist-Oriented Science Instruction

ERIC Educational Resources Information Center

Wu, Ying-Tien; Tsai, Chin-Chung

2005-01-01

The main purpose of this study was to explore the effects of long-term constructivist-oriented science instruction on elementary school students' process of constructing cognitive structures. Furthermore, such effects on different science achievers were also investigated. The subjects of this study were 69 fifth graders in Taiwan, while they were…

Explicit Knowledge and Processes from a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner

ERIC Educational Resources Information Center

Roehr-Brackin, Karen

2014-01-01

This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt of "gehen" ("go," "walk") and "fahren"…

Development of an Instructional Model for Higher Order Thinking in Science among Secondary School Students: A Fuzzy Delphi Approach

ERIC Educational Resources Information Center

Saido, G. A. M.; Siraj, S.; DeWitt, D.; Al-Amedy, O. S.

2018-01-01

It is important for science students to develop higher order thinking (HOT) so that they can reason like scientists in the field. In this study, a HOT instructional model for secondary school science was developed with experts. The model would focus on reflective thinking (RT) and science process skills (SPS) among Grade 7 students. The Fuzzy…

Evaluation of an Ink Print Reading Aid for the Blind: The Stereotoner. Final Report.

ERIC Educational Resources Information Center

Weisgerber, Robert A.; And Others

Evaluated with 30 trainees (age 12 - adult) was the Stereotoner (a chest-worn, ink print reading aid for the blind) in order to develop specialized instructional materials; coordinate a program of instruction; evaluate candidates, processes, and outcomes of training; and make available the basic course materials developed during the study. The…

Piaget's Theory of Intellectual Development and Its Implication for Instructional Management at Pre-Secondary School Level

ERIC Educational Resources Information Center

Simatwa, Enose M. W.

2010-01-01

Instructional management focuses on planning, execution and evaluation of learning experiences. For teachers in pre-secondary schools to plan, execute and evaluate learning experiences effectively, they need to have good understanding of the process of cognitive development in children. Piaget has postulated that children progress through a series…

Analysis of Engineering Faculty Members' Reflections on Planning for Instruction

ERIC Educational Resources Information Center

Warcholak, Nicholas D.

2014-01-01

The purpose of this study was to begin development of a method to better describe the instructional planning processes of post-secondary teachers. Long term, it is hoped this work might have constructive implications for faculty development by providing a few case studies demonstrating how instructors with a strong interest in teaching think about…

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

ERIC Educational Resources Information Center

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

Design of Computer-aided Instruction for Radiology Interpretation: The Role of Cognitive Task Analysis

PubMed Central

Pusic, Martin V.; LeBlanc, Vicki; Patel, Vimla L.

2001-01-01

Traditional task analysis for instructional design has emphasized the importance of precisely defining behavioral educational objectives and working back to select objective-appropriate instructional strategies. However, this approach may miss effective strategies. Cognitive task analysis, on the other hand, breaks a process down into its component knowledge representations. Selection of instructional strategies based on all such representations in a domain is likely to lead to optimal instructional design. In this demonstration, using the interpretation of cervical spine x-rays as an educational example, we show how a detailed cognitive task analysis can guide the development of computer-aided instruction.

Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

NASA Astrophysics Data System (ADS)

Strong, Matthew G.

This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

Learning to learn physics: The implementation of process-oriented instruction in the first year of higher education

NASA Astrophysics Data System (ADS)

Vertenten, Kristin

2002-01-01

Finding a way to encourage first year students to use deep processing strategies was the aim of this research. The need for an adequate method became clear after using the Inventory of Learning Styles (ILS) of Vermunt: almost half of the first year students turned out to have an undirected or a reproduction-directed learning style. A possible intervention is process-oriented instruction. In this type of instruction learning strategies are taught in coherence with domain specific knowledge. The emphasis is on a gradual transfer from a strongly instruction-guided regulation of the learning process towards a student-regulation. By promoting congruence and constructive frictions between instruction and learning strategies, students are challenged to improve their learning strategies. These general features of process-oriented instruction were refined by Vermunt (1992) in twelve general and specific principles. Literature was studied in which researchers reported about their experiences with interventions aimed at teaching physics knowledge, physics strategies and/or learning and thinking strategies. It became obvious that several successful interventions stressed four principles: (1) the student must experience (constructive) f&barbelow;rictions, including cognitive conflicts; (2) he must be encouraged to ṟeflect on his experiences (thinking about them and analysing them); (3) the instruction must e&barbelow;xplicate and demonstrate the necessary knowledge and strategies; and (4) the student must be given the opportunity to practice (ḏoing) with the learned knowledge and strategies. These four FRED-principles are useful for teaching both general and domain specific knowledge and strategies. They show similarities with the four stages in the learning cycle of Kolb (1984). Moreover, other elements of process-oriented instruction are also depicted by the learning cycle, which, when used in process-oriented instruction, has to start with experiencing (constructive) frictions. The gradual shift of the regulation of the learning process can also be translated to the learning cycle. This can be accomplished by giving a new meaning to the radius of the circle which must represent the growing self-regulation of the learning process. This transforms the learning cycle into a learning spiral. The four FRED-principles were used to develop a learning environment for the first year physics problem-solving classes. After working in this learning environment during the first semester, students began using deep processing strategies in a self-regulated manner. After the second semester the reproduction-directed and undirected learning style were vanished or strongly diminished. These effects were not found in a traditional learning environment. The experimental group also obtained better study results. Working in the developed learning environment did not heighten the study load. (Abstract shortened by UMI.)

Towards Contextualized Learning Services

NASA Astrophysics Data System (ADS)

Specht, Marcus

Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instruction and others. Already in the 1950s first commercial systems for adaptive instruction for trainings of keyboard skills have been developed utilizing adaptive configuration of feedback based on user performance and interaction footprints (Pask 1964). Around adaptive instruction there is a variety of research issues bringing together interdisciplinary research from computer science, engineering, psychology, psychotherapy, cybernetics, system dynamics, instructional design, and empirical research on technology enhanced learning. When classifying best practices of adaptive instruction different parameters of the instructional process have been identified which are adapted to the learner, as: sequence and size of task difficulty, time of feedback, pace of learning speed, reinforcement plan and others these are often referred to the adaptation target. Furthermore Aptitude Treatment Interaction studies explored the effect of adapting instructional parameters to different characteristics of the learner (Tennyson and Christensen 1988) as task performance, personality characteristics, or cognitive abilities, this is information is referred to as adaptation mean.

Improving patient comprehension and recall of discharge instructions by supplementing free texts with pictographs.

PubMed

Zeng-Treitler, Qing; Kim, Hyeoneui; Hunter, Martha

2008-11-06

Inpatient discharge instructions provide critical information for patients to manage their own care. These instructions are typically free-text and not easy for patients to understand and remember. In this pilot study, we developed a set of pictographs through a participatory design process and used them to enhance two mock-up discharge instructions. Tested on 13 healthy volunteers, the pictograph enhancement resulted in statistically significant better recall rates (p<0.001). This suggests that patient comprehension and recall of discharge instructions could be improved by supplementing free texts with pictographs.

Using Self-Reflection To Increase Science Process Skills in the General Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-03-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video feedback and direct instruction were employed in a general chemistry laboratory course to improve students' mastery and understanding of basic and advanced process skills. Qualitative results and statistical analysis of quantitative data proved that self-reflection significantly helped students develop basic and advanced process skills, yet did not seem to influence the general understanding of the science content.

The Web as a Delivery Medium To Enhance Instruction.

ERIC Educational Resources Information Center

Gillani, Bijan

1998-01-01

Discusses how to design and develop an effective Web site to enhance instruction based on a graduate course at California State University at Hayward. Topics include the analysis phase, content organization, site architecture, interface design, testing, and the evaluation process. (LRW)

Utilizing New Audiovisual Resources

ERIC Educational Resources Information Center

Miller, Glen

1975-01-01

The University of Arizona's Agriculture Department has found that video cassette systems and 8 mm films are excellent audiovisual aids to classroom instruction at the high school level in small gasoline engines. Each system is capable of improving the instructional process for motor skill development. (MW)

Born in Zanzibar, Computerized in Provo, Utah: A Systematic Instructional Design Approach for Swahili CALL

ERIC Educational Resources Information Center

Bush, Michael D.

2010-01-01

The development of online learning materials is a complex and expensive process that can benefit from the application of consistent and organized principles of instructional design. This article discusses the development at Brigham Young University of the online portion of a one-semester course in Swahili using the ADDIE Model (Analysis, Design,…

Ministry, Union, the Church and Teachers: Bolivia's Partners in Innovation. LearnTech Case Study Series, No. 6.

ERIC Educational Resources Information Center

Fryer, Michelle L.

A process of developing and testing an instructional methodology called interactive radio instruction (IRI) was begun in 1986 in order to improve the quality of primary school mathematics in Bolivia. When the development phase was complete and implementation well under way, management of the resultant Radio Learning Project (RLP) passed from the…

Improving Learning Results and Reducing Cognitive Load through 3D Courseware on Color Management and Inspection Instruction

ERIC Educational Resources Information Center

Hsiung, Liang-Yuan; Lai, Mu-Hui

2013-01-01

This study intends to solve the problem that schools in Taiwan lack of the equipment for color management and inspection instruction and seek ways to improve learning results and reduce cognitive load. The researchers developed 3D courseware for color management and inspection through a research and development process. To further scrutinize the…

The Effectiveness of Full Day School System for Students’ Character Building

NASA Astrophysics Data System (ADS)

Benawa, A.; Peter, R.; Makmun, S.

2018-01-01

The study aims to put forward that full day school which was delivered in Marsudirini Elementary School in Bogor is effective for students’ character building. The study focused on the implementation of full day school system. The qualitative-based research method applied in the study is characteristic evaluation involving non-participant observation, interview, and documentation analysis. The result of this study concludes that the full day school system is significantly effective in education system for elementary students’ character building. The full day school system embraced the entire relevant processes based on the character building standard. The synergy of comprehensive components in instructional process at full day school has influenced the building of the students’ character effectively and efficiently. The relationship emerged between instructional development process in full day school system and the character building of the students. By developing instructional process through systemic and systematic process in full day school system, the support of stakeholders (leaders, human resources, students, parents’ role) and other components (learning resources, facilities, budget) provides a potent and expeditious contribution for character building among the students eventually.

Instructional Design. [SITE 2002 Section].

ERIC Educational Resources Information Center

2002

This document contains the following papers on instructional design from the SITE (Society for Information Technology & Teacher Education) 2002 conference: "Faculty Guidelines for the Video Development Process" (Ronald J. Abate and Kathleen Benghiat); "Evolution of an Online Graduate Course in Educational Multimedia" (Peter Albion); "PT3…

Using Calculator-Assisted Instruction to Enhance Low-Achievers in Learning Number Sense: A Case Study of Two Fifth Graders in Taiwan

ERIC Educational Resources Information Center

Yang, Der-Ching; Lin, Yung-Chi

2015-01-01

The purpose of this study was to use calculator-assisted instruction to help two fifth-grade low-achievers learn number sense. The research process includes three stages: (1) pre-test interview to detect what kinds of number sense the students did not have; (2) calculator-assisted instruction to help them develop number sense; and (3) post-test…

Handling debugger breakpoints in a shared instruction system

DOEpatents

Gooding, Thomas Michael; Shok, Richard Michael

2014-01-21

A debugger debugs processes that execute shared instructions so that a breakpoint set for one process will not cause a breakpoint to occur in the other processes. A breakpoint is set by recording the original instruction at the desired location and writing a trap instruction to the shared instructions at that location. When a process encounters the breakpoint, the process passes control to the debugger for breakpoint processing if the breakpoint was set at that location for that process. If the trap was not set at that location for that process, the cacheline containing the trap is copied to a small scratchpad memory, and the virtual memory mappings are changed to translate the virtual address of the cacheline to the scratchpad. The original instruction is then written to replace the trap instruction in the scratchpad, so that process can execute the instructions in the scatchpad thereby avoiding the trap instruction.

New Teacher Induction Programs: A Case Study of an Exemplary School District, and How It Prepares Its New Teachers for the Use of Instructional Technology in the Classroom

ERIC Educational Resources Information Center

Sherman, David B.

2014-01-01

This research study examined Generation Y new teachers, the process of new teacher induction, and the most effective methods for providing professional development in instructional technology for Generation Y teachers. This research study examined Generation Y new teachers, the process of new teacher induction, and the most effective methods for…

The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

PubMed

Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

2014-06-01

This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Exploring the impact of instructional approaches on the learning and transfer of medication dosage calculation competency.

PubMed

Glaister, Karen

2005-09-01

The ability of nurses to perform accurate drug dosage calculations has repercussions for patients' well-being. How best to assist nurses develop competency in this area is paramount. This paper presents findings of a study conducted with undergraduate nurses to determine the effect of three instructional approaches on the learning of this skill. The quasi-experimental study exposed participants to one of three instructional approaches: integrative learning, computerised learning and a combination of integrative and computerised learning. Quantitative and qualitative approaches were used to explore differences in the instructional approaches and gain further understanding of the learning process. There was no statistical difference between the three instructional approaches on knowledge acquisition and transfer measures, other than measures for procedural knowledge, which was significant (F(2,47) = 3.33 at p < .044). A least-significant difference post hoc test (alpha = 0. 10) indicated computerised learning was significantly more effective in developing procedural knowledge. The provision of instructional strategies, which facilitate development of conditional knowledge and automaticity, is necessary for competency development in dosage calculations. Furthermore, the curriculum must incorporate authentic tasks and permit time to support competency attainment.

Adapting Traditional Text Materials to Individualized Methodology

ERIC Educational Resources Information Center

Wood, Merle W.

1977-01-01

A consultant in business education presents his system for developing strategies of individualized instruction in using commercial materials designed for group instruction. To illustrate the process he includes seven figures of pages from an accounting text, with marginal notes to direct the student to an individualized supplement. (MF)

Handbook of Research on Instructional Systems and Educational Technology

ERIC Educational Resources Information Center

Kidd, Terry, Ed.; Morris, Lonnie R., Jr., Ed.

2017-01-01

Incorporating new methods and approaches in learning environments is imperative to the development of education systems. By enhancing learning processes, education becomes more attainable at all levels. "The Handbook of Research on Instructional Systems and Educational Technology" is an essential reference source for the latest scholarly…

Leadership through Instructional Design in Higher Education

ERIC Educational Resources Information Center

Shaw, Kristi

2012-01-01

The function of leadership is to create a vision for the future, establish strategic priorities, and develop an environment of trust within and between organizations. Great leadership is a process; leadership involves motivational influence, leadership occurs in groups, and involves a shared vision (Northouse, 2010). Instructional designers are…

Do Sixth-Grade Writers Need Process Strategies?

ERIC Educational Resources Information Center

Torrance, Mark; Fidalgo, Raquel; Robledo, Patricia

2015-01-01

Background: Strategy-focused writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focused writing instruction is effective in developing writing performance. Aim: This study aimed to determine whether…

Design and Development of an Interactive Web-Based Curriculum in Support of the Space Science Education Initiative: Mars Millennium.

ERIC Educational Resources Information Center

Hunt, Leslie; Karl, Rita

This paper provides an account of the instructional design and development process used by a team of students enrolled in a graduate level course in distance education as the team members conceptualized and created two prototype World Wide Web-based instructional modules, aimed at grades 5 through 12, for the Lunar and Planetary Institute's Mars…

Design Models as Emergent Features: An Empirical Study in Communication and Shared Mental Models in Instructional

ERIC Educational Resources Information Center

Botturi, Luca

2006-01-01

This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-­learning unit. The teams declared they were using the same fast-­prototyping design and development model, and were composed of the same roles (although with a different number of SMEs).…

Rethinking biology instruction: The application of DNR-based instruction to the learning and teaching of biology

NASA Astrophysics Data System (ADS)

Maskiewicz, April Lee

Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners that create cognitive disequilibrium-equilibrium phases and thus lead to modification or refinement of existing schemes. Elements that contributed to creating intellectual need include (a) problem tasks that built on students' existing knowledge; (b) problem tasks that challenged students; (c) a routine in which students presented their group's solution to the class; and (d) the didactical contract (Brousseau, 1997) established in the classroom.

Development of a model for whole brain learning of physiology.

PubMed

Eagleton, Saramarie; Muller, Anton

2011-12-01

In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles that describe different information-processing preferences for each brain quadrant. For the middle layer, the different stages of Kolb's learning cycle are classified into the four brain quadrants associated with the different brain processing strategies within the information processing circle. Each of the stages of Kolb's learning cycle is also associated with a specific cognitive learning strategy. These two inner circles are enclosed by the circle representing the role of the environment and instruction on learning. It relates environmental factors that affect learning and distinguishes between face-to-face and technology-assisted learning. This model informs on the design of instructional interventions for physiology to encourage whole brain learning.

Control of Technology Transfer at JPL

NASA Technical Reports Server (NTRS)

Oliver, Ronald

2006-01-01

Controlled Technology: 1) Design: preliminary or critical design data, schematics, technical flow charts, SNV code/diagnostics, logic flow diagrams, wirelist, ICDs, detailed specifications or requirements. 2) Development: constraints, computations, configurations, technical analyses, acceptance criteria, anomaly resolution, detailed test plans, detailed technical proposals. 3) Production: process or how-to: assemble, operated, repair, maintain, modify. 4) Manufacturing: technical instructions, specific parts, specific materials, specific qualities, specific processes, specific flow. 5) Operations: how-to operate, contingency or standard operating plans, Ops handbooks. 6) Repair: repair instructions, troubleshooting schemes, detailed schematics. 7) Test: specific procedures, data, analysis, detailed test plan and retest plans, detailed anomaly resolutions, detailed failure causes and corrective actions, troubleshooting, trended test data, flight readiness data. 8) Maintenance: maintenance schedules and plans, methods for regular upkeep, overhaul instructions. 9) Modification: modification instructions, upgrades kit parts, including software

A scalable SIMD digital signal processor for high-quality multifunctional printer systems

NASA Astrophysics Data System (ADS)

Kang, Hyeong-Ju; Choi, Yongwoo; Kim, Kimo; Park, In-Cheol; Kim, Jung-Wook; Lee, Eul-Hwan; Gahang, Goo-Soo

2005-01-01

This paper describes a high-performance scalable SIMD digital signal processor (DSP) developed for multifunctional printer systems. The DSP supports a variable number of datapaths to cover a wide range of performance and maintain a RISC-like pipeline structure. Many special instructions suitable for image processing algorithms are included in the DSP. Quad/dual instructions are introduced for 8-bit or 16-bit data, and bit-field extraction/insertion instructions are supported to process various data types. Conditional instructions are supported to deal with complex relative conditions efficiently. In addition, an intelligent DMA block is integrated to align data in the course of data reading. Experimental results show that the proposed DSP outperforms a high-end printer-system DSP by at least two times.

MCPS Curriculum Development Planning Process.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD. Dept. of Instructional Planning and Development.

The procedure documented is used for the systemwide planning of curriculum development in Montgomery County, Maryland, and consists of three parts: a planning and review process; an instructional design and development model; and a proposed calendar for cyclical review of programs. Specific position responsibilities, organizational charts, and…

Assessment of pictographs developed through a participatory design process using an online survey tool.

PubMed

Kim, Hyeoneui; Nakamura, Carlos; Zeng-Treitler, Qing

2009-02-24

Inpatient discharge instructions are a mandatory requirement of the Centers for Medicare and Medicaid Services and Joint Commission on Accreditation of Healthcare Organizations. The instructions include all the information relevant to post-discharge patient care. Prior studies show that patients often cannot fully understand or remember all the instructions. To address this issue, we have previously conducted a pilot study in which pictographs were created through a participatory design process to facilitate the comprehension and recall of discharge instructions. The main objective of this study was to verify the individual effectiveness of pictographs created through a participatory design process. In this study, we included 20 pictographs developed by our group and 20 pictographs developed by the Robert Wood Johnson Foundation as a reference baseline for pictographic recognition. To assess whether the participants could recognize the meaning of the pictographs, we designed an asymmetrical pictograph-text label-linking test. Data collection lasted for 7 days after the email invitation. A total of 44 people accessed the survey site. We excluded 7 participants who completed less than 50% of the survey. A total of 719 answers from 37 participants were analyzed. The analysis showed that the participants recognized the pictographs developed in-house significantly better than those included in the study as a baseline (P< .001). This trend was true regardless of the participant's gender, age, and education level. The results also revealed that there is a large variance in the quality of the pictographs developed using the same design process-the recognition rate ranged from below 50% to above 90%. This study confirmed that the majority of the pictographs developed in a participatory design process involving a small number of nurses and consumers were recognizable by a larger number of consumers. The variance in recognition rates suggests that pictographs should be assessed individually before being evaluated within the context of an application.

Professional Development Priorities Process (Needs Assessment). Leader's Handbook.

ERIC Educational Resources Information Center

Southeast Idaho Teacher Center Consortium, Twin Falls.

Step-by-step instructions are provided for implementing the Professional Development Priorities Process (PDPP), an educational needs assessment process, by a school faculty member with groups of eight peers or more. The essence of PDPP, which was designed at the Southeast Idaho Teacher Center Consortium, is a dynamic group process in which needs…

A Prospectus for the Future Development of a Speech Lab: Hypertext Applications.

ERIC Educational Resources Information Center

Berube, David M.

This paper presents a plan for the next generation of speech laboratories which integrates technologies of modern communication in order to improve and modernize the instructional process. The paper first examines the application of intermediate technologies including audio-video recording and playback, computer assisted instruction and testing…

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

ERIC Educational Resources Information Center

Fan, Xinxin; Geelan, David; Gillies, Robyn

2018-01-01

This study investigated the effectiveness of a novel inquiry-based instructional sequence using interactive simulations for supporting students' development of conceptual understanding, inquiry process skills and confidence in learning. The study, conducted in Beijing, involved two teachers and 117 students in four classes. The teachers…

An Instructional Systems Technology Model for Institutional Change.

ERIC Educational Resources Information Center

Dudgeon, Paul J.

A program based on instructional systems technology was developed at Canadore College as a means of devising the optimal learning experience for each individual student. The systems approach is used to solve educational problems through a process of analysis, synthesis, modeling, and simulation, based on the LOGOS (Language for Optimizing…

Instructional Design and Project Management: Complementary or Divergent?

ERIC Educational Resources Information Center

van Rooij, Shahron Williams

2011-01-01

This paper reports the results of a study to identify the extent to which organizations that develop educational/training products are committed to project management, as measured by their project management implementation maturity, as a methodology that is separate and distinct from the processes of instructional design. A Web survey was…

Helping Rural Educators Improve Instruction Through Mental Rehearsal.

ERIC Educational Resources Information Center

Bailey, Gerald D.; Hortin, John A.

A solution to staff development and instructional improvement for rural and small school teachers is through self-initiated and/or self-styled improvement programs using the mental rehearsal strategy. Mental rehearsal is the process of using imagery to practice teaching behavior before actually teaching. If rural educators can be trained to…

Program Evaluation: Where Instruction and School Business Meet

ERIC Educational Resources Information Center

Ayers, Steven V.

2011-01-01

In this article, the author talks about program evaluation, a strategy commonly used by instructional leaders that can help school business officials improve their budget process. As districts struggle to develop budgets in these challenging economic times, school business officials might consider turning to program evaluation for help. Program…

AIDS Education and Citizenship Development in a University/K-12 Partnership.

ERIC Educational Resources Information Center

Mitchell, James M.

The move toward standards-based instruction calls for greater student involvement in the learning process. Cooperative learning is widely used as many standards-based school departments advocate greater employment of constructivist classrooms as the most appropriate vehicle of instruction. During academic year 2002-03, 42 students from California…

Using Online Measures to Determine How Learners Process Instructional Explanations

ERIC Educational Resources Information Center

Sanchez, Emilio; Garcia-Rodicio, Hector

2013-01-01

The goal of the present study was to examine the mechanisms underlying a strategy that we developed to make instructional explanations effective. In two experiments participants learned about plate tectonics from a multimedia material, including adjunct explanations that revised common misunderstandings. These explanations were either marked…

Making Sense of Dollars and Cents

ERIC Educational Resources Information Center

Sorenson, Richard

2010-01-01

Principals must devote a vast amount of time and energy to campus funding and budgetary issues because budgeting and accounting procedures are an integral part of an effective instructional program. In fact, a principal's role in the budgetary process significantly impacts both budget development and instructional planning. Principals who fail to…

Differentiated Instruction, Professional Development, and Teacher Efficacy

ERIC Educational Resources Information Center

Dixon, Felicia A.; Yssel, Nina; McConnell, John M.; Hardin, Travis

2014-01-01

Teachers often struggle to provide all students access to specific learning activities that work best for them--and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child's…

The LSS Review. Volume 2, Number 4

ERIC Educational Resources Information Center

Robinson, Dana Jones, Ed.

2003-01-01

The causes of reading failure are numerous and complex. If instruction provided by the school is ineffective or insufficient, even some otherwise capable learners will have difficulty learning to read. Improving literacy instruction through professional development is an ongoing process involving all of the members of a schoolwide literacy team in…

Contributing Factors to a Successful Online Course Development Process

ERIC Educational Resources Information Center

Stevens, Karl B.

2013-01-01

This qualitative case study examined the experiences of instructional designers and professors during the online course development process. The purpose of this study was to determine if their experiences had an effect on the process itself. Data analysis revealed five emergent themes: communication, commitment to quality online courses,…

Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

PubMed

Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

2018-06-01

Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and developing instruction. The surrounding context including the environment, the organization of healthcare services, the population defined need for rehabilitation, and the domestic status and history of the physiotherapy profession, is important for physiotherapy projects in countries with lower resources. Facilitating factors in low resource countries such as an established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects impact the success of projects. Methods that may be useful for relevance, dissemination and consistency include involvement of in-country leaders and instructors and attendance in multiple courses with consistent themes. Rehabilitation professionals in low resource countries may benefit from continuing professional development courses that emphasize practical skills, and clinical reasoning, accompanied by clinical mentoring and directed coaching that encourages knowledge transfer to the clinical setting. Active learning approaches and multiple progressive courses provide opportunities to develop peer support through professional communities of practice.

Developing Automated Feedback Materials for a Training Simulator: An Interaction between Users and Researchers.

ERIC Educational Resources Information Center

Shlechter, Theodore M.; And Others

This paper focuses upon the research and development (R&D) process associated with developing automated feedback materials for the SIMulation NETworking (SIMNET) training system. This R&D process involved a partnership among instructional developers, practitioners, and researchers. Users' input has been utilized to help: (1) design the…

Inquiry-based instruction in secondary science classrooms: A survey of teacher practice

NASA Astrophysics Data System (ADS)

Gejda, Linda Muggeo

The purpose of this quantitative investigation was to describe the extent to which secondary science teachers, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year, reported practicing the indicators of inquiry-based instruction in the classroom and the factors that they perceived facilitated, obstructed, or informed that practice. Indicators of inquiry-based instruction were derived from the Biological Sciences Curriculum Study (BSCS) 5E model (Bybee, 1997). The method for data collection was a researcher-developed, self-report, questionnaire entitled "Inquiry-based Instruction in Secondary Science Classrooms: A Survey", which was developed and disseminated using a slightly modified Dillman (2000) approach. Almost all of the study participants reported practicing the 5Es (engage, explore, explain, elaborate, and evaluate) of inquiry-based instruction in their secondary science classrooms. Time, resources, the need to cover material for mandatory assessments, the science topics or concepts being taught, and professional development on inquiry-based instruction were reported to be important considerations in participants' decisions to practice inquiry-based instruction in their science classrooms. A majority of the secondary science teachers participating in this study indicated they had the time, access to resources and the professional development opportunities they needed to practice inquiry-based instruction in their secondary classrooms. Study participants ranked having the time to teach in an inquiry-based fashion and the need to cover material for mandated testing as the biggest obstacles to their practice of inquiry-based instruction in the secondary classroom. Classroom experience and collegial exchange informed the inquiry-based instruction practice of the secondary science teachers who participated in this study. Recommendations for further research, practice, and policy were made based upon the results of this study.

Rotational Molding Process Technician. Instructional Program Package.

ERIC Educational Resources Information Center

El Paso Community Coll., TX.

This curriculum package contains materials developed through a partnership of the Association of Rotational Molders, El Paso Community College (Texas), and the College of DuPage (Illinois). The materials, which were developed during a 2-day DACUM (Developing a Curriculum) process, are based on national skill standards and designed for…

Quality management of clinical-practical instruction for Practical Year medical students in Germany - proposal for a catalogue of criteria from the German Society of Medical Education.

PubMed

Raes, Patricia; Angstwurm, Matthias; Berberat, Pascal; Kadmon, Martina; Rotgans, Jerome; Streitlein-Böhme, Irmgard; Burckhardt, Gerhard; Fischer, Martin R

2014-01-01

Amended in 2013, the current version of the German Medical Licensure Regulation contains structural specifications that are also required of non-university institutions involved in Practical Year clinical training. The criteria are worded in relatively general terms. Furthermore, not all of the structural specifications can be readily applied to every subject area. In order to ensure commensurability in Practical Year instruction in Germany, not least in light of recently introduced Practical Year mobility, it is necessary to define consistent quality criteria for Practical Year training. The authors therefore propose a catalogue of criteria for the quality management process in Practical Year instruction facilities. In January 2014, the board of directors of the German Society for Medical Education decided to establish a committee comprised of representatives from various German medical faculties. In a process similar to the Delphi methodology, the group developed criteria for structure, process and outcome quality in Practical Year training in Germany. The criteria developed for structure, process and outcome quality apply to Practical Year training in academic teaching hospitals and university medical centres. Furthermore, modalities for review are proposed. The present catalogue of criteria is intended to contribute to the formation of a basis for the most consistent quality standards possible for Practical Year instruction in Germany.

Development of Ideas in a GeoGebra-Aided Mathematics Instruction

ERIC Educational Resources Information Center

Ljajko, Eugen; Ibro, Vait

2013-01-01

With GeoGebra introduced into mathematics instruction the teaching/learning process is not improved in terms of speed and quality only. Mathematical concepts, rules and procedures must be adjusted to the new environment. On the other hand, characteristics of the computer and the educational software in use must be thoroughly examined and a…

Measuring Instructional Practice in Science Using Classroom Artifacts: Lessons Learned from Two Validation Studies

ERIC Educational Resources Information Center

Martinez, Jose Felipe; Borko, Hilda; Stecher, Brian M.

2012-01-01

With growing interest in the role of teachers as the key mediators between educational policies and outcomes, the importance of developing good measures of classroom processes has become increasingly apparent. Yet, collecting reliable and valid information about a construct as complex as instruction poses important conceptual and technical…

Using Heuristic Task Analysis to Create Web-Based Instructional Design Theory

ERIC Educational Resources Information Center

Fiester, Herbert R.

2010-01-01

The first purpose of this study was to identify procedural and heuristic knowledge used when creating web-based instruction. The second purpose of this study was to develop suggestions for improving the Heuristic Task Analysis process, a technique for eliciting, analyzing, and representing expertise in cognitively complex tasks. Three expert…

The Instructional Developer, Expert Systems, and the Front End Process.

ERIC Educational Resources Information Center

Dills, Charles R.; Romiszowski, Alexander

This paper is intended to provide the instructional technologist already possessing some understanding of expert systems with some insight into two of the many steps involved in the design and production of such systems: knowledge acquisition and knowledge structuring or representation. It is also intended to help technologists to see how they…

A Four-Stage Model for Planning Computer-Based Instruction.

ERIC Educational Resources Information Center

Morrison, Gary R.; Ross, Steven M.

1988-01-01

Describes a flexible planning process for developing computer based instruction (CBI) in which the CBI design is implemented on paper between the lesson design and the program production. A four-stage model is explained, including (1) an initial flowchart, (2) storyboards, (3) a detailed flowchart, and (4) an evaluation. (16 references)…

Designing and Producing Videotex Instruction. A Producer's Handbook.

ERIC Educational Resources Information Center

Nugent, Gwen; And Others

One of the objectives of the Nebraska Interactive Cable Project, an investigation of the educational potential of interactive cable, was to develop a design and production process for interactive cable/videotex instruction. The first part of the project involved the adaptation of three existing correspondence courses on marriage and the family,…

Design Principles for Computer-Assisted Instruction in Histology Education: An Exploratory Study

ERIC Educational Resources Information Center

Deniz, Hasan; Cakir, Hasan

2006-01-01

The purpose of this paper is to describe the development process and the key components of a computer-assisted histology material. Computer-assisted histology material is designed to supplement traditional histology education in a large Midwestern university. Usability information of the computer-assisted instruction (CAI) material was obtained…

Measurement in the Service of Mathematics Education Research: The Case of Cognitively Guided Instruction

ERIC Educational Resources Information Center

Helding, Brandon Alan

2010-01-01

The purpose of this dissertation is to demonstrate one iterate of a process for developing a measurement instrument for student knowledge within educational interventions. Student mathematical knowledge is framed within Cognitively Guided Instruction (CGI) and its tenets. That is, the construct underlying the measurement instrument corresponded…

From Networked Learning to Operational Practice: Constructing and Transferring Superintendent Knowledge in a Regional Instructional Rounds Network

ERIC Educational Resources Information Center

Travis, Timothy J.

2015-01-01

Instructional rounds are an emerging network structure with processes and protocols designed to develop superintendents' knowledge and skills in leading large-scale improvement, to enable superintendents to build an infrastructure that supports the work of improvement, to assist superintendents in distributing leadership throughout their district,…

Assessment for One-Shot Library Instruction: A Conceptual Approach

ERIC Educational Resources Information Center

Wang, Rui

2016-01-01

The purpose of this study is to explore a conceptual approach to assessment for one-shot library instruction. This study develops a new assessment instrument based on Carol Kuhlthau's information search process (ISP) model. The new instrument focuses on measuring and identifying changes in student readiness to do research along three…

Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

ERIC Educational Resources Information Center

Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

2013-01-01

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool…

Instruction, Feedback and Biometrics: The User Interface for Fingerprint Authentication Systems

NASA Astrophysics Data System (ADS)

Riley, Chris; Johnson, Graham; McCracken, Heather; Al-Saffar, Ahmed

Biometric authentication is the process of establishing an individual’s identity through measurable characteristics of their behaviour, anatomy or physiology. Biometric technologies, such as fingerprint systems, are increasingly being used in a diverse range of contexts from immigration control, to banking and personal computing. As is often the case with emerging technologies, the usability aspects of system design have received less attention than technical aspects. Fingerprint systems pose a number of challenges for users and past research has identified issues with correct finger placement, system feedback and instruction. This paper describes the development of an interface for fingerprint systems using an iterative, participative design approach. During this process, several different methods for the presentation of instruction and feedback were identified. The different types of instruction and feedback were tested in a study involving 82 participants. The results showed that feedback had a statistically significant effect on overall system performance, but instruction did not. The design recommendations emerging from this study, and the use of participatory design in this context, are discussed.

Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

PubMed Central

Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

2014-01-01

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. PMID:24899769

Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

NASA Astrophysics Data System (ADS)

Firdausi, N.; Prabawa, H. W.; Sutarno, H.

2017-02-01

In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

Chip architecture - A revolution brewing

NASA Astrophysics Data System (ADS)

Guterl, F.

1983-07-01

Techniques being explored by microchip designers and manufacturers to both speed up memory access and instruction execution while protecting memory are discussed. Attention is given to hardwiring control logic, pipelining for parallel processing, devising orthogonal instruction sets for interchangeable instruction fields, and the development of hardware for implementation of virtual memory and multiuser systems to provide memory management and protection. The inclusion of microcode in mainframes eliminated logic circuits that control timing and gating of the CPU. However, improvements in memory architecture have reduced access time to below that needed for instruction execution. Hardwiring the functions as a virtual memory enhances memory protection. Parallelism involves a redundant architecture, which allows identical operations to be performed simultaneously, and can be directed with microcode to avoid abortion of intermediate instructions once on set of instructions has been completed.

Using activity-based learning approach to enhance the quality of instruction in civil engineering in Indonesian universities

NASA Astrophysics Data System (ADS)

Priyono, Wena, Made; Rahardjo, Boedi

2017-09-01

Experts and practitioners agree that the quality of higher education in Indonesia needs to be improved significantly and continuously. The low quality of university graduates is caused by many factors, one of which is the poor quality of learning. Today's instruction process tends to place great emphasis only on delivering knowledge. To avoid the pitfalls of such instruction, e.g. passive learning, thus Civil Engineering students should be given more opportunities to interact with others and actively participate in the learning process. Based on a number of theoretical and empirical studies, one appropriate strategy to overcome the aforementioned problem is by developing and implementing activity-based learning approach.

Project T.E.A.M. (Technical Education Advancement Modules). Advanced Statistical Process Control.

ERIC Educational Resources Information Center

Dunlap, Dale

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 20-hour advanced statistical process control (SPC) and quality improvement course designed to develop the following competencies: (1) understanding quality systems; (2) knowing the process; (3) solving quality problems; and (4)…

Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research.

PubMed

McIlvane, William J; Kledaras, Joanne B; Gerard, Christophe J; Wilde, Lorin; Smelson, David

2018-07-01

A few noteworthy exceptions notwithstanding, quantitative analyses of relational learning are most often simple descriptive measures of study outcomes. For example, studies of stimulus equivalence have made much progress using measures such as percentage consistent with equivalence relations, discrimination ratio, and response latency. Although procedures may have ad hoc variations, they remain fairly similar across studies. Comparison studies of training variables that lead to different outcomes are few. Yet to be developed are tools designed specifically for dynamic and/or parametric analyses of relational learning processes. This paper will focus on recent studies to develop (1) quality computer-based programmed instruction for supporting relational learning in children with autism spectrum disorders and intellectual disabilities and (2) formal algorithms that permit ongoing, dynamic assessment of learner performance and procedure changes to optimize instructional efficacy and efficiency. Because these algorithms have a strong basis in evidence and in theories of stimulus control, they may have utility also for basic and translational research. We present an overview of the research program, details of algorithm features, and summary results that illustrate their possible benefits. It also presents arguments that such algorithm development may encourage parametric research, help in integrating new research findings, and support in-depth quantitative analyses of stimulus control processes in relational learning. Such algorithms may also serve to model control of basic behavioral processes that is important to the design of effective programmed instruction for human learners with and without functional disabilities. Copyright © 2018 Elsevier B.V. All rights reserved.

Designing simulator-based training: an approach integrating cognitive task analysis and four-component instructional design.

PubMed

Tjiam, Irene M; Schout, Barbara M A; Hendrikx, Ad J M; Scherpbier, Albert J J M; Witjes, J Alfred; van Merriënboer, Jeroen J G

2012-01-01

Most studies of simulator-based surgical skills training have focused on the acquisition of psychomotor skills, but surgical procedures are complex tasks requiring both psychomotor and cognitive skills. As skills training is modelled on expert performance consisting partly of unconscious automatic processes that experts are not always able to explicate, simulator developers should collaborate with educational experts and physicians in developing efficient and effective training programmes. This article presents an approach to designing simulator-based skill training comprising cognitive task analysis integrated with instructional design according to the four-component/instructional design model. This theory-driven approach is illustrated by a description of how it was used in the development of simulator-based training for the nephrostomy procedure.

Using innovative instructional technology to meet training needs in public health: a design process.

PubMed

Millery, Mari; Hall, Michelle; Eisman, Joanna; Murrman, Marita

2014-03-01

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

Development of instruction in hospital electrical safety for medical education.

PubMed

Yoo, J H; Broderick, W A

1978-01-01

Although hospital electrical safety is receiving increased attention in the literature of engineers, it is not, at present, reflected in the curricula of medical schools. A possible reason for this omission is that biomedical and/or clinical engineers knowledgeable in electrical safety are not usually trained to teach. One remedy for this problem is to combine the knowledge of engineers with that of instructional developers to design a systematic curriculum for a course in hospital electrical safety. This paper describes such an effort at the University of Texas Health Science Center at San Antonio (UTHSCSA). A biomedical engineer and an instructional developer designed an instructional module in hospital electrical safety; the engineer taught the module, and both evaluated the results. The process and outcome of their collaboration are described. This model was effectively applied in the classroom as a four-hour segment in hospital electrical safety for first-year medical students at UTHSCSA. It is hoped that an additional benefit of this system will be that it offers an opportunity for continuing improvement in this kind of instruction at other medical schools and hospitals.

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

PubMed Central

Witt, Arnaud; Puspitawati, Ira; Vinter, Annie

2013-01-01

Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised. PMID:23326409

The Process of Curriculum Development and the Use of Assessments in Independent Schools

ERIC Educational Resources Information Center

Young, JoAnn P.

2012-01-01

This qualitative study was designed to examine and identify the site-based process that two elementary, independent schools, accredited by the Southern Association of Independent Schools use for curriculum and instructional development. Also, the study examined and identified the development and use of assessments to support each school's…

Resolving Bottlenecks: Converting Three High-Enrollment Nursing Courses to an Online Format.

PubMed

Chen, Ken-Zen; Anderson, Jeff; Hannah, Elizabeth Lyon; Bauer, Christine; Provant-Robishaw, Corinna

2015-07-01

Converting large undergraduate classes from the classroom to online has been an effective way to increase enrollments in high-demand courses in undergraduate education. However, challenges exist to maintaining students' high-quality learning interaction and engagement in large online courses. This article presents a collaborative model between faculty in health sciences and instructional designers to redesign and redevelop three high-enrollment courses to online at Boise State University. Health studies course faculty and eCampus instructional designers conducted this study to reflect the collaborative online course development process at Boise State. The offering of high-enrollment nursing courses met enrollment demand and maintained student retention. Challenges related to instruction were addressed by using a careful course redesign process and continuous improvement. Implications of this educational innovation for health science educators, instructional designers, and lessons learned are provided. Copyright 2015, SLACK Incorporated.

Mississippi Curriculum Structure: Philosophy, Goals, Skills, and Concepts for Curriculum Development and Instructional Planning in Mississippi.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Bureau of School Improvement.

This document is a decision-making tool on the instructional process in Mississippi. It attempts to standardize curriculum content by identifying core skills that must be included in subject areas in kindergarten through grade 12. Subjects covered are reading, English/language arts, mathematics, art, computer education, foreign languages, health…

Storytelling to Enhance Teaching and Learning: The Systematic Design, Development, and Testing of Two Online Courses

ERIC Educational Resources Information Center

Hirumi, Atsusi; Sivo, Stephen; Pounds, Kelly

2012-01-01

Storytelling may be a powerful instructional approach for engaging learners and facilitating e-learning. However, relatively little is known about how to apply story within the context of systematic instructional design processes and claims for the effectiveness of storytelling in training and education have been primarily anecdotal and…

Industrial and Labor Relations, Unit 4. A Core Curriculum of Related Instruction for Apprentices.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

The curriculum was designed to provide a systematic way of instructing apprentices preparing for various trades in the area of industrial and labor relations which would provide the apprentice with working knowledge of employee-employer interaction and the processes involved. The core curriculum is developed in 10 learning modules which are…

Promoting Literacy Development of First Graders through the Implementation of a Process Writing Program.

ERIC Educational Resources Information Center

Cathcart, Gayal

A practicum was designed to change the traditional methods of writing instruction which had not been effective in meeting the developmental needs of first-grade children. Twenty-two teachers responded to two surveys to provide problem documentation data. Four goals and instructional plans were selected to address the problem. The first goal, of…

Sustainable Design Re-Examined: Integrated Approach to Knowledge Creation for Sustainable Interior Design

ERIC Educational Resources Information Center

Lee, Young S.

2014-01-01

The article focuses on a systematic approach to the instructional framework to incorporate three aspects of sustainable design. It also aims to provide an instruction model for sustainable design stressing a collective effort to advance knowledge creation as a community. It develops a framework conjoining the concept of integrated process in…

Addressing Common Concerns about Online Student Ratings of Instruction: A Research-Informed Approach

ERIC Educational Resources Information Center

Winer, Laura; DiGenova, Lina; Costopoulos, Andre

2016-01-01

Concerns over the usefulness and validity of student ratings of instruction (SRI) have continued to grow with online processes. This paper presents seven common and persistent concerns identified and tested during the development and implementation of a revised SRI policy at a Canadian research-intensive university. These concerns include bias due…

The Effectiveness of Pre-Service Principal Preparation Programs on Instructional School Leadership in High-Stakes Testing Grades

ERIC Educational Resources Information Center

Pinder, Glen T.

2017-01-01

In today's world of accountability, the preparation of school leaders has never been more critical. Many states are now developing policies and processes that seek to enhance school leadership preparation programs. Enhancing school leadership preparation programs is particularly important in the area of instructional leadership because research…

Innovative Instruction in Higher Education: Thirty Exemplary Projects Conducted in Selected Institutions of Post-Secondary Education--State of Oregon.

ERIC Educational Resources Information Center

Harper, Ronald; And Others

This manual reviews thirty projects selected by the Oregon Educational Coordinating Council (ECC) as exemplary in method, operation, and development. The projects are organized into 9 broad classifications: large group-small group alternatives, autotutorial programmed instruction, process centered, computer and simulation, on-site/field study,…

Medium of Instruction in Asia: Context, Processes and Outcomes

ERIC Educational Resources Information Center

Hamid, M. Obaidul; Nguyen, Hoa Thi Mai; Baldauf, Richard B., Jr.

2013-01-01

One major impact of globalisation on education is denoted by the growing trend to use English, the global language, as a medium of instruction (MOI) in emerging polities that are trying to enhance their English-speaking capacities. This article emphasises developing an understanding of MOI from a language policy and planning as well as an…

Improvement Guides for I.A. Curriculum

ERIC Educational Resources Information Center

Ritz, John M.; Wright, Lawrence S.

1977-01-01

Describes a project to revise "The Wisconsin Guide to Local Curriculum Improvement in Industrial Education, K-12", originally prepared in 1973. Four figures from the guide are included: (1) model of a field objective, (2) curriculum planning model, (3) instructional development process, and (4) process for developing objectives. (MF)

A self-study of designing and implementing an inquiry-based chemistry course for elementary education majors

NASA Astrophysics Data System (ADS)

Larson, Teresa

2011-12-01

This self-study examines my experiences with implementing an inquiry-based version of a chemistry course (Chemistry 299) designed for elementary education majors. The inquiry-based curriculum design and teaching strategies that I implement in Chemistry 299 is the focus of this study. Since my previous education and professional experiences were in the physical sciences, I position myself in this study as a scientist who engages in self-study as a form of professional development for the purpose of developing an inquiry-based curriculum and instructional practices. My research provides an inside perspective of the curriculum development process. This process involves implementing the inquiry-oriented ideas and knowledge I acquired in my graduate studies to design the curriculum and influence my teaching practice. My analysis of the curriculum and my instruction is guided by two questions: What are the strengths and weaknesses of the inquiry-based Chemistry 299 curriculum design? What does the process of developing my inquiry-based teaching practice entail and what makes is challenging? Schwab's (1973) The Practical 3: Translation into Curriculum serves as the theoretical framework for this study because of the emphasis Schwab places on combining theoretical and practical knowledge in the curriculum development process and because of the way he characterizes the curriculum. The findings in this study are separated into curriculum and instruction domains. First, the Chemistry 299 curriculum was designed to make the epistemological practices of scientists "accessible" to students by emphasizing epistemic development with respect to their ideas about scientific inquiry and science learning. Using student learning as a gauge for progress, I identify specific design elements that developed transferable inquiry skills as a means to support scientific literacy and pre-service teacher education. Second, the instruction-related findings built upon the insight I gained through my analysis of the curriculum. The data reveals four areas of inner conflict I dealt with throughout the study that related to underlying beliefs I held about science teaching and learning. The implications of the study position the Chemistry 299 curriculum in the field and speak to issues related to developing science courses for elementary education majors and professional development for scientists.

Information Processing Approaches to Cognitive Development

DTIC Science & Technology

1989-08-04

O’Connor (Eds.), Intelligence and learning . New York: Plenum Press. Deloache, J.S. (1988). The development of representation in young chidren . In H.W...Klahr, D., & Carver, S.M. (1988). Cognitive objectives in a LOGO debugging curriculum: Instruction, Learning , and Transfer. Cognitive Psychology, 20...Production system models of learning and development. Cambridge, MA: MIT Press. TWO KINDS OF INFORMATION PROCESSING APPROACHES TO COGNITIVE DEVELOPMENT

Analyzing the Impact of a Data Analysis Process to Improve Instruction Using a Collaborative Model

ERIC Educational Resources Information Center

Good, Rebecca B.

2006-01-01

The Data Collaborative Model (DCM) assembles assessment literacy, reflective practices, and professional development into a four-component process. The sub-components include assessing students, reflecting over data, professional dialogue, professional development for the teachers, interventions for students based on data results, and re-assessing…

Strategic Planning: A (Site) Sight-Based Approach to Curriculum and Staff Development.

ERIC Educational Resources Information Center

Johnson, Daniel P.

The purpose of (Colorado's) Clear Creek School District's strategic planning process has been to develop basic district-wide parameters to promote instructional improvement through a process of shared leadership. The approach is termed "sight-based" to indicate the school district's commitment to connecting curriculum and…

lean-ISD.

ERIC Educational Resources Information Center

Wallace, Guy W.

2001-01-01

Explains lean instructional systems design/development (ISD) as it relates to curriculum architecture design, based on Japan's lean production system. Discusses performance-based systems; ISD models; processes for organizational training and development; curriculum architecture to support job performance; and modular curriculum development. (LRW)

Writing: The Nature, Development, and Teachinq of Written Communication. Volume 2, Writing: Process, Development and Communication.

ERIC Educational Resources Information Center

Frederiksen, Carl H., Ed.; Dominic, Joseph F., Ed.

Intended for researchers, teachers, local and national policy makers, and others interested in writing, this volume explores the processes and development of writing, particularly in the context of writing instruction. Following a preface, the introduction discusses various perspectives on the activity of writing, such as writing as a cognitive…

Some Evaluative Comments Based on a Review of the Curriculum Development Processes Operating in the Stanford Program on International and Cross Cultural Education. [and] A Review of the Curriculum. Development Processes Operating in the Stanford Program on International and Cross-Cultural Education.

ERIC Educational Resources Information Center

Kennedy, Kerry J.

The processes of instructional materials development and dissemination used in four Stanford Program on International and Cross Cultural Education (SPICE) projects dealing with Latin America, Africa, China, and Japan are described, and evaluative comments based on a review of the curriculum development process are made. The major purpose of the…

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.

PubMed

Pelletreau, Karen N; Knight, Jennifer K; Lemons, Paula P; McCourt, Jill S; Merrill, John E; Nehm, Ross H; Prevost, Luanna B; Urban-Lurain, Mark; Smith, Michelle K

2018-06-01

Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.

Pre-Columbian Curriculum Motivators: An Approach to Bi-cultural Instruction.

ERIC Educational Resources Information Center

Jimenez, Randall Cosme

A process that could facilitate a cross-cultural learning environment was designed. The process involved (1) developing motivational devices using an historical selection process that incorporated a "significant difference", evaluated reconstructed historical materials, devices that prevent a "past-present" dichotomy,…

A Comparison Between Teacher-Directed Instruction and Student Self-Directed Study in Physical Science for Undergraduate Elementary Education Majors.

ERIC Educational Resources Information Center

Magnus, Douglas Leslie

This research was conducted to compare the learning which occurred in a preservice elementary education course using two teaching-learning methods (teacher-directed instruction and student self-directed study). Areas investigated were: (1) knowledge of physical science content, (2) development and application of the processes of science, (3)…

Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

ERIC Educational Resources Information Center

Doubet, Kristina J.; Southall, Gena

2018-01-01

This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

Performance Based Assessment and Instructional Activities in Communication Arts for Marketing Education. Application Activities for Communications in Marketing, Employment and Advancement, and Selling.

ERIC Educational Resources Information Center

Broeker, Arlene M.

This document contains performance-based assessment and instructional activities for Missouri high school teachers to use in teaching the communications arts needed by marketing education students. The activities included were developed to reflect Missouri's new Show-Me Standards, which are knowledge (content) and performance (process) standards…

Progress Report on Reactivity Analyses (October-December Test Data). Beginning Teacher Evaluation Study. Technical Note Series. Technical Note III-5.

ERIC Educational Resources Information Center

Filby, Nikola N.

The development and refinement of the measures of student achievement in reading and mathematics for the Beginning Teacher Evaluation Study are described. The concept of reactivity to instruction is introduced: the tests used to evaluate instructional processes must be sensitive indicators of classroom learning overtime. Data collection activities…

Teaching Critical Questions about Argumentation through the Revising Process: Effects of Strategy Instruction on College Students' Argumentative Essays

ERIC Educational Resources Information Center

Song, Yi; Ferretti, Ralph P.

2013-01-01

The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the "argument from consequences"…

An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students' Creative Thinking Abilities

ERIC Educational Resources Information Center

Khuana, Khwanchai; Khuana, Tanthip; Santiboon, Toansakul

2017-01-01

Designing the instructional model with the innovative the "Research-Based Learning Strategy Lesson Plans" of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item…

Content, Process, and Product: Modeling Differentiated Instruction

ERIC Educational Resources Information Center

Taylor, Barbara Kline

2015-01-01

Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content--the "what" of instruction; process--the "how" of instruction;…

An instructional design process based on expert knowledge for teaching students how mechanisms are explained.

PubMed

Trujillo, Caleb M; Anderson, Trevor R; Pelaez, Nancy J

2016-06-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. Copyright © 2016 The American Physiological Society.

An instructional design process based on expert knowledge for teaching students how mechanisms are explained

PubMed Central

Anderson, Trevor R.; Pelaez, Nancy J.

2016-01-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. PMID:27231262

Project T.E.A.M. (Technical Education Advancement Modules). Introduction to Statistical Process Control.

ERIC Educational Resources Information Center

Billings, Paul H.

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 6-hour introductory module on statistical process control (SPC), designed to develop competencies in the following skill areas: (1) identification of the three classes of SPC use; (2) understanding a process and how it works; (3)…

Testing Processability Theory in L2 Spanish: Can Readiness or Markedness Predict Development?

ERIC Educational Resources Information Center

Bonilla, Carrie L.

2012-01-01

The goal of this dissertation is to test the five stages of Processability Theory (PT) for second language (L2) learners of Spanish and investigate how instruction can facilitate the development through the stages. PT details five fixed stages in the acquisition of L2 morphosyntax based on principles of speech processing (Levelt, 1989) and modeled…

Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Higdon, Robbie L.

The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983). In this multi-case study, two middle school science teachers who were engaged within a sustained professional development initiative participated in a series of one-on-one reflective dialogues regarding the decisions they made about the utilization of inquiry-based instruction. In addition, these teachers were asked to reflect upon the criteria used to determine how and when to implement these inquiry-based practices. These reflective dialogue sessions provided the opportunity to observe teacher conceptions and stimulate teacher cognitive dissonance about instructional practice. Qualitative analysis of data collected from these reflective dialogues along with informal and formal classroom observations of instructional practice uncovered diverse perceptions regarding the implementation of inquiry-based methods into present teaching practice. The use of reflective dialogue within the existing structure of the professional development initiative allowed for the facilitators of the professional development initiative to tailor ongoing support and their effective implementation of inquiry-based instruction. Additional research is needed to investigate the impact of reflective dialogue in achieving accommodation of new concepts leading to lasting conceptual change about inquiry-based instruction.

Learning Objects: A User-Centered Design Process

ERIC Educational Resources Information Center

Branon, Rovy F., III

2011-01-01

Design research systematically creates or improves processes, products, and programs through an iterative progression connecting practice and theory (Reinking, 2008; van den Akker, 2006). Developing a new instructional systems design (ISD) processes through design research is necessary when new technologies emerge that challenge existing practices…

Processes and Instructions Encouraging Thai Students Consistently Pass the First Round of The National Physics Academics Olympiads

NASA Astrophysics Data System (ADS)

Teevasuthornsakul, Chalongchai; Manosuttirit, Artnarong; Suwanno, Chirasak; Sutsaguan, Lanchakorn

2010-07-01

This research focused on the processes and physics instruction of 25 schools located in Bangkok and up-country in Thailand in order to explain why many of their students have passed the first round of the National Physics Academic Olympiads consistently. The high schools in Thailand can apply and support their students and develop their potential in physics. The development of physics professional is the cornerstone of a developing country and increase physics quality base on sciences development in the future in Thailand. The duration of collecting all data was from May 2007 to May 2009. The methodology for this research was the qualitative research method. The researchers interviewed managers, teachers and students at each school location or used semi-structured interview forms. The researchers used the Investigator Triangulation approach to check the qualitative data and the Cause and Effect Analysis approach to analyze situation factors. The results showed that in processes were include 1) enhanced the students with the Academic Olympiads to develop the capacities of students; 2) motivated the students with processes such as good instruction in physics and special privilege in continuing studies in university; and 3) tutorial systems and drill and practice systems support students into subsequent rounds. 4) Admiration activities accommodated the students continually and suitably. Most of the teaching styles used in their lectures, in both basic contents and practice, encouraged students to analyze entrance examination papers, little laboratory. While students say that" They just know that a physics laboratory is very important to study physics after they passed Olympic camp."

Reconfigurable Very Long Instruction Word (VLIW) Processor

NASA Technical Reports Server (NTRS)

Velev, Miroslav N.

2015-01-01

Future NASA missions will depend on radiation-hardened, power-efficient processing systems-on-a-chip (SOCs) that consist of a range of processor cores custom tailored for space applications. Aries Design Automation, LLC, has developed a processing SOC that is optimized for software-defined radio (SDR) uses. The innovation implements the Institute of Electrical and Electronics Engineers (IEEE) RazorII voltage management technique, a microarchitectural mechanism that allows processor cores to self-monitor, self-analyze, and selfheal after timing errors, regardless of their cause (e.g., radiation; chip aging; variations in the voltage, frequency, temperature, or manufacturing process). This highly automated SOC can also execute legacy PowerPC 750 binary code instruction set architecture (ISA), which is used in the flight-control computers of many previous NASA space missions. In developing this innovation, Aries Design Automation has made significant contributions to the fields of formal verification of complex pipelined microprocessors and Boolean satisfiability (SAT) and has developed highly efficient electronic design automation tools that hold promise for future developments.

Computer-Supported Instruction in Enhancing the Performance of Dyscalculics

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2010-01-01

The use of instructional media is an essential component of teaching-learning process which contributes to the efficiency as well as effectiveness of the teaching-learning process. Computer-supported instruction has a very important role to play as an advanced technological instruction as it employs different instructional techniques like…

A Phenomenological Exploration of Superintendents' and Principals' Experiences in a Shared Professional Development Process

ERIC Educational Resources Information Center

Severson, John R.

2013-01-01

For this qualitative study, I explored and described how superintendents and principals interpreted and experienced a sustained professional development process focusing on instruction and student learning, a form of Elmore's Superintendents in the Classroom (SITC) Network. Specifically, I examined how the addition of principals in the SITC…

Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding

ERIC Educational Resources Information Center

Hansen , Edmund J.

2011-01-01

Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways. The process involves developing a transparent course blueprint,…

Integrating Professional Development Content and Formative Assessment with the Coaching Process: The Texas School Ready Model

ERIC Educational Resources Information Center

Crawford, April; Zucker, Tricia; Van Horne, Bethanie; Landry, Susan

2017-01-01

Instructional coaching is becoming common in early childhood programs to provide individualized, job-embedded professional development. Yet relatively few studies have tried to "unpack" the coaching process and delineate the specific features of coaching that contribute to teacher change. In this article, we describe an evidence-based…

Automatic Data Processing, 4-1. Military Curriculum Materials for Vocational and Technical Education.

ERIC Educational Resources Information Center

Army Ordnance Center and School, Aberdeen Proving Ground, MD.

These two texts and student workbook for a secondary/postsecondary-level correspondence course in automatic data processing comprise one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The purpose stated for the individualized, self-paced…

Distributed Group Design Process: Lessons Learned.

ERIC Educational Resources Information Center

Eseryel, Deniz; Ganesan, Radha

A typical Web-based training development team consists of a project manager, an instructional designer, a subject-matter expert, a graphic artist, and a Web programmer. The typical scenario involves team members working together in the same setting during the entire design and development process. What happens when the team is distributed, that is…

Differential Effects of General Metacognition and Task-Specific Beliefs on Strategy Use and Recall.

ERIC Educational Resources Information Center

Weed, Keri; And Others

A self-paced free recall task was employed to assess the effects of motivational and metacognitive influences on active processing and recall. A total of 81 fourth-graders were randomly assigned to one of four instructional conditions: strategy instructions plus process monitoring instructions; strategy instructions only; process monitoring…

Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Grove, Michael C.

Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of PD have been wholly unsuccessful in changing teaching practice. Over the last two decades an emerging body of research has identified some key features of effective PD that seem to create meaningful change and improvement in instructional practice. Some of this research highlights the promise of adapting Japanese lesson study (LS) to the American context as a means of incrementally improving instruction. Much of the existing research around LS is descriptive in nature and offers little insight into if and how participation in LS impacts subsequent instructional practice. This study utilized case study methodology to examine the instructional practice of one group of four middle school science teachers before, during, and after participation in LS. The study attempted to identify specific learning outcomes of a LS process, to identify influences on teacher learning during LS, and to identify subsequent changes in the instructional practice of participants resulting from participation in LS. Key findings from the study include significant teacher learning derived from the LS process, the identification of influences that enhanced or inhibited teacher learning, and clear evidence that participants successfully integrated learning from the LS into subsequent instructional practice. Learning outcomes included deepening of subject matter knowledge, increased understanding of student thinking and abilities, clarity of expectations for student performance, recognition of the ineffectiveness of past instructional practice, specific instructional strategies, shared student learning goals, and an increased commitment to future development of student learning. Influences supporting teacher learning were trust and honest dialogue among participants, focused collaboration, examination of student work, and the opportunity to watch other teachers deliver instruction. Influences inhibiting teacher learning related to failure to adhere to key features of the LS protocol. The study offers initial evidence confirming the promise of LS as a model of effective PD.

A Case Study on the Effects of an L2 Writing Instructional Model for Blended Learning in Higher Education

ERIC Educational Resources Information Center

So, Lee; Lee, Chung Hyun

2013-01-01

This case study explores EFL (English as a foreign language) students' perceptions toward a prototype of an instructional model for second language (L2) writing in blended learning and the effects of the model on the development of L2 writing skills in higher education. This model is primarily founded on the process-oriented writing approach…

Cognitive Psychology and Design Paradigms in the Development of Multimedia Courseware

DTIC Science & Technology

1993-09-01

Cognitive Apprenticeship : Teaching the Crafts of Reading, Writing, and Mathematics ". In Resnick, Lauren B. (Editor) Knowing, Learning , and Instruction , pp... thinking are cognitive processes the designers of interactive learning systems must consider the connection between cognition and the ability of an...should be based on instructional design theory, human factors, and cognitive learning theories. If these elements are not included in a

JOB BUILDER remote batch processing subsystem

NASA Technical Reports Server (NTRS)

Orlov, I. G.; Orlova, T. L.

1980-01-01

The functions of the JOB BUILDER remote batch processing subsystem are described. Instructions are given for using it as a component of a display system developed by personnel of the System Programming Laboratory, Institute of Space Research, USSR Academy of Sciences.

Curriculum Development: Teacher Involvement in Curriculum Development

ERIC Educational Resources Information Center

Alsubaie, Merfat Ayesh

2016-01-01

In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

On-Site Pedagogical Content Knowledge Development

NASA Astrophysics Data System (ADS)

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2015-05-01

Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers' subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers' on-site PCK development are discussed.

Do students with and without lexical retrieval weaknesses respond differently to instruction?

PubMed

Allor, J H; Fuchs, D; Mathes, P G

2001-01-01

Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Research has suggested that these nonresponders may be unable to retrieve phonological codes quickly from long-term memory. The purpose of this study was to examine whether such a deficiency, which we refer to as lexical retrieval weakness, blunts the effectiveness of combined phonemic awareness and decoding training. To this end, we compared the effectiveness of phonemic awareness and decoding training for students with and without severe lexical retrieval weaknesses. All students in both groups demonstrated poor phonemic awareness. The results suggested that students with relatively strong lexical retrieval skill responded more favorably to beginning reading instruction than did students with weak lexical retrieval skill. In other words, lexical retrieval weakness may influence reading development independently of the effects of phonemic awareness. Implications for instruction are discussed.

Instructional Regulation and Control: Cybernetics, Algorithmization and Heuristics in Education.

ERIC Educational Resources Information Center

Landa, L. N.; And Others

This book on the aspects of instructional processes focuses on control of student cognitive activity during instruction. Chapter 1 introduces the cybernetic approach to the theory of instruction. It is followed by a chapter on instructional effectiveness and efficiency. The third chapter discusses cognitive processes and thinking. Chapter 4…

Transfer of Training and Processing Instruction: From Input to Output

ERIC Educational Resources Information Center

VanPatten, Bill; Uludag, Onur

2011-01-01

In this paper we report the findings of an experiment to test whether training via processing instruction transfers to output tasks. Two groups of Turkish L1-English L2 learners participated: one that received processing instruction on passive structures and a control group that did not receive any instruction on passives. A pre-test/multiple…

Bitstream decoding processor for fast entropy decoding of variable length coding-based multiformat videos

NASA Astrophysics Data System (ADS)

Jo, Hyunho; Sim, Donggyu

2014-06-01

We present a bitstream decoding processor for entropy decoding of variable length coding-based multiformat videos. Since most of the computational complexity of entropy decoders comes from bitstream accesses and table look-up process, the developed bitstream processing unit (BsPU) has several designated instructions to access bitstreams and to minimize branch operations in the table look-up process. In addition, the instruction for bitstream access has the capability to remove emulation prevention bytes (EPBs) of H.264/AVC without initial delay, repeated memory accesses, and additional buffer. Experimental results show that the proposed method for EPB removal achieves a speed-up of 1.23 times compared to the conventional EPB removal method. In addition, the BsPU achieves speed-ups of 5.6 and 3.5 times in entropy decoding of H.264/AVC and MPEG-4 Visual bitstreams, respectively, compared to an existing processor without designated instructions and a new table mapping algorithm. The BsPU is implemented on a Xilinx Virtex5 LX330 field-programmable gate array. The MPEG-4 Visual (ASP, Level 5) and H.264/AVC (Main Profile, Level 4) are processed using the developed BsPU with a core clock speed of under 250 MHz in real time.

Collaborative Course Design: Changing the Process, Acknowledging the Context, and Implications for Academic Development

ERIC Educational Resources Information Center

Ziegenfuss, Donna Harp; Lawler, Patricia A.

2008-01-01

This research study describes the experiences and perceptions of an instructor and an instructional design specialist who collaborated on the design and implementation of a university course using a new course design process. Findings uncovered differences between an informal collaboration process and the adaptation of that process for…

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

NASA Astrophysics Data System (ADS)

Chen, Cheng-ping; Wang, Chang-Hwa

2015-12-01

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of "day, night, and seasons" for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

Development and evaluation of pictograms on medication labels for patients with limited literacy skills in a culturally diverse multiethnic population.

PubMed

Kheir, Nadir; Awaisu, Ahmed; Radoui, Amina; El Badawi, Aya; Jean, Linda; Dowse, Ros

2014-01-01

Much of the migrant workforce in Qatar is of low literacy level and does not understand Arabic or English, presenting a significant challenge to health care professionals. Medicine labels are typically in Arabic and English and are therefore poorly understood by these migrant workers. To develop pictograms illustrating selected medicine label instructions and to evaluate comprehension of the pictograms or conventional text supported with verbal instructions in foreign workers with low literacy skills. A range of common labeling instructions were identified and pictograms depicting these were developed using visual concepts and ideas from the literature. The process involved a consultative approach with input from the researchers, a local graphic artist, and members of the target population. The final set was evaluated for comprehension in participants who were randomized to one of three study groups: text plus verbal instructions, pictogram-only label, and pictogram with verbal instructions. One-way ANOVA and Chi-square tests were used to assess differences between group variables. Statistical significance was set at P ≤ 0.05. Of 23 label instructions screened, 11 were selected for the study. A total of 123 participants took part in this study. Pictogram plus verbal instructions group achieved better results in interpreting the majority of the label instructions (P ≤ 0.05). The best interpreted pictograms with verbal instructions included: "Take two tablets three times a day," "Take one tablet in the morning and one tablet at night," and "Instill one drop in the eye." The worst interpreted pictograms with verbal instructions were: "Do not take with dairy products" and "Do not use by mouth." Some pictograms were difficult to interpret even when accompanied with verbal instructions, suggesting the need to thoroughly pilot them among users prior to implementation. Medication labels consisting of simple pictorials supported by verbal instructions were better comprehended by individuals with low literacy skills than labels with written plus verbal instructions in a language that the individual did not understand. Further, pictogram-only labels were the least comprehended types of medicine labels among the participants. Copyright © 2014 Elsevier Inc. All rights reserved.

Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.

Project-Based Module Development.

ERIC Educational Resources Information Center

Meel, R. M. van

A project management design for modularizing higher education at open universities was developed and tested. Literature in the fields of project management and development of modular curriculum materials was reviewed and used as a basis for developing a project-based approach to the process of developing modules for self-instruction. According to…

Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.

PubMed

Connor, Carol McDonald; Day, Stephanie L; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W; McLean, Leigh; Barrus, Angela; Kaschak, Michael P

2016-11-01

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Computer applications in remote sensing education

NASA Technical Reports Server (NTRS)

Danielson, R. L.

1980-01-01

Computer applications to instruction in any field may be divided into two broad generic classes: computer-managed instruction and computer-assisted instruction. The division is based on how frequently the computer affects the instructional process and how active a role the computer affects the instructional process and how active a role the computer takes in actually providing instruction. There are no inherent characteristics of remote sensing education to preclude the use of one or both of these techniques, depending on the computer facilities available to the instructor. The characteristics of the two classes are summarized, potential applications to remote sensing education are discussed, and the advantages and disadvantages of computer applications to the instructional process are considered.

Processing Instruction and Meaning-Based Output Instruction: A Response to Keating and Farley (2008)

ERIC Educational Resources Information Center

VanPatten, Bill; Farmer, Jeffrey L.; Clardy, Caleb L.

2009-01-01

Research on Processing Instruction (PI) has yielded consistently positive results across a variety of measures. In addition, in comparison to other instructional interventions, PI tends to yield superior results. The one difference is comparative research with Meaning-based Output Instruction (MOI) in which in a number of studies, MOI is seen to…

Industrial Technology Modernization Program. Project 32. Factory Vision. Phase 2

DTIC Science & Technology

1988-04-01

instructions for the PWA’s, generating the numerical control (NC) program instructions for factory assembly equipment, controlling the process... generating the numerical control (NC) program instructions for factory assembly equipment, controlling the production process instructions and NC... Assembly Operations the "Create Production Process Program" will automatically generate a sequence of graphics pages (in paper mode), or graphics screens

Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.

PubMed

Sibbald, Matt; McKinney, James; Cavalcanti, Rodrigo B; Yu, Eric; Wood, David A; Nair, Parvathy; Eva, Kevin W; Hatala, Rose

2013-08-01

Use of dual-processing has been widely touted as a strategy to reduce diagnostic error in clinical medicine. However, this strategy has not been tested among medical trainees with complex diagnostic problems. We sought to determine whether dual-processing instruction could reduce diagnostic error across a spectrum of experience with trainees undertaking cardiac physical exam. Three experiments were conducted using a similar design to teach cardiac physical exam using a cardiopulmonary simulator. One experiment was conducted in each of three groups: experienced, intermediate and novice trainees. In all three experiments, participants were randomized to receive undirected or dual-processing verbal instruction during teaching, practice and testing phases. When tested, dual-processing instruction did not change the probability assigned to the correct diagnosis in any of the three experiments. Among intermediates, there was an apparent interaction between the diagnosis tested and the effect of dual-processing instruction. Among relative novices, dual processing instruction may have dampened the harmful effect of a bias away from the correct diagnosis. Further work is needed to define the role of dual-processing instruction to reduce cognitive error. This study suggests that it cannot be blindly applied to complex diagnostic problems such as cardiac physical exam.

System for processing an encrypted instruction stream in hardware

DOE Office of Scientific and Technical Information (OSTI.GOV)

Griswold, Richard L.; Nickless, William K.; Conrad, Ryan C.

A system and method of processing an encrypted instruction stream in hardware is disclosed. Main memory stores the encrypted instruction stream and unencrypted data. A central processing unit (CPU) is operatively coupled to the main memory. A decryptor is operatively coupled to the main memory and located within the CPU. The decryptor decrypts the encrypted instruction stream upon receipt of an instruction fetch signal from a CPU core. Unencrypted data is passed through to the CPU core without decryption upon receipt of a data fetch signal.

Does physics instruction foster university students' cognitive processes?: A descriptive study of teacher activities

NASA Astrophysics Data System (ADS)

Ferguson-Hessler, Monica G. M.; de Jong, Ton

This study aims at giving a systematic description of the cognitive activities involved in teaching physics. Such a description of instruction in physics requires a basis in two models, that is, the cognitive activities involved in learning physics and the knowledge base that is the foundation of expertise in that subject. These models have been provided by earlier research. The model of instruction distinguishes three main categories of instruction process: presenting new information, integrating (i.e., bringing structure into) new knowledge, and connecting elements of new knowledge to prior knowledge. Each of the main categories has been divided into a number of specific instruction processes. Hereby any limited and specific cognitive teacher activity can be described along the two dimensions of process and type of knowledge. The model was validated by application to lectures and problem-solving classes of first year university courses. These were recorded and analyzed as to instruction process and type of knowledge. Results indicate that teachers are indeed involved in the various types of instruction processes defined. The importance of this study lies in the creation of a terminology that makes it possible to discuss instruction in an explicit and specific way.

The Effects of a STEM Professional Development Intervention on Elementary Teachers' Science Process Skills

ERIC Educational Resources Information Center

Cotabish, Alicia; Dailey, Deborah; Hughes, Gail D.; Robinson, Ann

2011-01-01

In order to increase the quality and quantity of science instruction, elementary teachers must receive professional development in science learning processes. The current study was part of a larger randomized field study of teacher and student learning in science. In two districts in a southern state, researchers randomly assigned teacher…

Military Curricula for Vocational & Technical Education. Metals Processing Specialist, Block VII, Classroom Course 13-8.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

These curriculum materials are the fourth section of a four-part, secondary-postsecondary-level course in metals processing. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Block VII deals with heat treating, hardness…

Rapid e-Learning Tools Selection Process for Cognitive and Psychomotor Learning Objectives

ERIC Educational Resources Information Center

Ku, David Tawei; Huang, Yung-Hsin

2012-01-01

This study developed a decision making process for the selection of rapid e-learning tools that could match different learning domains. With the development of the Internet, the speed of information updates has become faster than ever. E-learning has rapidly become the mainstream for corporate training and academic instruction. In order to reduce…

Roots, Trees, and the Forest: An Effective Schools Development Sequence.

ERIC Educational Resources Information Center

Meyers, H. W.; Carlson, Robert

Findings from a study that examined the implementation of an effective schools development process are presented in this study. The study was designed to track both implementation process objectives drawn from seven correlates of instructionally effective schools and student outcomes from 1988-90 in a small-city school district in a rural state.…

Eliciting and Developing Teachers' Conceptions of Random Processes in a Probability and Statistics Course

ERIC Educational Resources Information Center

Smith, Toni M.; Hjalmarson, Margret A.

2013-01-01

The purpose of this study is to examine prospective mathematics specialists' engagement in an instructional sequence designed to elicit and develop their understandings of random processes. The study was conducted with two different sections of a probability and statistics course for K-8 teachers. Thirty-two teachers participated. Video analyses…

Military Curricula for Vocational & Technical Education. Metals Processing Specialist, Blocks I and II, Classroom Course 13-5.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

These curriculum materials are the first section of a four-part, secondary-postsecondary-level course in metals processing. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Block I, Introduction to Oxyacetylene Welding,…

Developing the professional competence of future doctors in the instructional setting of higher medical educational institutions.

PubMed

Morokhovets, Halyna Yu; Lysanets, Yuliia V

The main objectives of higher medical education is the continuous professional improvement of physicians to meet the needs dictated by the modern world both at undergraduate and postgraduate levels. In this respect, the system of higher medical education has undergone certain changes - from determining the range of professional competences to the adoption of new standards of education in medicine. The article aims to analyze the parameters of doctor's professionalism in the context of competence-based approach and to develop practical recommendations for the improvement of instruction techniques. The authors reviewed the psycho-pedagogical materials and summarized the acquired experience of teachers at higher medical institutions as to the development of instruction techniques in the modern educational process. The study is based on the results of testing via the technique developed by T.I. Ilyina. Analytical and biblio-semantic methods were used in the paper. It has been found that the training process at medical educational institution should be focused on the learning outcomes. The authors defined the quality parameters of doctors' training and suggested the model for developing the professional competence of medical students. This model explains the cause-and-effect relationships between the forms of instruction, teaching techniques and specific components of professional competence in future doctors. The paper provides practical recommendations on developing the core competencies which a qualified doctor should master. The analysis of existing interactive media in Ukraine and abroad has been performed. It has been found that teaching the core disciplines with the use of latest technologies and interactive means keeps abreast of the times, while teaching social studies and humanities to medical students still involves certain difficulties.

Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

NASA Astrophysics Data System (ADS)

Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

2018-01-01

The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

American Historical Association Faculty Development Program: Planning and Implementation.

ERIC Educational Resources Information Center

Hoffmann, Charles

The planning and implementation processes of the Long Island Faculty Development Program are described. Originally sponsored by the American Historical Association's Faculty Development Program to improve history instruction, this project includes faculty representatives from four Long Island universities, colleges, and junior colleges. The…

Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development

PubMed Central

López, Paula; Torrance, Mark; Rijlaarsdam, Gert; Fidalgo, Raquel

2017-01-01

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This multi-component nature has two drawbacks: it makes implementation challenging due to the amount of time and training required to perform each stage, and it is difficult to determine the underlying mechanisms that contribute to its effectiveness. To unpack why strategy-focused instruction is effective, we explored the specific effects of two key components: direct teaching of writing strategies and modeling of strategy use. Six classes (133 students) of upper-primary education were randomly assigned to one of the two experimental conditions, in which students received instruction aimed at developing effective strategies for planning and drafting, or control group with no strategy instruction: Direct Instruction (N = 46), Modeling (N = 45), and Control (N = 42). Writing performance was assessed before the intervention and immediately after the intervention with two tasks, one collaborative and the other one individual to explore whether differential effects resulted from students writing alone or in pairs. Writing performance was assessed through reader-based and text-based measures of text quality. Results at post-test showed similar improvement in both intervention conditions, relatively to controls, in all measures and in both the collaborative and the individual task. No statistically significant differences were observed between experimental conditions. These findings suggest that both components, direct teaching and modeling, are equally effective in improving writing skills in upper primary students, and these effects are present even after a short training. PMID:28713299

The Naval Enlisted Professional Development Information System (NEPDIS): Front End Analysis (FEA) Process. Technical Report 159.

ERIC Educational Resources Information Center

Aagard, James A.; Ansbro, Thomas M.

The Naval Enlisted Professional Development Information System (NEPDIS) was designed to function as a fully computerized information assembly and analysis system to support labor force, personnel, and training management. The NEPDIS comprises separate training development, instructional, training record and evaluation, career development, and…

Development Research of a Teachers' Educational Performance Support System: The Practices of Design, Development, and Evaluation

ERIC Educational Resources Information Center

Hung, Wei-Chen; Smith, Thomas J.; Harris, Marian S.; Lockard, James

2010-01-01

This study adopted design and development research methodology (Richey & Klein, "Design and development research: Methods, strategies, and issues," 2007) to systematically investigate the process of applying instructional design principles, human-computer interaction, and software engineering to a performance support system (PSS) for behavior…

Intelligent computer-aided training authoring environment

NASA Technical Reports Server (NTRS)

Way, Robert D.

1994-01-01

Although there has been much research into intelligent tutoring systems (ITS), there are few authoring systems available that support ITS metaphors. Instructional developers are generally obliged to use tools designed for creating on-line books. We are currently developing an authoring environment derived from NASA's research on intelligent computer-aided training (ICAT). The ICAT metaphor, currently in use at NASA has proven effective in disciplines from satellite deployment to high school physics. This technique provides a personal trainer (PT) who instructs the student using a simulated work environment (SWE). The PT acts as a tutor, providing individualized instruction and assistance to each student. Teaching in an SWE allows the student to learn tasks by doing them, rather than by reading about them. This authoring environment will expedite ICAT development by providing a tool set that guides the trainer modeling process. Additionally, this environment provides a vehicle for distributing NASA's ICAT technology to the private sector.

Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology.

PubMed

Khalil, Mohammed K; Kirkley, Debbie L; Kibble, Jonathan D

2013-01-01

This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning. Copyright © 2013 American Association of Anatomists.

Systems approach used in the Gas Centrifuge Enrichment Plant

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rooks, W.A. Jr.

A requirement exists for effective and efficient transfer of technical knowledge from the design engineering team to the production work force. Performance-Based Training (PBT) is a systematic approach to the design, development, and implementation of technical training. This approach has been successfully used by the US Armed Forces, industry, and other organizations. The advantages of the PBT approach are: cost-effectiveness (lowest life-cycle training cost), learning effectiveness, reduced implementation time, and ease of administration. The PBT process comprises five distinctive and rigorous phases: Analysis of Job Performance, Design of Instructional Strategy, Development of Training Materials and Instructional Media, Validation of Materialsmore » and Media, and Implementation of the Instructional Program. Examples from the Gas Centrifuge Enrichment Plant (GCEP) are used to illustrate the application of PBT.« less

Express Electrolysis.

ERIC Educational Resources Information Center

Smithenry, Dennis; Gassman, Christopher; Goodridge, Brandon; Petersen, Tom

1998-01-01

Explains the process of student and teacher collaboration on a project to develop a faster electrolysis mechanism. Provides a good example of the problem-based approach to science instruction and curriculum. (DDR)

Evaluation of a Theory of Instructional Sequences for Physics Instruction

NASA Astrophysics Data System (ADS)

Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.

2010-05-01

The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.

Identification of Threshold Concepts for Biochemistry

PubMed Central

Green, David; Lewis, Jennifer E.; Lin, Sara; Minderhout, Vicky

2014-01-01

Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed. PMID:25185234

Creating Dynamic Learning Environment to Enhance Students’ Engagement in Learning Geometry

NASA Astrophysics Data System (ADS)

Sariyasa

2017-04-01

Learning geometry gives many benefits to students. It strengthens the development of deductive thinking and reasoning; it also provides an opportunity to improve visualisation and spatial ability. Some studies, however, have pointed out the difficulties that students encountered when learning geometry. A preliminary study by the author in Bali revealed that one of the main problems was teachers’ difficulties in delivering geometry instruction. It was partly due to the lack of appropriate instructional media. Coupling with dynamic geometry software, dynamic learning environments is a promising solution to this problem. Employing GeoGebra software supported by the well-designed instructional process may result in more meaningful learning, and consequently, students are motivated to engage in the learning process more deeply and actively. In this paper, we provide some examples of GeoGebra-aided learning activities that allow students to interactively explore and investigate geometry concepts and the properties of geometry objects. Thus, it is expected that such learning environment will enhance students’ internalisation process of geometry concepts.

Calibrated peer review assignments for the earth sciences

USGS Publications Warehouse

Rudd, J.A.; Wang, V.Z.; Cervato, C.; Ridky, R.W.

2009-01-01

Calibrated Peer Review ??? (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.

Toward the design and implementation of stem professional development for middle school teachers: An interdisciplinary approach

NASA Astrophysics Data System (ADS)

Neil-Burke, Merah Bell

The aim of this qualitative study was to determine how professional development might be designed to meet the needs of teachers delivering interdisciplinary STEM instruction in an urban middle school. This study was framed and guided by three bodies of literature: literature in support of the theory of change, adult learning theory, and effective STEM professional development. The study, designed to be collaborative in nature, employed an action research variation of participatory classroom action research, (CAR) to find out how STEM professional development could be designed to meet the needs of teachers delivering interdisciplinary STEM instruction. A sample of five middle school teachers from grades six through eight was interviewed using semi-structured, in-depth interview technique to identify their perceived needs. Observational techniques were utilized to determine how STEM teachers' instructional practices change as a result of exposure to STEM professional development for interdisciplinary instruction. Data from these interviews were used to design the professional development. Planning and implementation of the professional development were accomplished using the CAR model with data being collected in all phases of the CAR cycle for teaching interdisciplinary STEM. The findings suggest that interdisciplinary STEM professional development that is collaborative, along with a curriculum that supports the process of discipline integration, is an effective approach to meeting teachers' needs for the teaching of interdisciplinary STEM instruction. Lastly, the findings imply that certain barriers such as limited time to collaborate, plan, reflect, and practice could impede teachers' ability to use an interdisciplinary approach to classroom instructional practices. However, these barriers may become diminished when teachers, support each other through communication and collaboration. Thus, the essential elements included in the design and implementations of this interdisciplinary STEM professional development are the following: time to plan, to practice, to reflect, and to collaborate with other teachers. These findings reveal the need for support from school administration and curriculum writers.

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

NASA Astrophysics Data System (ADS)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors' pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors' contributions to advance scholarship of teaching and learning.

Investigating the Secondary Effects of Processing Instruction in Spanish: From Instruction on Accusative Clitics to Transfer-of-Training Effects on Dative Clitics

ERIC Educational Resources Information Center

Leeser, Michael; DeMil, Andrew

2013-01-01

In this article, we examine whether the effectiveness of processing instruction (PI) is limited to forms targeted in the instructional treatment (primary effects) or whether it also extends to other forms (transfer-of-training effects). L2 Spanish learners (N = 123) received either PI or traditional instruction (TI) targeting third-person…

The effect of meaningfulness and integrative processing in expressive writing on positive and negative affect and life satisfaction.

PubMed

Schutte, Nicola S; Searle, Trudy; Meade, Stephen; Dark, Neill A

2012-01-01

Meaningfulness and integrative processing of expressive writing may influence the effect of expressive writing. Participants completed measures of positive affect, negative affect and life satisfaction before and after an expressive writing intervention. Participants were randomly assigned to one of four expressive writing instruction conditions, which combined higher and lower levels of meaning and integrative processing instructions. Meaningfulness and integrative processing instructions had significant effects in increasing positive affect and there was a significant interaction between meaningfulness instructions and integrative processing instructions; participants in the high meaningfulness and high integrative processing instruction condition showed the greatest increase in positive affect. Meaningfulness had a significant effect in decreasing negative affect. The intervention did not influence life satisfaction. Both meaningfulness and integrative processing instructions led to more self-reported personal meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes. More self-reported meaningfulness of the writing and more cognitive, emotional, behavioural and situational changes made as a result of the writing were in turn associated with greater increases in positive affect. The results of the study affirm the importance of meaningfulness and processing in expressive writing and potentially provide information regarding how to increase the effectiveness of expressive writing.

Edmodo social learning network for elementary school mathematics learning

NASA Astrophysics Data System (ADS)

Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

2017-12-01

A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

Comparing Political Experiences (CPE).

ERIC Educational Resources Information Center

Gillespie, Judith A.; Patrick, John J.

The rationale, goals, curriculum components, instructional strategies, and curriculum development process of a two-semester, secondary-level political science course, "Comparing Political Experiences," are described in this paper. Developed as part of the High School Political Science Curriculum Project at Indiana University, the major…

Getting Ready for Micros.

ERIC Educational Resources Information Center

Roth, Gene L.; And Others

1984-01-01

Four colleagues at Idaho State University describe how they used the DACUM (Developing A Curriculum) process to figure out what microcomputer competencies vocational educators need. Competencies include developing a personal plan for microcomputer competency; integrating computer-based instruction (CBI) into the vocational curriculum; planning,…

The Early Development of Programmable Machinery.

ERIC Educational Resources Information Center

Collins, Martin D.

1985-01-01

Programmable equipment innovations, precursors of today's technology, are examined, including the development of the binary code and feedback control systems, such as temperature sensing devices, interchangeable parts, punched cards carrying instructions, continuous flow oil refining process, assembly lines for mass production, and the…

Military Curricula for Vocational & Technical Education. Metals Processing Specialist, Blocks V and VI, Classroom Course 13-7.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

These curriculum materials are the third section of a four-part, secondary-postsecondary-level course in metals processing. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Block V, Inert Gas Shielded Welding of High…

Reflective Practice: The Scholarship of Teaching and Learning. The CEET Faculty Development Program on Teaching and Learning. Second Edition: 2009 College Portfolio. Volumes I-IV

ERIC Educational Resources Information Center

Scarborough, Jule Dee

2009-01-01

"2009 Portfolio: The Second Edition of the College of Engineering's Portfolio" presents the 2009 Faculty Development Program on Teaching & Learning (TL) new content, modified models, new process and procedures, especially the new Instructional Analysis and Design Process Map, new PowerPoint presentations, modified teaching and…

Military Curricula for Vocational & Technical Education. Metals Processing Specialist, Blocks III and IV, Classroom Course 13-6.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

These curriculum materials are the second section of a four-part, secondary-postsecondary-level course in metals processing. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Block III, Introduction to Metallic Arc Welding,…

The Decoy Duck.

ERIC Educational Resources Information Center

Ryan, Anna

1997-01-01

Describes the development processes of an instructional video for use in a course offered through the Extended Learning Institute of Northern Virginia Community College entitled Women Writers II. Characterizes the process of transforming this English course from a print-based to a distance-learning course as time-consuming, creative, and…

Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy Delphi approach

NASA Astrophysics Data System (ADS)

Saido, G. A. M.; Siraj, S.; DeWitt, D.; Al-Amedy, O. S.

2018-05-01

It is important for science students to develop higher order thinking (HOT) so that they can reason like scientists in the field. In this study, a HOT instructional model for secondary school science was developed with experts. The model would focus on reflective thinking (RT) and science process skills (SPS) among Grade 7 students. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of 20 experts. First, semi-structured interviews were conducted among the experts to generate the elements required for the model. Then, a questionnaire was developed using a seven-point linguistic scale based on these elements. The defuzzification value was calculated for each item, and a threshold value (d) of 0.75 was used to determine consensus for the items in the questionnaire. The alpha-cut value of >0.5 was used to select the phases and sub-phases in the model. The elements in the model were ranked to identify the sub-phases which had to be emphasised for implementation in instruction. Consensus was achieved on the phases of the HOT instructional model: engagement, investigation, explanation, conclusion and reflection. An additional 24 learning activities to encourage RT skills and SPS among students were also identified to develop HOT skills in science.

Opcode counting for performance measurement

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gara, Alan; Satterfield, David L.; Walkup, Robert E.

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions ofmore » the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.« less

Opcode counting for performance measurement

DOEpatents

Gara, Alan; Satterfield, David L; Walkup, Robert E

2013-10-29

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

Opcode counting for performance measurement

DOEpatents

Gara, Alan; Satterfield, David L.; Walkup, Robert E.

2015-08-11

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

Opcode counting for performance measurement

DOEpatents

Gara, Alan; Satterfield, David L.; Walkup, Robert E.

2016-10-18

Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

Intrusive and Non-Intrusive Instruction in Dynamic Skill Training.

DTIC Science & Technology

1981-10-01

less sensitive to the processing load imposed by the dynaic task together with instructional feedback processing than were the decison - making and...betwee computer based instruction of knowledge systems and computer based instruction of dynamic skills. There is reason to expect that the findings of...knowledge 3Ytm and computer based instruction of dynlamic skill.. There is reason to expect that the findings of research on knowledge system

Pilot Guidelines for Improving Instructional Materials Through the Process of Learner Verification and Revision.

ERIC Educational Resources Information Center

Educational Products Information Exchange Inst., Stony Brook, NY.

Learner Verification and Revision (LVR) Process of Instructional Materials is an ongoing effort for the improvement of instructional materials based on systematic feedback from learners who have used the materials. This evaluation gives publishers a method of identifying instructional strengths and weaknesses of a product and provides an…

Assembly and insertion of a self-fitting hearing aid: design of effective instruction materials.

PubMed

Caposecco, Andrea; Hickson, Louise; Meyer, Carly

2011-12-01

A self-fitting hearing aid has been proposed as a viable option to meet the need for rehabilitation in areas where audiology services are unreliable. A successful outcome with a self-fitting hearing aid pivots in part on the clarity of the instructions accompanying the device. The aims of this article are (a) to review the literature to determine features that should be incorporated into written health-care materials and factors to consider in the design process when developing written instructions for a target audience of older adults and (b) to apply this information to the development of a set of written instructions as the first step in self-fitting of a hearing aid, assembling four parts and inserting the aid into the ear. The method involved a literature review of published peer reviewed research. The literature revealed four steps in the development of written health-care materials: planning, design, assessment of suitability, and pilot testing. Best practice design principles for each step were applied in the development of instructions for how to assemble and insert a hearing aid. Separate booklets were developed for the left and right aids and the content of each consisted of simple line drawings accompanied by captions. The reading level was Grade 3.5 equivalent and the Flesch Reading Ease Score was 91.1 indicating that the materials were "very easy" to read. It is essential to follow best practice design principles when developing written health-care materials to motivate the reader, maximize comprehension, and increase the likelihood of successful application of the content.

Developing a Quality Curriculum.

ERIC Educational Resources Information Center

Glatthorn, Allan A.

In the face of increasing demands for school reform, educational leaders are looking anew at the core elements of the instructional program, including the curriculum. This book serves as a guide to both understanding and practicing sound curriculum development. It lays out the steps of a quality curriculum-development process and emphasizes that…

Learning Strategies for Adolescents with Mild Disabilities

ERIC Educational Resources Information Center

Conderman, Greg; Koman, Kara; Schibelka, Mary; Higgin, Karen; Cooper, Cody; Butler, Jordyn

2013-01-01

Learning strategy instruction is an evidence-based practice for teaching adolescents with mild disabilities. However, researchers have not developed strategies for every content area or skill. Therefore, teachers need to be able develop strategies based on the needs of their students. This article reviews the process for developing and teaching…

Instructional Technology Professional Development Evaluation: Developing a High Quality Model

ERIC Educational Resources Information Center

Gaytan, Jorge A.; McEwen, Beryl C.

2010-01-01

Background: The literature contains very few studies that focused on evaluating the impact of professional development activities on student learning. And, many of these studies failed to determine whether the professional development activities met their primary goal--to improve the learning process. Purpose: The purpose of this study was to use…

Developing a Social Media and Marketing Course

ERIC Educational Resources Information Center

Faulds, David J.; Mangold, W. Glynn

2014-01-01

This paper describes the process used and experiences gained in developing a social media and marketing course. As the first known paper on this topic appearing in the marketing education literature, the paper provides educators with a framework for developing similar courses. The course was developed using a sound instructional design model, the…

Instructional Patterns for Maximizing Human Potential. A Curriculum Design for Human Development and Interpersonal Relationships: Kindergarten through Adult Education.

ERIC Educational Resources Information Center

Kern Joint Union High School District, Bakersfield, CA.

Intended for consumer and homemaking education program development in kindergarten through adult education, this curriculum design emphasizes human development and interpersonal relationships. Presented in two sections, the document covers both the curriculum development process and the resulting products. The curriculum addresses five…

A Guide for Developing Standard Operating Job Procedures for the Screening & Grinding Process Wastewater Treatment Facility. SOJP No. 1.

ERIC Educational Resources Information Center

Deal, Gerald A.; Montgomery, James A.

This guide describes standard operating job procedures for the screening and grinding process of wastewater treatment facilities. The objective of this process is the removal of coarse materials from the raw waste stream for the protection of subsequent equipment and processes. The guide gives step-by-step instructions for safety inspection,…

A Guide for Developing Standard Operating Job Procedures for the Sludge Thickening Process Wastewater Treatment Facility. SOJP No. 9.

ERIC Educational Resources Information Center

Schwing, Carl M.

This guide describes standard operating job procedures for the screening and grinding process of wastewater treatment facilities. The objective of this process is the removal of coarse materials from the raw waste stream for the protection of subsequent equipment and processes. The guide gives step-by-step instructions for safety inspection,…

Teaching scientific thinking skills: Students and computers coaching each other

NASA Astrophysics Data System (ADS)

Reif, Frederick; Scott, Lisa A.

1999-09-01

Our attempts to improve physics instruction have led us to analyze thought processes needed to apply scientific principles to problems—and to recognize that reliable performance requires the basic cognitive functions of deciding, implementing, and assessing. Using a reciprocal-teaching strategy to teach such thought processes explicitly, we have developed computer programs called PALs (P_ersonal A_ssistants for L_earning) in which computers and students alternately coach each other. These computer-implemented tutorials make it practically feasible to provide students with individual guidance and feedback ordinarily unavailable in most courses. We constructed PALs specifically designed to teach the application of Newton's laws. In a comparative experimental study these computer tutorials were found to be nearly as effective as individual tutoring by expert teachers—and considerably more effective than the instruction provided in a well-taught physics class. Furthermore, almost all of the students using the PALs perceived them as very helpful to their learning. These results suggest that the proposed instructional approach could fruitfully be extended to improve instruction in various practically realistic contexts.

Instructional Transaction Theory: Knowledge Relationships among Processes, Entities, and Activities.

ERIC Educational Resources Information Center

Merrill, M. David; And Others

1993-01-01

Discussion of instructional transaction theory focuses on knowledge representation in an automated instructional design expert system. A knowledge structure called PEA-Net (processes, entities, and activities) is explained; the refrigeration process is used as an example; text resources and graphic resources are described; and simulations are…

Guiding Principles for Student Leadership Development in the Doctor of Pharmacy Program to Assist Administrators and Faculty Members in Implementing or Refining Curricula

PubMed Central

Boyle, Cynthia J.; Janke, Kristin K.

2013-01-01

Objective. To assist administrators and faculty members in colleges and schools of pharmacy by gathering expert opinion to frame, direct, and support investments in student leadership development. Methods. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define doctor of pharmacy (PharmD) student leadership instruction. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes to begin the generation of student leadership development guiding principles and competencies. Statements were identified as guiding principles when they were perceived as foundational to the instructional approach. Round 2 grouped responses for agreement rating and comment. Group consensus with a statement as a guiding principle was set prospectively at 80%. Round 3 allowed rating and comment on guidelines, modified from feedback in round 2, that did not meet consensus. The principles were verified by identifying common contemporary leadership development approaches in the literature. Results. Twelve guiding principles, related to concepts of leadership and educational philosophy, were defined and could be linked to contemporary leadership development thought. These guiding principles describe the motivation for teaching leadership, the fundamental precepts of student leadership development, and the core tenets for leadership instruction. Conclusions. Expert opinion gathered using a Delphi process resulted in guiding principles that help to address many of the fundamental questions that arise when implementing or refining leadership curricula. The principles identified are supported by common contemporary leadership development thought. PMID:24371345

Guiding principles for student leadership development in the doctor of pharmacy program to assist administrators and faculty members in implementing or refining curricula.

PubMed

Traynor, Andrew P; Boyle, Cynthia J; Janke, Kristin K

2013-12-16

To assist administrators and faculty members in colleges and schools of pharmacy by gathering expert opinion to frame, direct, and support investments in student leadership development. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define doctor of pharmacy (PharmD) student leadership instruction. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes to begin the generation of student leadership development guiding principles and competencies. Statements were identified as guiding principles when they were perceived as foundational to the instructional approach. Round 2 grouped responses for agreement rating and comment. Group consensus with a statement as a guiding principle was set prospectively at 80%. Round 3 allowed rating and comment on guidelines, modified from feedback in round 2, that did not meet consensus. The principles were verified by identifying common contemporary leadership development approaches in the literature. Twelve guiding principles, related to concepts of leadership and educational philosophy, were defined and could be linked to contemporary leadership development thought. These guiding principles describe the motivation for teaching leadership, the fundamental precepts of student leadership development, and the core tenets for leadership instruction. Expert opinion gathered using a Delphi process resulted in guiding principles that help to address many of the fundamental questions that arise when implementing or refining leadership curricula. The principles identified are supported by common contemporary leadership development thought.

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

NASA Astrophysics Data System (ADS)

JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

2017-05-01

This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

Manufacturing Processes: New Methods for the "Materials Age." Resources in Technology.

ERIC Educational Resources Information Center

Technology Teacher, 1990

1990-01-01

To make the best use of new materials developed for everything from computers to artificial hearts to more fuel-efficient cars, improved materials syntheses and manufacturing processes are needed. This instructional module includes teacher materials, a student quiz, and possible student outcomes. (JOW)

Design Guidelines for CAI Authoring Systems.

ERIC Educational Resources Information Center

Hunka, S.

1989-01-01

Discussion of the use of authoring systems for courseware development focuses on guidelines to be considered when designing authoring systems. Topics discussed include allowing a variety of instructional strategies; interaction with peripheral processes such as student records; the editing process; and human factors in computer interface design,…

A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.

PubMed

Todd, E Michelle; Watts, Logan L; Mulhearn, Tyler J; Torrence, Brett S; Turner, Megan R; Connelly, Shane; Mumford, Michael D

2017-12-01

Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed.

Feel, imagine and learn! - Haptic augmented simulation and embodied instruction in physics learning

NASA Astrophysics Data System (ADS)

Han, In Sook

The purpose of this study was to investigate the potentials and effects of an embodied instructional model in abstract concept learning. This embodied instructional process included haptic augmented educational simulation as an instructional tool to provide perceptual experiences as well as further instruction to activate those previous experiences with perceptual simulation. In order to verify the effectiveness of this instructional model, haptic augmented simulation with three different haptic levels (force and kinesthetic, kinesthetic, and non-haptic) and instructional materials (narrative and expository) were developed and their effectiveness tested. 220 fifth grade students were recruited to participate in the study from three elementary schools located in lower SES neighborhoods in Bronx, New York. The study was conducted for three consecutive weeks in regular class periods. The data was analyzed using ANCOVA, ANOVA, and MANOVA. The result indicates that haptic augmented simulations, both the force and kinesthetic and the kinesthetic simulations, was more effective than the non-haptic simulation in providing perceptual experiences and helping elementary students to create multimodal representations about machines' movements. However, in most cases, force feedback was needed to construct a fully loaded multimodal representation that could be activated when the instruction with less sensory modalities was being given. In addition, the force and kinesthetic simulation was effective in providing cognitive grounding to comprehend a new learning content based on the multimodal representation created with enhanced force feedback. Regarding the instruction type, it was found that the narrative and the expository instructions did not make any difference in activating previous perceptual experiences. These findings suggest that it is important to help students to make a solid cognitive ground with perceptual anchor. Also, sequential abstraction process would deepen students' understanding by providing an opportunity to practice their mental simulation by removing sensory modalities used one by one and to gradually reach abstract level of understanding where students can imagine the machine's movements and working mechanisms with only abstract language without any perceptual supports.

Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students.

PubMed

Gayo, Elena; Deaño, Manuel; Conde, Ángeles; Ribeiro, Iolanda; Cadime, Irene; Alfonso, Sonia

2014-01-01

Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] program. Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade. The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.

Interactive, Online, Adsorption Lab to Support Discovery of the Scientific Process

NASA Astrophysics Data System (ADS)

Carroll, K. C.; Ulery, A. L.; Chamberlin, B.; Dettmer, A.

2014-12-01

Science students require more than methods practice in lab activities; they must gain an understanding of the application of the scientific process through lab work. Large classes, time constraints, and funding may limit student access to science labs, denying students access to the types of experiential learning needed to motivate and develop new scientists. Interactive, discovery-based computer simulations and virtual labs provide an alternative, low-risk opportunity for learners to engage in lab processes and activities. Students can conduct experiments, collect data, draw conclusions, and even abort a session. We have developed an online virtual lab, through which students can interactively develop as scientists as they learn about scientific concepts, lab equipment, and proper lab techniques. Our first lab topic is adsorption of chemicals to soil, but the methodology is transferrable to other topics. In addition to learning the specific procedures involved in each lab, the online activities will prompt exploration and practice in key scientific and mathematical concepts, such as unit conversion, significant digits, assessing risks, evaluating bias, and assessing quantity and quality of data. These labs are not designed to replace traditional lab instruction, but to supplement instruction on challenging or particularly time-consuming concepts. To complement classroom instruction, students can engage in a lab experience outside the lab and over a shorter time period than often required with real-world adsorption studies. More importantly, students can reflect, discuss, review, and even fail at their lab experience as part of the process to see why natural processes and scientific approaches work the way they do. Our Media Productions team has completed a series of online digital labs available at virtuallabs.nmsu.edu and scienceofsoil.com, and these virtual labs are being integrated into coursework to evaluate changes in student learning.

The Effects of Processing Instruction and Traditional Instruction on Iranian EFL Learners' Writing Ability

ERIC Educational Resources Information Center

Hashemnezhad, Hossein; Zangalani, Sanaz Khalili

2012-01-01

The aim of the present paper was to investigate the effects of processing instruction and traditional instruction on Iranian EFL learners' writing ability. Thirty participants who were non-randomly selected out of 63 Intermediate EFL learners, taking English courses in a language institute in Khoy-Iran, participated in this quasi-experimental…

Challenges in Introducing New Products: A Case Study on the New Product Development Process

ERIC Educational Resources Information Center

Rankin, Robert; Mintu-Wimsatt, Alma

2017-01-01

The case is based on an actual product introduction, and is designed to provide instruction on the new product development process. With the cost to launch new products estimated at least US $15 million and new product failure rates ranging from 40% to 80%, it is imperative that students learn how to determine the financial and market feasibility…

The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level

NASA Astrophysics Data System (ADS)

Kakarndee, Nampetch; Kudthalang, Nukool; Jansawang, Natchanok

2018-01-01

The aims of this research study were to investigate and analyze the processing performances and the performance results (E1/E2) efficiency at the determining criteria for planning students' improvements to their learning processes toward their scientific knowledge were investigated, carry out the investigations, gathering evidence, and proposing explanations were developed and predicted. Students' engagements to their needs in unambiguous and clearly content of science teaching onto the instructional processes were attempted for establishing a national approach with the STEM education instructional method were strategized. Research administrations were designed to a sample size consisted of 40 secondary students in science class at the 9th grade level in Borabu School with the purposive sampling technique was selected. Using the STEM Education instructional innovation's lesson plans were managed learning activities. Students' learning achievements were assessed with the Pre-Test and Post-Test designs of 30 items. Students' creative thinking abilities were determined of their perceptions that obtained of the 3-item Creative Thinking Ability Test. The results for the effectiveness of the innovative instructional lesson plans based on the STEM Education Method, the lessoning effectiveness (E1/E2) evidences of 78.95/76.58 over the threshold setting is 75/75. Pretest-posttest designs for assessing students' learning achievements that impact a student's ability to achieve and explains with the STEM education instructional method were differences, significantly (ρ<.001) and the posttest of the 3-item Creative Thinking Ability Test designs for assessing Students' creative thinking abilities that impact a student's ability to have a good skill level in originality, fluency and flexibility thinking with the STEM education instructional method were differences, significantly (ρ<.001).

All Aboard! How a New Curriculum-Development Review Process Brought Teachers, Administrators, and Learning Specialists to the Table and Resulted in Some Innovative Uses of Technology

ERIC Educational Resources Information Center

Carpenter, David; Carpenter, Margaret

2009-01-01

Instructional technologists can succeed in implementing 21st-century skills instruction only when those skills are seen as relevant to the pressing agendas that coexist in their schools. Otherwise they run the risk of being just more noise that teachers must respond to and may filter out. So how can they be seen as part of the solution instead of…

Computer-Assisted, Programmed Text, and Lecture Modes of Instruction in Three Medical Training Courses: Comparative Evaluation

DTIC Science & Technology

1980-06-01

I.indslev was peerless in leadership and management support of this project. The in anscriPt benefited from the reviews of several individuals. and...i4 7 Medical L.aboratorv achievement as a function of learner strategy preference for processing information and CAI vs. lecture...characteristics ’were used to assist CAI authors in the initial development of instructional materials and strategies appropriate to the target population in each

A Proposed Theoretical Model Using the Work of Thomas Kuhn, David Ausubel, and Mauritz Johnson as a Basis for Curriculum and Instruction Decisions in Science Education.

ERIC Educational Resources Information Center

Bowen, Barbara Lynn

This study presents a holistic framework which can be used as a basis for decision-making at various points in the curriculum-instruction development process as described by Johnson in a work published in 1967. The proposed framework has conceptual bases in the work of Thomas S. Kuhn and David P. Ausubel and utilizes the work of several perceptual…

A self-teaching image processing and voice-recognition-based, intelligent and interactive system to educate visually impaired children

NASA Astrophysics Data System (ADS)

Iqbal, Asim; Farooq, Umar; Mahmood, Hassan; Asad, Muhammad Usman; Khan, Akrama; Atiq, Hafiz Muhammad

2010-02-01

A self teaching image processing and voice recognition based system is developed to educate visually impaired children, chiefly in their primary education. System comprises of a computer, a vision camera, an ear speaker and a microphone. Camera, attached with the computer system is mounted on the ceiling opposite (on the required angle) to the desk on which the book is placed. Sample images and voices in the form of instructions and commands of English, Urdu alphabets, Numeric Digits, Operators and Shapes are already stored in the database. A blind child first reads the embossed character (object) with the help of fingers than he speaks the answer, name of the character, shape etc into the microphone. With the voice command of a blind child received by the microphone, image is taken by the camera which is processed by MATLAB® program developed with the help of Image Acquisition and Image processing toolbox and generates a response or required set of instructions to child via ear speaker, resulting in self education of a visually impaired child. Speech recognition program is also developed in MATLAB® with the help of Data Acquisition and Signal Processing toolbox which records and process the command of the blind child.

Literacy Mash-Up: Discipline-Specific Practices Empower Content-Area Teachers

ERIC Educational Resources Information Center

Dostal, Hannah; Gabriel, Rachael

2016-01-01

The authors describe a process for building teachers' capacity to identify, develop, and engage in discipline-specific literacy instruction that supports both content and literacy aims. This process uses three questions to frame inquiry and guide discussions. Addressing these three questions can empower content-area teachers to incorporate…

Using Desktop Publishing To Enhance the "Writing Process."

ERIC Educational Resources Information Center

Millman, Patricia G.; Clark, Margaret P.

1997-01-01

Describes the development of an instructional technology course at Fairmont State College (West Virginia) for education majors that included a teaching module combining steps of the writing process to provide for the interdisciplinary focus of writing across the curriculum. Discusses desktop publishing, the National Writing Project, and student…

Data processing system for the intensity monitoring spectrometer flown on the Orbiting Geophysical Observatory-F (OGO-F) satellite

NASA Technical Reports Server (NTRS)

Cronin, A. G.; Delaney, J. R.

1973-01-01

The system is discussed which was developed to process digitized telemetry data from the intensity monitoring spectrometer flown on the Orbiting Geophysical Observatory (OGO-F) Satellite. Functional descriptions and operating instructions are included for each program in the system.

Changing Mathematics Teaching Practices and Improving Student Outcomes through Collaborative Evaluation

ERIC Educational Resources Information Center

Thomas, Kelli

2013-01-01

This longitudinal study examines the effects of a collaborative evaluation process on mathematics instruction and student outcomes in an elementary school serving a low-resource community. Thirty-two elementary teachers participated in a 3-year collaborative evaluation professional development process that contributed to improved mathematics…

Social Studies: A Field of Dreams?

ERIC Educational Resources Information Center

Larrabee, Larry J.

1991-01-01

Discusses the development of social studies from the social upheaval of the industrial revolution to the present. Defines social studies as an integrated, interdisciplinary curriculum for instruction in citizenship education. Lists objectives as gaining necessary knowledge, developing skill in processing information, examining one's own beliefs,…

An exploration of decision aid effectiveness: the impact of promoting affective vs. deliberative processing on a health-related decision.

PubMed

Davis, Esther L; McCaffery, Kirsten; Mullan, Barbara; Juraskova, Ilona

2015-12-01

Decision aids (DAs) are non-directive communication tools that help patients make value-consistent health-care decisions. However, most DAs have been developed without an explicit theoretical framework, resulting in a lack of understanding of how DAs achieve outcomes. To investigate the effect of promoting affective vs. deliberative processing on DA effectiveness based on dual-process theory. One hundred and forty-eight female university students participated in a randomized controlled experiment with three conditions: emotion-focused, information-focused and control. Preference-value consistency, knowledge, decisional conflict and satisfaction were compared across the conditions using planned contrast analyses. The intervention comprised two different DAs and instructional manipulations. The emotion-focused condition received a modified DA with affective content and instructions to induce an affective reaction. The information-focused and control conditions received the same DA without the affective content. The information-focused condition received additional instructions to induce deliberative processing. Controlling for the experiment-wise error rate at P < 0.017, the emotion-focused and information-focused conditions had significantly higher decisional satisfaction than the control condition (P < 0.001). The emotion-focused condition did not demonstrate preference-value consistency. There were no significant differences for decisional conflict and knowledge. Results suggest that the promotion of affective processing may hinder value-consistent decision making, while deliberative processing may enhance decisional satisfaction. This investigation of the effect of affective and deliberative processes in DA-supported decision making has implications for the design and use of DAs. DA effectiveness may be enhanced by incorporating a simple instruction to focus on the details of the information. © 2014 John Wiley & Sons Ltd.

Real cost : user manual.

DOT National Transportation Integrated Search

2004-05-01

This manual provides basic instruction for using RealCost, software that was developed by the Federal Highway Administration (FHWA) to support the application of life-cycle cost analysis (LCCA) in the pavement project-level decisionmaking process. Th...

Heuristic Task Analysis on E-Learning Course Development: A Formative Research Study

ERIC Educational Resources Information Center

Lee, Ji-Yeon; Reigeluth, Charles M.

2009-01-01

Utilizing heuristic task analysis (HTA), a method developed for eliciting, analyzing, and representing expertise in complex cognitive tasks, a formative research study was conducted on the task of e-learning course development to further improve the HTA process. Three instructional designers from three different post-secondary institutions in the…

Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

PubMed Central

Connor, Carol McDonald; Day, Stephanie L.; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W.; McLean, Leigh; Barrus, Angela; Kaschak, Michael P.

2016-01-01

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR) subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this “lattice” model with children (n = 852) followed from 1st–2nd grade (5.9–10.4 years-of-age), revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes, the value of using complex models of development to inform intervention design, and how learned skills may influence development during middle childhood. PMID:27264645

Computer-Based Mathematics Instructions for Engineering Students

NASA Technical Reports Server (NTRS)

Khan, Mustaq A.; Wall, Curtiss E.

1996-01-01

Almost every engineering course involves mathematics in one form or another. The analytical process of developing mathematical models is very important for engineering students. However, the computational process involved in the solution of some mathematical problems may be very tedious and time consuming. There is a significant amount of mathematical software such as Mathematica, Mathcad, and Maple designed to aid in the solution of these instructional problems. The use of these packages in classroom teaching can greatly enhance understanding, and save time. Integration of computer technology in mathematics classes, without de-emphasizing the traditional analytical aspects of teaching, has proven very successful and is becoming almost essential. Sample computer laboratory modules are developed for presentation in the classroom setting. This is accomplished through the use of overhead projectors linked to graphing calculators and computers. Model problems are carefully selected from different areas.

Formative Assessment: A Systematic and Artistic Process of Instruction for Supporting School and Lifelong Learning

ERIC Educational Resources Information Center

Clark, Ian

2012-01-01

Formative assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. If the potential of formative assessment is to be realized, it must transform from a collection of abstract theories and research methodologies and…

The Effects of Using Multimedia Presentations and Modular Worked-Out Examples as Instructional Methodologies to Manage the Cognitive Processing Associated with Information Literacy Instruction at the Graduate and Undergraduate Levels of Nursing Education

ERIC Educational Resources Information Center

Calhoun, Shawn P.

2012-01-01

Information literacy is a complex knowledge domain. Cognitive processing theory describes the effects an instructional subject and the learning environment have on working memory. Essential processing is one component of cognitive processing theory that explains the inherent complexity of knowledge domains such as information literacy. Prior…

Vocabulary Development and Maintenance--Descriptors. ERIC Processing Manual, Section VIII (Part 1).

ERIC Educational Resources Information Center

Houston, Jim, Ed.

Comprehensive rules, guidelines, and examples are provided for use by ERIC indexers and lexicographers in developing and maintaining the "Thesaurus of ERIC Descriptors." Evaluation and decision criteria, research procedures, and inputting details for adding new Descriptors are documented. Instructions for modifying existing Thesaurus…

Development of Multimedia Computer Applications for Clinical Pharmacy Training.

ERIC Educational Resources Information Center

Schlict, John R.; Livengood, Bruce; Shepherd, John

1997-01-01

Computer simulations in clinical pharmacy education help expose students to clinical patient management earlier and enable training of large numbers of students outside conventional clinical practice sites. Multimedia instruction and its application to pharmacy training are described, the general process for developing multimedia presentations is…

Traditional microscopy instruction versus process-oriented virtual microscopy instruction: a naturalistic experiment with control group.

PubMed

Helle, Laura; Nivala, Markus; Kronqvist, Pauliina; Gegenfurtner, Andreas; Björk, Pasi; Säljö, Roger

2011-03-30

Virtual microscopy is being introduced in medical education as an approach for learning how to interpret information in microscopic specimens. It is, however, far from evident how to incorporate its use into existing teaching practice. The aim of the study was to explore the consequences of introducing virtual microscopy tasks into an undergraduate pathology course in an attempt to render the instruction more process-oriented. The research questions were: 1) How is virtual microscopy perceived by students? 2) Does work on virtual microscopy tasks contribute to improvement in performance in microscopic pathology in comparison with attending assistant-led demonstrations only? During a one-week period, an experimental group completed three sets of virtual microscopy homework assignments in addition to attending demonstrations. A control group attended the demonstrations only. Performance in microscopic pathology was measured by a pre-test and a post-test. Student perceptions of regular instruction and virtual microscopy were collected one month later by administering the Inventory of Intrinsic Motivation and open-ended questions. The students voiced an appreciation for virtual microscopy for the purposes of the course and for self-study. As for learning gains, the results indicated that learning was speeded up in a subgroup of students consisting of conscientious high achievers. The enriched instruction model may be suited as such for elective courses following the basic course. However, the instructional model needs further development to be suited for basic courses.

Heat Balance of a Sheep in the Sun. Physical Processes in Terrestrial and Aquatic Ecosystems, Transport Processes.

ERIC Educational Resources Information Center

Hatheway, W. H.

These materials were designed to be used by life science students for instruction in the application of physical theory to ecosystem operation. Most modules contain computer programs which are built around a particular application of a physical process. Specifically, this module develops a method for calculating the exchange of heat between an…

Developing Software Requirements for a Knowledge Management System That Coordinates Training Programs with Business Processes and Policies in Large Organizations

ERIC Educational Resources Information Center

Kiper, J. Richard

2013-01-01

For large organizations, updating instructional programs presents a challenge to keep abreast of constantly changing business processes and policies. Each time a process or policy changes, significant resources are required to locate and modify the training materials that convey the new content. Moreover, without the ability to track learning…

A Guide for Developing Standard Operating Job Procedures for the Digestion Process Wastewater Treatment Facility. SOJP No. 10.

ERIC Educational Resources Information Center

Schwing, Carl M.

This guide describes standard operating job procedures for the digestion process of wastewater treatment facilities. This process is for reducing the volume of sludge to be treated in subsequent units and to reduce the volatile content of sludge. The guide gives step-by-step instructions for pre-startup, startup, continuous operating, shutdown,…

A Guide for Developing Standard Operating Job Procedures for the Grit Removal Process Wastewater Treatment Facility. SOJP No. 2.

ERIC Educational Resources Information Center

Deal, Gerald A.; Montgomery, James A.

This guide describes standard operating job procedures for the grit removal process of wastewater treatment plants. Step-by-step instructions are given for pre-start up inspection, start-up, continuous operation, and shut-down procedures. A description of the equipment used in the process is given. Some theoretical material is presented. (BB)

A Guide for Developing Standard Operating Job Procedures for the Tertiary Multimedia Filtration Process Wastewater Treatment Facility. SOJP No. 7.

ERIC Educational Resources Information Center

Petrasek, Al, Jr.

This guide describes the standard operating job procedures for the tertiary multimedia filtration process of wastewater treatment plants. The major objective of the filtration process is the removal of suspended solids from the reclaimed wastewater. The guide gives step-by-step instructions for pre-start up, start-up, continuous operation, and…

Rocks in the River: The Challenge of Piloting the Inquiry Process in Today's Learning Environment

ERIC Educational Resources Information Center

Lambusta, Patrice; Graham, Sandy; Letteri-Walker, Barbara

2014-01-01

School librarians in Newport News, Virginia, are meeting the challenges of integrating an Inquiry Process Model into instruction. In the original model the process began by asking students to develop questions to start their inquiry journey. As this model was taught it was discovered that students often did not have enough background knowledge to…

Mental Rotation of Tactical Instruction Displays Affects Information Processing Demand and Execution Accuracy in Basketball.

PubMed

Koopmann, Till; Steggemann-Weinrich, Yvonne; Baumeister, Jochen; Krause, Daniel

2017-09-01

In sports games, coaches often use tactic boards to present tactical instructions during time-outs (e.g., 20 s to 60 s in basketball). Instructions should be presented in a way that enables fast and errorless information processing for the players. The aim of this study was to test the effect of different orientations of visual tactical displays on observation time and execution performance. High affordances in visual-spatial transformation (e.g., mental rotation processes) might impede information processing and might decrease execution performance with regard to the instructed playing patterns. In a within-subjects design with 1 factor, 10 novice students were instructed with visual tactical instructions of basketball playing patterns with different orientations either showing the playing pattern with low spatial disparity to the players' on-court perspective (basket on top) or upside down (basket on bottom). The self-chosen time for watching the pattern before execution was significantly shorter and spatial accuracy in pattern execution was significantly higher when the instructional perspective and the real perspective on the basketball court had a congruent orientation. The effects might be explained by interfering mental rotation processes that are necessary to transform the instructional perspective into the players' actual perspective while standing on the court or imagining themselves standing on the court. According to these results, coaches should align their tactic boards to their players' on-court viewing perspective.

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

ERIC Educational Resources Information Center

Soruç, Adem; Qin, Jingjing; Kim, YouJin

2017-01-01

This article reports on a study that investigated whether processing instruction(PI) or production-based instruction (PBI) is more effective for the teaching of regular past simple verb forms in English. In addition, this study examined whether explicit grammatical information (EI) mediates the effectiveness of PI or PBI. A total of 194 Turkish…

Developing Successful Writing Teachers: Outcomes of Professional Development Exploring Teachers' Perceptions of Themselves as Writers and Writing Teachers and Their Students' Attitudes and Abilities to Write across the Curriculum

ERIC Educational Resources Information Center

Bifuh-Ambe, Elizabeth

2013-01-01

Writing is a complex, recursive and difficult process that requires strategic decision-making across multiple domains (Graham, 2006; Pritchard & Honeycutt, 2006). Students are expected to use this process to communicate with a variety of audiences for a variety of purposes. Modelling and providing effective instruction is critical, especially…

Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

ERIC Educational Resources Information Center

Vann, Linda S.

2017-01-01

Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

The Many Hats of an Instructional Designer: The Development of an Instructional Card Game.

ERIC Educational Resources Information Center

Sugar, William; Betrus, Anthony

2002-01-01

Discusses the difficulties in defining instructional technology, suggests core competencies, proposes five instructional designer archetypes, and describes the development of an instructional card game designed for graduate students in instructional design to expose them to major responsibilities of an instructional designer and give them insight…

Examining the cognitive demands of analogy instructions compared to explicit instructions.

PubMed

Tse, Choi Yeung Andy; Wong, Andus; Whitehill, Tara; Ma, Estella; Masters, Rich

2016-10-01

In many learning domains, instructions are presented explicitly despite high cognitive demands associated with their processing. This study examined cognitive demands imposed on working memory by different types of instruction to speak with maximum pitch variation: visual analogy, verbal analogy and explicit verbal instruction. Forty participants were asked to memorise a set of 16 visual and verbal stimuli while reading aloud a Cantonese paragraph with maximum pitch variation. Instructions about how to achieve maximum pitch variation were presented via visual analogy, verbal analogy, explicit rules or no instruction. Pitch variation was assessed off-line, using standard deviation of fundamental frequency. Immediately after reading, participants recalled as many stimuli as possible. Analogy instructions resulted in significantly increased pitch variation compared to explicit instructions or no instructions. Explicit instructions resulted in poorest recall of stimuli. Visual analogy instructions resulted in significantly poorer recall of visual stimuli than verbal stimuli. The findings suggest that non-propositional instructions presented via analogy may be less cognitively demanding than instructions that are presented explicitly. Processing analogy instructions that are presented as a visual representation is likely to load primarily visuospatial components of working memory rather than phonological components. The findings are discussed with reference to speech therapy and human cognition.

CIM at GE's factory of the future

NASA Astrophysics Data System (ADS)

Waldman, H.

Functional features of a highly automated aircraft component batch processing factory are described. The system has processing, working, and methodology components. A rotating parts operation installed 20 yr ago features a high density of numerically controlled machines, and is connected to a hierarchical network of data communications and apparatus for moving the rotating parts and tools of engines. Designs produced at one location in the country are sent by telephone link to other sites for development of manufacturing plans, tooling, numerical control programs, and process instructions for the rotating parts. Direct numerical control is implemented at the work stations, which have instructions stored on tape for back-up in case the host computer goes down. Each machine is automatically monitored at 48 points and notice of failure can originate from any point in the system.

Design and assessment of an interactive physics tutoring environment

NASA Astrophysics Data System (ADS)

Scott, Lisa Ann

2001-07-01

The application of scientific principles is an extremely important skill taught in undergraduate introductory science courses, yet many students emerge from such courses unable to reliably apply the scientific principles they have ostensibly learned. In an attempt to address this problem, the knowledge and thought processes needed to apply an important principle in introductory physics (Newton's law) were carefully analyzed. Reliable performance requires not only declarative knowledge but also corresponding procedural knowledge and the basic cognitive functions of deciding, implementing and assessing. Computer programs called guided-practice PALs (P&barbelow;ersonal A&barbelow;ssistants for Ḻearning) were developed to teach explicitly the knowledge and thought processes needed to apply Newton's law to solve problems. These programs employ a modified form of Palincsar and Brown's reciprocal-teaching strategy (1984) in which students and computers alternately coach each other, taking turns making decisions, implementing and assessing them. The computer programs make it practically feasible to provide students with individual guidance and feedback ordinarily unavailable in most courses. In a pilot study, the guided-practice PALs were found to be nearly as effective as individual tutoring by expert teachers and significantly more effective than the instruction provided in a well-taught physics course. This guided practice however is not sufficient to ensure that students develop the ability to perform independently. Accordingly, independent-performance PALs were developed which require students to work independently, receiving only the minimal feedback necessary to successfully complete the task. These independent-performance PALS are interspersed with guided-practice PALs to create an instructional environment which facilitates a gradual transition to independent performance. In a study designed to assess the efficacy of the PAL instruction, students in the PAL group used only guided-practice PALS and students in the PAL+ group used both guided-practice and independent-performance PALS. The performance of the PAL and PAL+ groups were compared to the performance of a Control group which received traditional instruction. The addition of the independent-performance PALS proved to be at least as effective as the guided-practice PALs alone, and both forms of PAL instruction were significantly more effective than traditional instruction.

Study of the 5E Instructional Model to Improve the Instructional Design Process of Novice Teachers

ERIC Educational Resources Information Center

Hu, Jiuhua; Gao, Chong; Liu, Yang

2017-01-01

This study investigated the effects of 5E instructional model on the teaching processes of novice teachers. First, we conducted a teaching design training project based on the 5E model for 40 novice teachers, and compared pre-texts of the teachers' teaching process from before the training with post-texts obtained immediately following the…

Atypical development of spontaneous social cognition in autism spectrum disorders.

PubMed

Senju, Atsushi

2013-02-01

Individuals with autism spectrum disorders (ASD) have profound impairment in the development of social interaction and communication. However, it is also known that some 'high-functioning' individuals with ASD show apparently typical capacity to process social information in a controlled experimental settings, despite their difficulties in daily life. The current paper overviews the spontaneous social cognition, spontaneous processing of social information in the absence of explicit instruction or task demand, in individuals with ASD. Three areas of the researches, false belief attribution, imitation/mimicry, and eye gaze processing, have been reviewed. The literatures suggest that high-functioning individuals with ASD (a) do not spontaneously attribute false belief to others, even though they can easily do so when explicitly instructed, (b) can imitate others' goal-directed actions under explicit instruction and show spontaneous mimicry of others' actions when they attend to the action, but are less likely to show spontaneous mimicry without the task structure to navigate attention to others' action and (c) can process others' gaze direction and shift attention to others' gaze directions, but fail to spontaneously attend to another person's eyes in social and communicative context, and less likely to be prompted to respond in response to perceived eye contact. These results are consistent with the claim that individuals with ASD do not spontaneously attend to socially relevant information, even though they can easily process the same information when their attention is navigated towards it. Copyright © 2012 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Visibility into the Work: TQM Work Process Analysis with HPT and ISD.

ERIC Educational Resources Information Center

Beagles, Charles A.; Griffin, Steven L.

2003-01-01

Discusses the use of total quality management (TQM), work process flow diagrams, and ISD (instructional systems development) tools with HPT (human performance technology) to address performance gaps in the Veterans Benefits Administration (VBA). Describes performance goals, which were to improve accuracy and reduce backlog of claim files. (LRW)

The Role of Dialogic Processes in Designing Career Expectations

ERIC Educational Resources Information Center

Bangali, Marcelline; Guichard, Jean

2012-01-01

This article examines the role played by dialogic processes in the designing or redesigning of future expectations during a career guidance intervention. It discusses a specific method ("Giving instruction to a double") developed and used during career counseling sessions with two recent doctoral graduates. It intends both to help them outline or…

Facilitators' Perspectives of the Factors That Affect the Effectiveness of Problem-Based Learning Process

ERIC Educational Resources Information Center

Chan, Cecilia K. Y.

2016-01-01

Many educational researchers have established problem-based learning (PBL) as a total approach to education--both a product and a process--from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidences from educational practitioners in various professional disciplines, namely, Medicine,…

Supporting the Development of Students' Academic Writing through Collaborative Process Writing

ERIC Educational Resources Information Center

Mutwarasibo, Faustin

2013-01-01

The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out…

Teaching about Due Process of Law. ERIC Digest.

ERIC Educational Resources Information Center

Vontz, Thomas S.

Fundamental constitutional and legal principles are central to effective instruction in the K-12 social studies curriculum. To become competent citizens, students need to develop an understanding of the principles on which their society and government are based. Few principles are as important in the social studies curriculum as due process of…

Fox Valley Technical College Quality First Process Model.

ERIC Educational Resources Information Center

Fox Valley Technical Coll., Appleton, WI.

An overview is provided of the Quality First Process Model developed by Fox Valley Technical College (FVTC), Wisconsin, to provide guidelines for quality instruction and service consistent with the highest educational standards. The 16-step model involves activities that should be adaptable to any organization. The steps of the quality model are…

Does Sequence Matter? Productive Failure and Designing Online Authentic Learning for Process Engineering

ERIC Educational Resources Information Center

Lai, Polly K.; Portolese, Alisha; Jacobson, Michael J.

2017-01-01

This paper presents a study that applied both "productive failure" (PF) and "authentic learning" instructional approaches in online learning activities for early-career process engineers' professional development. This study compares participants learning with either a PF (low-to-high [LH]) or a more traditional (high-to-low)…

The Procter and Gamble Decaffeination Project: A Multimedia Instruction Module.

ERIC Educational Resources Information Center

Squires, R. G.; And Others

1996-01-01

Purdue University (Indiana) is developing a series of computer modules of state-of-the-art chemical engineering processes to serve as the basis for computer-simulated experiments. One, sponsored by Procter and Gamble, models the extraction step in the decaffeination process and allows students to determine the optimal extraction conditions for…

Effective Beginning Reading Programs: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan

2009-01-01

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…

Completion processing for data communications instructions

DOEpatents

Blocksome, Michael A.; Kumar, Sameer; Jeffrey, Parker J.

2014-06-10

Completion processing of data communications instructions in a distributed computing environment with computers coupled for data communications through communications adapters and an active messaging interface (`AMI`), injecting for data communications instructions into slots in an injection FIFO buffer a transfer descriptor, at least some of the instructions specifying callback functions; injecting a completion descriptor for each instruction that specifies a callback function into an injection FIFO buffer slot having a corresponding slot in a pending callback list; listing in the pending callback list callback functions specified by data communications instructions; processing each descriptor in the injection FIFO buffer, setting a bit in a completion bit mask corresponding to the slot in the FIFO where the completion descriptor was injected; and calling by the AMI any callback functions in the pending callback list as indicated by set bits in the completion bit mask.

The AHA and Faculty Development.

ERIC Educational Resources Information Center

Thompson, Mack

The American Historical Association's (AHA) involvement in Faculty Development Programs (FDP) in history instruction is described. The purpose of FDP is to improve teaching as part of a continuing process. AHA guidelines recommend that these programs be initiated and supported by AHA under the following conditions: (1) a regional confederation of…

Implications of New and Changing Occupations for Instructional Development.

ERIC Educational Resources Information Center

Russell, Jill Frymier

A study was conducted to determine what occupations nationally are new and changing and if they need curriculum development at the vocational education level. The process used to conduct this study involved four steps: identifying new and changing occupations, collecting information about the occupations, locating available instructional…

Dynamic Assessment: The Dialectic Integration of Instruction and Assessment

ERIC Educational Resources Information Center

Lantolf, James P.

2009-01-01

This presentation is situated within the general framework of Vygotsky's educational theory, which argues that development in formal educational activity is a fundamentally different process from development that occurs in the everyday world. A cornerstone of Vygotsky's theory is that to be successful education must be sensitive to learners' zone…

Team Approach for Occupational and Useful Career Education--Humanized.

ERIC Educational Resources Information Center

Stone, Naomi; Spence, Patricia

Developed for teachers seeking an alternative classroom approach that develops students' life skills, this manual introduces, describes, and facilitates the implementation of TOUCH (Team Approach for Occupational and Useful Career Education--Humanized). Parts 1 and 2 introduce and define TOUCH as an instructional process which uses subject area…

Using the Big6[TM] To Plan Instruction and Services.

ERIC Educational Resources Information Center

Kearns, Jodi L.

2000-01-01

Explains how the relationship between school library collection development, curriculum development, and information problem solving can be improved by applying the Big6 Skills process to the selection of materials and teacher collaboration. Includes charts for cooperative planning that follow the Big6 Skills. (Contains 3 references.) (LRW)

The Development of Validated Museum Exhibits. Final Report.

ERIC Educational Resources Information Center

Nicol, Elizabeth H.

Exhibit development, as conceived in this report, is an evolutionary process, drawing the museum visitor into the collaborative venture of testing and improving the exhibits. The findings of contemporary learning research were put to work in the arrangement of activities and specimens that engaged children through self-instructional sequences. The…

The Product as Change Agent: The Process of Development.

ERIC Educational Resources Information Center

Bank, Adrianne

Instructional product development--the purpose of which has been to create materials which produce in an identified population of users demonstrable changes in behavior, in accordance with prespecified and specific objectives--generally adheres to a pattern which includes planning, formulating, prototyping measures and materials, field testing,…

Project DIVIDE Instrument Development. Technical Report # 0810

ERIC Educational Resources Information Center

Ketterlin-Geller, Leanne; Jung, Eunju; Geller, Josh; Yovanoff, Paul

2008-01-01

In this technical report, we describe the development of cognitive diagnostic test items that form the basis of the diagnostic system for Project DIVIDE (Dynamic Instruction Via Individually Designed Environments). The construct underlying the diagnostic test is division of fractions. We include a description of the process we used to identify the…

Model Machine Shop for Drafting Instruction.

ERIC Educational Resources Information Center

Jackson, Carl R.

The development and implementation of a two-year interdisciplinary course integrating a machine shop and drafting curriculum are described in the report. The purpose of the course is to provide a learning process in industrial drafting featuring identifiable orientation in skills that will enable the student to develop competencies that are…

Developing Interdisciplinary Units: Strategies and Examples.

ERIC Educational Resources Information Center

McDonald, Jacqueline; Czerniak, Charlene

1994-01-01

A theme of sharks is used to illustrate the process of developing interdisciplinary units for middle school instruction, including a model for teams of teachers to follow. As activities evolve, a concept map is created to illustrate relationships and integration of ideas and activities for various disciplines. (Contains 10 references.) (MKR)

A Communication Skills Training Course for Trans World Airlines Flight Service Managers.

ERIC Educational Resources Information Center

Hurst, Katherine

A project analyzed, designed, developed, implemented, and evaluated a training program that would enable Trans World Airlines flight service managers to develop effective communication skills. The instructional systems design process was used throughout. The analysis identified the need for communication training for the target population. Program…

Training Program Development for Criminal Justice Agencies.

ERIC Educational Resources Information Center

Cheesebro, Deborah; Skinner, Gilbert H.

This manual is designed to assist in the development of a criminal justice agency training program. The first chapter is a discussion of various learning principles (motivation, practice, reinforcement, and learning transfer) and how they may help the trainer select instructional strategies later in the process. Administration, trainer, and…

The Test of Thought and Language.

ERIC Educational Resources Information Center

Markoff, Annabelle M.

The paper describes the development of the "Test of Thought and Language" (Total) which is intended to allow first grade teachers to determine if students are ready for phonics instruction or if, for some students, the curriculum should first develop language concepts, structures and thinking processes. Background information for the…

Spanning Knowledge Barriers in E-Learning Content Design

ERIC Educational Resources Information Center

Chu, Tsai-Hsin; Lee, Yi; Lee, Yen-Hsien

2013-01-01

E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As…

Learning to Differentiate: A Phenomenological Investigation of Middle School Teachers' Expertise Development

ERIC Educational Resources Information Center

Schroeder-Davis, Sondra Lyn

2009-01-01

Differentiation, an approach to designing and delivering appropriate curriculum and instruction to diverse learners, has been promoted as a means of facilitating student academic achievement. However, little is known about the learning processes by which some teachers develop expertise in differentiation, information important for maximizing…

Bicycle Purchaser Training Workshop.

ERIC Educational Resources Information Center

Schwarz, William

A course was developed to provide data to buyers of new bicycles so they could make an informed decision about their purchases. The instructional systems design process (analysis, design, development, implementation, and evaluation) was used to analyze the need for a training course on buying and fitting a bicycle. Information was collected…

Physics Education Research and its Impact on Classroom Instruction

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2006-05-01

In recent years systematic investigations into student learning of physics have been carried out at an increasing pace, particularly at the undergraduate level. This work, broadly known as ``physics education research,'' involves exploring the process by which students come to understand physics concepts, and uncovering the difficulties and obstacles encountered by students as they learn. The ultimate outcome of this work is the development of new and more effective instructional materials and pedagogical strategies. I will outline the principal goals and methods of this research and show how it can lead to improved learning in the classroom. I will illustrate the process by discussing an ongoing investigation into student learning of thermal physics.

Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

NASA Astrophysics Data System (ADS)

Kurland, Shelley Chih-Hsian

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

The nature of advanced reasoning and science instruction

NASA Astrophysics Data System (ADS)

Lawson, Anton E.

Although the development of reasoning is recognized as an important goal of science instruction, its nature remains somewhat of a mystery. This article discusses two key questions: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? Aspects of a model of advanced reasoning are presented in which hypothesis generation and testing are viewed as central processes in intellectual development. It is argued that a number of important advanced reasoning schemata are linked by these processes and should be made a part of science instruction designed to improve students' reasoning abilities.Concerning students' development and use of formal reasoning, Linn (1982) calls for research into practical issues such as the roles of task-specific knowledge and individual differences in performance, roles not emphasized by Piaget in his theory and research. From a science teacher's point of view, this is good advice. Accordingly, this article will expand upon some of the issues raised by Linn in a discussion of the nature of advanced reasoning which attempts to reconcile the apparent contradiction between students' differential use of advanced reasoning schemata in varying contexts with the notion of a general stage of formal thought. Two key questions will be discussed: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? The underlying assumption of the present discussion is that, among other things, science instruction should concern itself with the improvement of students' reasoning abilities (cf. Arons, 1976; Arons & Karplus, 1976; Bady, 1979; Bauman, 1976; Educational Policies Commission, 1966; Herron, 1978; Karplus, 1979; Kohlberg & Mayer, 1972; Moshman & Thompson, 1981; Lawson, 1979; Levine & linn, 1977; Pallrand, 1977; Renner & Lawson, 1973; Sayre & Ball, 1975; Schneider & Renner, 1980; Wollman, 1978). The questions are of interest because to date they lack clear answers, yet clear answers are necessary if we hope to design effective instruction in reasoning.

Instructional decision making of high school science teachers

NASA Astrophysics Data System (ADS)

Carver, Jeffrey S.

The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step process for instructional decision-making that was established during this study shows promise for use in both situations.

Designing and Creating Computer-Assisted Instruction.

ERIC Educational Resources Information Center

McMeen, George R.

Designed to encourage the use of a defined methodology and careful planning in creating computer-assisted instructional programs, this paper describes the instructional design process, compares computer-assisted instruction (CAI) and programmed instruction (PI), and discusses pragmatic concerns in computer programming. Topics addressed include:…

Code inspection instructional validation

NASA Technical Reports Server (NTRS)

Orr, Kay; Stancil, Shirley

1992-01-01

The Shuttle Data Systems Branch (SDSB) of the Flight Data Systems Division (FDSD) at Johnson Space Center contracted with Southwest Research Institute (SwRI) to validate the effectiveness of an interactive video course on the code inspection process. The purpose of this project was to determine if this course could be effective for teaching NASA analysts the process of code inspection. In addition, NASA was interested in the effectiveness of this unique type of instruction (Digital Video Interactive), for providing training on software processes. This study found the Carnegie Mellon course, 'A Cure for the Common Code', effective for teaching the process of code inspection. In addition, analysts prefer learning with this method of instruction, or this method in combination with other methods. As is, the course is definitely better than no course at all; however, findings indicate changes are needed. Following are conclusions of this study. (1) The course is instructionally effective. (2) The simulation has a positive effect on student's confidence in his ability to apply new knowledge. (3) Analysts like the course and prefer this method of training, or this method in combination with current methods of training in code inspection, over the way training is currently being conducted. (4) Analysts responded favorably to information presented through scenarios incorporating full motion video. (5) Some course content needs to be changed. (6) Some content needs to be added to the course. SwRI believes this study indicates interactive video instruction combined with simulation is effective for teaching software processes. Based on the conclusions of this study, SwRI has outlined seven options for NASA to consider. SwRI recommends the option which involves creation of new source code and data files, but uses much of the existing content and design from the current course. Although this option involves a significant software development effort, SwRI believes this option will produce the most effective results.

Software Engineering Design Principles Applied to Instructional Design: What Can We Learn from Our Sister Discipline?

ERIC Educational Resources Information Center

Adnan, Nor Hafizah; Ritzhaupt, Albert D.

2018-01-01

The failure of many instructional design initiatives is often attributed to poor instructional design. Current instructional design models do not provide much insight into design processes for creating e-learning instructional solutions. Given the similarities between the fields of instructional design and software engineering, instructional…

Spatial considerations for instructional development in a virtual environment

NASA Technical Reports Server (NTRS)

Mccarthy, Laurie; Pontecorvo, Michael; Grant, Frances; Stiles, Randy

1993-01-01

In this paper we discuss spatial considerations for instructional development in a virtual environment. For both the instructional developer and the student, the important spatial criteria are perspective, orientation, scale, level of visual detail, and granularity of simulation. Developing a representation that allows an instructional developer to specify spatial criteria and enables intelligent agents to reason about a given instructional problem is of paramount importance to the success of instruction delivered in a virtual environment, especially one that supports dynamic exploration or spans more than one scale of operation.

DSLM Instructional Approach to Conceptual Change Involving Thermal Expansion.

ERIC Educational Resources Information Center

She, Hsiao-Ching

2003-01-01

Examines the process of student conceptual change regarding thermal expansion using the Dual Situated Learning Model (DSLM) as an instructional approach. Indicates that DSLM promotes conceptual change and holds great potential to facilitate the process through classroom instruction at all levels. (Contains 38 references.) (Author/NB)

The Role of Staff Development in the Improvement of Reading Instruction.

ERIC Educational Resources Information Center

Winn, Deanna D.; Mitchell, Judith P.

More is known about the effective teaching of reading than is reflected in classroom practice. The critical link in the chain from research findings to classroom practices is staff development. A staff development model was designed, based upon the notions that change is a gradual and difficult process for teachers; that teachers vary widely in…

Working Together To Become Proficient Readers. Early Impact of the Talent Development Middle School's Student Team Literature Program. Report No. 15.

ERIC Educational Resources Information Center

Mac Iver, Douglas J.; Plank, Stephen B.; Balfanz, Robert

The Talent Development Model of Middle School Reform includes a "Student Team Literature" (STL) program that relies on: (1) curricular materials designed to assist students to study great literature; (2) recommended instructional practices, peer assistance processes, and assessments; and (3) staff development, mentoring, and advising to…

Developing Data Systems To Support the Analysis and Development of Large-Scale, On-Line Assessment.

ERIC Educational Resources Information Center

Yu, Chong Ho

Today many data warehousing systems are data rich, but information poor. Extracting useful information from an ocean of data to support administrative, policy, and instructional decisions becomes a major challenge to both database designers and measurement specialists. This paper focuses on the development of a data processing system that…

Building Content and Communities: Developing a Shared Sense of Early Childhood Mathematics Pedagogy

ERIC Educational Resources Information Center

Linder, Sandra M.

2012-01-01

This article presents results from a case study analyzing the process of change for early childhood educators as they engage in a semester-long professional development (PD) experience focused on developing a teacher research agenda related to mathematics instruction. During this PD experience, 11 participants (5 second-grade and 6 third-grade…

Developing a Learning Object Metadata Application Profile Based on LOM Suitable for the Australian Higher Education Context

ERIC Educational Resources Information Center

Agostinho, Shirley; Bennett, Sue; Lockyer, Lori; Harper, Barry

2004-01-01

This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This…

Community Development: An Intensive Training Manual. Training for Agency Field Personnel.

ERIC Educational Resources Information Center

Gessaman, Paul H.

Intended for agency field personnel who assist in local community development (CD) efforts, this publication is the second of three making up an intensive training manual for community development. Using an inservice training approach, this part of the manual contains four instructional units: rationale for CD training, what CD is (CD as process,…

Tucker Signing as a Phonics Instruction Tool to Develop Phonemic Awareness in Children

ERIC Educational Resources Information Center

Valbuena, Amanda Carolina

2014-01-01

To develop reading acquisition in an effective way, it is necessary to take into account three goals during the process: automatic word recognition, or development of phonemic awareness, reading comprehension, and a desire for reading. This article focuses on promoting phonemic awareness in English as a second language through a program called…

The Responsive Environmental Assessment for Classroom Teaching (REACT): The Dimensionality of Student Perceptions of the Instructional Environment

ERIC Educational Resources Information Center

Nelson, Peter M.; Demers, Joseph A.; Christ, Theodore J.

2014-01-01

This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale…

An Approach to Develop Physics Student Teachers' Skills of Using Instructional Technology

ERIC Educational Resources Information Center

Devecioglu, Yasemin; Akdeniz, Ali Riza

2008-01-01

It is very important to develop student teachers' skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers' gained the skills of developing and using Teacher Guided Materials (TGMs) based on integration of technology on physics education in Special Teaching…

Developing Engineering and Science Process Skills Using Design Software in an Elementary Education

NASA Astrophysics Data System (ADS)

Fusco, Christopher

This paper examines the development of process skills through an engineering design approach to instruction in an elementary lesson that combines Science, Technology, Engineering, and Math (STEM). The study took place with 25 fifth graders in a public, suburban school district. Students worked in groups of five to design and construct model bridges based on research involving bridge building design software. The assessment was framed around individual student success as well as overall group processing skills. These skills were assessed through an engineering design packet rubric (student work), student surveys of learning gains, observation field notes, and pre- and post-assessment data. The results indicate that students can successfully utilize design software to inform constructions of model bridges, develop science process skills through problem based learning, and understand academic concepts through a design project. The final result of this study shows that design engineering is effective for developing cooperative learning skills. The study suggests that an engineering program offered as an elective or as part of the mandatory curriculum could be beneficial for developing students' critical thinking, inter- and intra-personal skills, along with an increased their understanding and awareness for scientific phenomena. In conclusion, combining a design approach to instruction with STEM can increase efficiency in these areas, generate meaningful learning, and influence student attitudes throughout their education.

Identifying Complex Cultural Interactions in the Instructional Design Process: A Case Study of a Cross-Border, Cross-Sector Training for Innovation Program

ERIC Educational Resources Information Center

Russell, L. Roxanne; Kinuthia, Wanjira L.; Lokey-Vega, Anissa; Tsang-Kosma, Winnie; Madathany, Reeny

2013-01-01

The purpose of this research is to identify complex cultural dynamics in the instructional design process of a cross-sector, cross-border training environment by applying Young's (2009) Culture-Based Model (CBM) as a theoretical framework and taxonomy for description of the instructional design process under the conditions of one case. This…

Design of a high-speed digital processing element for parallel simulation

NASA Technical Reports Server (NTRS)

Milner, E. J.; Cwynar, D. S.

1983-01-01

A prototype of a custom designed computer to be used as a processing element in a multiprocessor based jet engine simulator is described. The purpose of the custom design was to give the computer the speed and versatility required to simulate a jet engine in real time. Real time simulations are needed for closed loop testing of digital electronic engine controls. The prototype computer has a microcycle time of 133 nanoseconds. This speed was achieved by: prefetching the next instruction while the current one is executing, transporting data using high speed data busses, and using state of the art components such as a very large scale integration (VLSI) multiplier. Included are discussions of processing element requirements, design philosophy, the architecture of the custom designed processing element, the comprehensive instruction set, the diagnostic support software, and the development status of the custom design.

Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.

PubMed

Piasta, Shayne B; Wagner, Richard K

2010-01-01

Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger effects than home-based instruction; small-group instruction yielded larger effects than individual tutoring programs. We found minimal evidence of transfer of alphabet instruction to early phonological, reading, or spelling skills. Implications for research and practice are discussed.

Deconstructing the simplification of jury instructions: How simplifying the features of complexity affects jurors' application of instructions.

PubMed

Baguley, Chantelle M; McKimmie, Blake M; Masser, Barbara M

2017-06-01

Research consistently shows that techniques currently used to simplify jury instructions do not always improve mock jurors' comprehension. If improvements are observed, these are limited and overall comprehension remains low. It is unclear, however, why this occurs. It is possible that current simplification techniques do not effectively simplify the features of complexity, present in standardized instructions, which have the greatest effect on jurors' comprehension. It is not yet known, however, how much each feature of complexity individually affects jurors' comprehension. To investigate this, the authors used existing data from published empirical studies to examine how simplifying each feature of complexity affects mock jurors' application of instructions, as jurors can only apply instructions to the extent they understand them. The results suggest that reducing the conceptual complexity and proportion of supplementary information was associated with increased application of the instructions; however, reducing both the linguistic complexity and amount of information, and providing the instructions in a written format was not. In addition, results showed an unexpected adverse effect of simplification-reducing the amount of information was associated with an increase in the punitiveness of mock jurors' verdicts, independently of the instruction content. Together, these results suggest a need to make jury instructions comprehensible, highlight the key principles in the decision-process, and identify a way to eliminate the negative effect of reducing the amount of information. Addressing these needs is essential for developing a simplification technique that maximizes jurors' comprehension and application of instructions, while minimizing the previously overlooked negative effects of simplification. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Development of an Electrochemistry Teaching Sequence using a Phenomenographic Approach

NASA Astrophysics Data System (ADS)

Rodriguez-Velazquez, Sorangel

Electrochemistry is the area of chemistry that studies electron transfer reactions across an interface. Chemistry education researchers have acknowledged that difficulties in electrochemistry instruction arise due to the level of abstraction of the topic, lack of adequate explanations and representations found in textbooks, and a quantitative emphasis in the application of concepts. Studies have identified conceptions (also referred to as misconceptions, alternative conceptions, etc.) about the electrochemical process that transcends academic and preparation levels (e.g., students and instructors) as well as cultural and educational settings. Furthermore, conceptual understanding of the electrochemical process requires comprehension of concepts usually studied in physics such as electric current, resistance and potential and often neglected in introductory chemistry courses. The lack of understanding of physical concepts leads to students. conceptions with regards to the relation between the concepts of redox reactions and electric circuits. The need for instructional materials to promote conceptual understanding of the electrochemical process motivated the development of the electrochemistry teaching sequence presented in this dissertation. Teaching sequences are educational tools that aim to bridge the gap between student conceptions and the scientific acceptable conceptions that instructors expect students to learn. This teaching sequence explicitly addresses known conceptions in electrochemistry and departs from traditional instruction in electrochemistry to reinforce students. previous knowledge in thermodynamics providing the foundation for the explicit relation of redox reactions and electric circuits during electrochemistry instruction. The scientific foundations of the electrochemical process are explained based on the Gibbs free energy (G) involved rather than on the standard redox potential values (E° ox/red) of redox half-reactions. Representations of the core concepts from discipline-specific models and theories serve as visual tools to describe reversible redox half-reactions at equilibrium, predict the spontaneity of the electrochemical process and explain interfacial equilibrium between redox species and electrodes in solution. The integration of physics concepts into electrochemistry instruction facilitated describing the interactions between the chemical system (e.g., redox species) and the external circuit (e.g., voltmeter). The "Two worlds" theoretical framework was chosen to anchor a robust educational design where the world of objects and events is deliberately connected to the world of theories and models. The core concepts in Marcus theory and density of states (DOS) provided the scientific foundations to connect both worlds. The design of this teaching sequence involved three phases; the selection of the content to be taught, the determination of a coherent and explicit connection among concepts and the development of educational activities to engage students in the learning process. The reduction-oxidation and electrochemistry chapters of three of the most popular general chemistry textbooks were revised in order to identify potential gaps during instruction, taking into consideration learning and teaching difficulties. The electrochemistry curriculum was decomposed into manageable sections contained in modules. Thirteen modules were developed and each module addresses specific conceptions with regard to terminology, redox reactions in electrochemical cells, and the function of the external circuit in electrochemical process. The electrochemistry teaching sequence was evaluated using a phenomenographic approach. This approach allows describing the qualitative variation in instructors' consciousness about the teaching of electrochemistry. A phenomenographic analysis revealed that the most relevant aspect of variation came from instructors' expertise. Participant A expertise (electrochemist) promoted in-depth discussions of fundamental theories and models that explain the electrochemical process while participant B expertise (general chemistry instruction) emphasized a coherent and explicit presentation of such theories and models to students. Other categories of variation were identified as: recognizing students' conceptions, the use of teaching resources and instructors' expectations for the teaching sequence. For example, while Participant B depended heavily on representations and explanations found in textbooks, participant A recognized misleading representations and oversimplified statements in general chemistry textbooks. Participant A was also more inclined to question the significance of some conceptions such as the correlation between the use of the term circuit and students' conceptions related to the movement of electrons in solution in an electrochemical cell. The electrochemistry teaching sequence in this dissertation fulfils each of the instructors' expectations with regards to the content that incorporated discipline-specific theories and models, explicit connections and flow among concepts, and addressing students' conceptions via the educational activities developed.

Modeling Instruction: The Impact of Professional Development on Instructional Practices

ERIC Educational Resources Information Center

Barlow, Angela T.; Frick, Tasha M.; Barker, Heather L.; Phelps, Amy J.

2014-01-01

Modeling Instruction holds the potential for transforming science instruction and improving student achievement. Key to the success of Modeling Instruction, however, is the fidelity of implementation of its curriculum. This qualitative study examined the impact of Modeling Instruction professional development on participating teachers'…

Cognitive development in introductory physics: A research-based approach to curriculum reform

NASA Astrophysics Data System (ADS)

Teodorescu, Raluca Elena

This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish connections between everyday phenomena and underlying physics concepts. We organize traditional and research-based physics problems such that students experience a gradual increase in complexity related to problem context, problem features and cognitive processes needed to solve the problem. The instructional environment that we designed allows for explicit monitoring, control and measurement of the cognitive processes exercised during the instruction period. It is easily adaptable to any kind of curriculum and can be readily adjusted throughout the semester. To assess the development of students' problem-solving abilities, we created rubrics that measure specific aspects of the thinking involved in physics problem solving. The Colorado Learning Attitudes about Science Survey (CLASS) was administered pre- and post-instruction to determine students' shift in dispositions towards learning physics. The Force Concept Inventory (FCI) was administered pre- and post-instruction to determine students' level of conceptual understanding. The results feature improvements in students' problem-solving abilities and in their attitudes towards learning physics.

Engaging Students In Modeling Instruction for Introductory Physics

NASA Astrophysics Data System (ADS)

Brewe, Eric

2016-05-01

Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.

Design as Knowledge Construction: Constructing Knowledge of Design

ERIC Educational Resources Information Center

Cennamo, Katherine C.

2004-01-01

In this article, I present a model of instructional design that has evolved from analysis and reflection on the process of designing materials for constructivist learning environments. I observed how we addressed the critical questions for instructional design, comparing the process to traditional instructional design models and to my emerging…

Processing Instruction and Russian: Further Evidence Is IN

ERIC Educational Resources Information Center

Comer, William J.; deBenedette, Lynne

2011-01-01

In response to Leaver, Rifkin, and Shekhtman (2004), Wong and VanPatten (2004) challenged instructors of Russian to present evidence for the claim that mechanical drills (Traditional Instruction) were necessary for second language learning, and to demonstrate empirically the claim that Processing Instruction would not be an effective intervention…

Processing Instruction: A Review of Issues

ERIC Educational Resources Information Center

Rasuki, Muhlisin

2017-01-01

This paper provides a critical review of Processing Instruction (PI). This type of instructional option was specifically designed to help second/foreign language (L2) learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help…

Creating a Cycle of Continuous Improvement through Instructional Rounds

ERIC Educational Resources Information Center

Meyer-Looze, Catherine L.

2015-01-01

Instructional Rounds is a continuous improvement strategy that focuses on the technical core of educational systems as well as educators collaborating side-by-side. Concentrating on collective learning, this process only makes sense within an overall strategy of improvement. This case study examined the Instructional Rounds process in a northern…

Instructional Dynamics in Two-Year Postsecondary Institutions: Concepts, Trends, and Assessment Issues. Information Series No. 318.

ERIC Educational Resources Information Center

Alfred, Richard L.; Hummel, Mary L.

Postsecondary instructional dynamics is a complex process in which inputs (student characteristics and expectations, resources, and faculty characteristics and preparation) are converted through the educational process (instruction strategies, models, and techniques as well as supportive services) into outputs (outcomes and benefits of instruction…

A Guide for Developing Standard Operating Job Procedures for the Pump Station Process Wastewater Treatment Facility. SOJP No. 3.

ERIC Educational Resources Information Center

Perley, Gordon F.

This is a guide for standard operating job procedures for the pump station process of wastewater treatment plants. Step-by-step instructions are given for pre-start up inspection, start-up procedures, continuous routine operation procedures, and shut-down procedures. A general description of the equipment used in the process is given. Two…

Using instructional design process to improve design and development of Internet interventions.

PubMed

Hilgart, Michelle M; Ritterband, Lee M; Thorndike, Frances P; Kinzie, Mable B

2012-06-28

Given the wide reach and extensive capabilities of the Internet, it is increasingly being used to deliver comprehensive behavioral and mental health intervention and prevention programs. Their goals are to change user behavior, reduce unwanted complications or symptoms, and improve health status and health-related quality of life. Internet interventions have been found efficacious in addressing a wide range of behavioral and mental health problems, including insomnia, nicotine dependence, obesity, diabetes, depression, and anxiety. Despite the existence of many Internet-based interventions, there is little research to inform their design and development. A model for behavior change in Internet interventions has been published to help guide future Internet intervention development and to help predict and explain behavior changes and symptom improvement outcomes through the use of Internet interventions. An argument is made for grounding the development of Internet interventions within a scientific framework. To that end, the model highlights a multitude of design-related components, areas, and elements, including user characteristics, environment, intervention content, level of intervention support, and targeted outcomes. However, more discussion is needed regarding how the design of the program should be developed to address these issues. While there is little research on the design and development of Internet interventions, there is a rich, related literature in the field of instructional design (ID) that can be used to inform Internet intervention development. ID models are prescriptive models that describe a set of activities involved in the planning, implementation, and evaluation of instructional programs. Using ID process models has been shown to increase the effectiveness of learning programs in a broad range of contexts. ID models specify a systematic method for assessing the needs of learners (intervention users) to determine the gaps between current knowledge and behaviors, and desired outcomes. Through the ID process, designers focus on the needs of learners, taking into account their prior knowledge; set measurable learning objectives or performance requirements; assess learners' achievement of the targeted outcomes; and employ cycles of continuous formative evaluation to ensure that the intervention meets the needs of all stakeholders. The ID process offers a proven methodology for the design of instructional programs and should be considered an integral part of the creation of Internet interventions. By providing a framework for the design and development of Internet interventions and by purposefully focusing on these aspects, as well as the underlying theories supporting these practices, both the theories and the interventions themselves can continue to be refined and improved. By using the behavior change model for Internet interventions along with the best research available to guide design practice and inform development, developers of Internet interventions will increase their ability to achieve desired outcomes.

Using Instructional Design Process to Improve Design and Development of Internet Interventions

PubMed Central

Hilgart, Michelle M; Thorndike, Frances P; Kinzie, Mable B

2012-01-01

Given the wide reach and extensive capabilities of the Internet, it is increasingly being used to deliver comprehensive behavioral and mental health intervention and prevention programs. Their goals are to change user behavior, reduce unwanted complications or symptoms, and improve health status and health-related quality of life. Internet interventions have been found efficacious in addressing a wide range of behavioral and mental health problems, including insomnia, nicotine dependence, obesity, diabetes, depression, and anxiety. Despite the existence of many Internet-based interventions, there is little research to inform their design and development. A model for behavior change in Internet interventions has been published to help guide future Internet intervention development and to help predict and explain behavior changes and symptom improvement outcomes through the use of Internet interventions. An argument is made for grounding the development of Internet interventions within a scientific framework. To that end, the model highlights a multitude of design-related components, areas, and elements, including user characteristics, environment, intervention content, level of intervention support, and targeted outcomes. However, more discussion is needed regarding how the design of the program should be developed to address these issues. While there is little research on the design and development of Internet interventions, there is a rich, related literature in the field of instructional design (ID) that can be used to inform Internet intervention development. ID models are prescriptive models that describe a set of activities involved in the planning, implementation, and evaluation of instructional programs. Using ID process models has been shown to increase the effectiveness of learning programs in a broad range of contexts. ID models specify a systematic method for assessing the needs of learners (intervention users) to determine the gaps between current knowledge and behaviors, and desired outcomes. Through the ID process, designers focus on the needs of learners, taking into account their prior knowledge; set measurable learning objectives or performance requirements; assess learners’ achievement of the targeted outcomes; and employ cycles of continuous formative evaluation to ensure that the intervention meets the needs of all stakeholders. The ID process offers a proven methodology for the design of instructional programs and should be considered an integral part of the creation of Internet interventions. By providing a framework for the design and development of Internet interventions and by purposefully focusing on these aspects, as well as the underlying theories supporting these practices, both the theories and the interventions themselves can continue to be refined and improved. By using the behavior change model for Internet interventions along with the best research available to guide design practice and inform development, developers of Internet interventions will increase their ability to achieve desired outcomes. PMID:22743534

The Content Validation and Resource Development For a Course in Materials and Processes of Industry Through the Use of NASA Experts at Norfolk State College. Final Report.

ERIC Educational Resources Information Center

Jacobs, James A.

In an effort to develop a course in materials and processes of industry at Norfolk State College using Barton Herrscher's model of systematic instruction, a group of 12 NASA-Langley Research Center's (NASA-LRC) research engineers and technicians were recruited. The group acted as consultants in validating the content of the course and aided in…

Development and test of a model for designing interactive CD-ROMs for teaching nursing skills.

PubMed

Jeffries, P R

2000-01-01

The use of interactive multimedia is well documented in the education literature as a medium for learning. Many schools of nursing and healthcare agencies purchase commercially-made CD-ROM products, and, in other cases, educators develop their own. Since nurses are increasingly designing CD-ROMs, they must be aware of the instructional design needed to develop comprehensive and effective CD-ROMs that do not compromise the quality of education. This article describes a process for developing and testing an interactive, multimedia CD-ROM on oral medication administration, using an instructional design model based on Chickering and Gamson's Principles of Good Practices in Education. Results from testing the model are reported. The findings can be used to guide the work of nurse educators who are interested in developing educational software.

Completion processing for data communications instructions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Blocksome, Michael A.; Kumar, Sameer; Parker, Jeffrey J.

Completion processing of data communications instructions in a distributed computing environment with computers coupled for data communications through communications adapters and an active messaging interface (`AMI`), injecting for data communications instructions into slots in an injection FIFO buffer a transfer descriptor, at least some of the instructions specifying callback functions; injecting a completion descriptor for each instruction that specifies a callback function into an injection FIFO buffer slot having a corresponding slot in a pending callback list; listing in the pending callback list callback functions specified by data communications instructions; processing each descriptor in the injection FIFO buffer, setting amore » bit in a completion bit mask corresponding to the slot in the FIFO where the completion descriptor was injected; and calling by the AMI any callback functions in the pending callback list as indicated by set bits in the completion bit mask.« less

Mastery Learning through Individualized Instruction: A Reinforcement Strategy

ERIC Educational Resources Information Center

Sagy, John; Ravi, R.; Ananthasayanam, R.

2009-01-01

The present study attempts to gauge the effect of individualized instructional methods as a reinforcement strategy for mastery learning. Among various individualized instructional methods, the study focuses on PIM (Programmed Instructional Method) and CAIM (Computer Assisted Instruction Method). Mastery learning is a process where students achieve…

TECHNOLOGY AND THE INSTRUCTIONAL PROCESS.

ERIC Educational Resources Information Center

FINN, JAMES D.

A TEACHER SHORTAGE, LARGE CLASSES, AND NEED FOR QUALITY INSTRUCTION FORCED EDUCATION INTO MASS INSTRUCTIONAL TECHNOLOGY. INSTRUCTIONAL TECHNOLOGY IS GOVERNED BY SUCH SYSTEMS AS TELEVISION AND FILMS WHICH CAN REACH MORE STUDENTS WITH FEWER TEACHERS. THERE IS A TREND TOWARD INDIVIDUAL INSTRUCTION UTILIZING TEACHING MACHINES. IF A COMBINATION OF…

NLM's Medical Library Resource Improvement Grant for Consortia Development: a proposed outline to simplify the application process.

PubMed

Kabler, A W

1980-01-01

The National Library of Medicine's Resource Improvement Grant for Consortia is available to assist with developing hospital library consortia, and to support the development of basic healthy information collections. In an effort to simplify the grant application process, this paper presents suggestions for writing the narrative section of the first budget-period application, using the outline in NLM's Application Instructions for Consortium Applicants. Suggestions for writing the narratives of the second budget-period application and the collection development application are also included.

Automated Illustration of Patients Instructions

PubMed Central

Bui, Duy; Nakamura, Carlos; Bray, Bruce E.; Zeng-Treitler, Qing

2012-01-01

A picture can be a powerful communication tool. However, creating pictures to illustrate patient instructions can be a costly and time-consuming task. Building on our prior research in this area, we developed a computer application that automatically converts text to pictures using natural language processing and computer graphics techniques. After iterative testing, the automated illustration system was evaluated using 49 previously unseen cardiology discharge instructions. The completeness of the system-generated illustrations was assessed by three raters using a three-level scale. The average inter-rater agreement for text correctly represented in the pictograph was about 66 percent. Since illustration in this context is intended to enhance rather than replace text, these results support the feasibility of conducting automated illustration. PMID:23304392

A grounded theory study on the role of differentiated instruction in effective middle school science teaching

NASA Astrophysics Data System (ADS)

Jones, Brian Kirby

The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.

Preparing for the changing role of instructional technologies in medical education.

PubMed

Robin, Bernard R; McNeil, Sara G; Cook, David A; Agarwal, Kathryn L; Singhal, Geeta R

2011-04-01

As part of an international faculty development conference in February 2010, a working group of medical educators and physicians discussed the changing role of instructional technologies and made recommendations for supporting faculty in using these technologies in medical education. The resulting discussion highlighted ways technology is transforming the entire process of medical education and identified several converging trends that have implications for how medical educators might prepare for the next decade. These trends include the explosion of new information; all information, including both health knowledge and medical records, becoming digital; a new generation of learners; the emergence of new instructional technologies; and the accelerating rate of change, especially related to technology. The working group developed five recommendations that academic health leaders and policy makers may use as a starting point for dealing with the instructional technology challenges facing medical education over the next decade. These recommendations are (1) using technology to provide/support experiences for learners that are not otherwise possible-not as a replacement for, but as a supplement to, face-to-face experiences, (2) focusing on fundamental principles of teaching and learning rather than learning specific technologies in isolation, (3) allocating a variety of resources to support the appropriate use of instructional technologies, (4) supporting faculty members as they adopt new technologies, and (5) providing funding and leadership to enhance electronic infrastructure to facilitate sharing of resources and instructional ideas. © by the Association of American Medical Colleges.

Planning Instruction to Meet the Intent of the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Krajcik, Joseph; Codere, Susan; Dahsah, Chanyah; Bayer, Renee; Mun, Kongju

2014-03-01

The National Research Council's Framework for K- 12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K- 12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6-8 and 9-12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or "bundle" of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards.

Investigating and improving introductory physics students’ understanding of the electric field and superposition principle

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-09-01

We discuss an investigation of the difficulties that students in a university introductory physics course have with the electric field and superposition principle and how that research was used as a guide in the development and evaluation of a research-validated tutorial on these topics to help students learn these concepts better. The tutorial uses a guided enquiry-based approach to learning and involved an iterative process of development and evaluation. During its development, we obtained feedback both from physics instructors who regularly teach introductory physics in which these concepts are taught and from students for whom the tutorial is intended. The iterative process continued and the feedback was incorporated in the later versions of the tutorial until the researchers were satisfied with the performance of a diverse group of introductory physics students on the post-test after they worked on the tutorial in an individual one-on-one interview situation. Then the final version of the tutorial was administered in several sections of the university physics course after traditional instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pre-test administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial. We also compare student performance in sections of the class in which students worked on the tutorial with other similar sections of the class in which students only learned via traditional instruction. We find that students performed significantly better in the sections of the class in which the tutorial was used compared to when students learned the material via only lecture-based instruction.

The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

NASA Astrophysics Data System (ADS)

Hernandez, Jennifer F.

Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

Library Instruction within the Curriculum--The Sciences, Business and Nursing. Projects Developed for a Faculty Development Seminar (Eau Claire, Wisconsin, May 21-22, August 19, and December 11, 1984).

ERIC Educational Resources Information Center

Stevens, Barbara R., Comp.; Engeldinger, Eugene A., Comp.

A general list of suggestions for effective library instruction and library instruction projects in a variety of disciplines are presented in this guide. Developed for a faculty and academic staff development seminar, the Library Instruction within the Curriculum Project, these projects illustrate diverse approaches to library instruction with the…

The Substrata-Factor Theory of Reading: Differential Development of Subsystems Underlying Reading Comprehension in the First Year of Instruction.

ERIC Educational Resources Information Center

Katz, Ina; Singer, Harry

A study tested the instructional hypothesis that variation in instructional methods in the initial stages of formal reading development will differentially develop subsystems for attaining comprehension. The 91 kindergarten and first grade students in the study received their usual reading instruction plus supplementary instruction in one of four…

Instructional Chains as a Method for Examining the Teaching and Learning of Argumentative Writing in Classrooms

ERIC Educational Resources Information Center

VanDerHeide, Jennifer; Newell, George E.

2013-01-01

We propose "instructional chaining" as an analytic method for capturing and describing key instructional episodes enacted by expert writing teachers to foster the recontextualization over time of the social practices of argumentative writing through process-oriented instructional approaches. The article locates instructional chaining…

WaveNet: A Web-Based Metocean Data Access, Processing and Analysis Tool. Part 4 - GLOS/GLCFS Database

DTIC Science & Technology

2014-06-01

and Coastal Data Information Program ( CDIP ). This User’s Guide includes step-by-step instructions for accessing the GLOS/GLCFS database via WaveNet...access, processing and analysis tool; part 3 – CDIP database. ERDC/CHL CHETN-xx-14. Vicksburg, MS: U.S. Army Engineer Research and Development Center

Building Student-Centered Web Sites in the K12 Classroom.

ERIC Educational Resources Information Center

Hall, Alison; Basile, Brigitte

This paper examines the process of constructing a student-centered World Wide Web site and provides recommendations for improving this process. In the project, preservice teachers instructed the fifth grade students about how to design and develop a Web site on weather. The topics of the sessions included Internet ethics, using the Web,…

In Their Own Words: Using First-Year Student Research Journals to Guide Information Literacy Instruction

ERIC Educational Resources Information Center

Insua, Glenda M.; Lantz, Catherine; Armstrong, Annie

2018-01-01

This action research study explores first-year students' conceptions of the research process, with a focus on which aspects students find most challenging and how this information can guide stakeholders in developing curricular or service-based interventions. To gather student reflections on the research process, researchers assigned and collected…

A Structural Equation Model of the Writing Process in Typically-Developing Sixth Grade Children

ERIC Educational Resources Information Center

Koutsoftas, Anthony D.; Gray, Shelley

2013-01-01

The purpose of this study was to evaluate how sixth grade children planned, translated, and revised written narrative stories using a task reflecting current instructional and assessment practices. A modified version of the Hayes and Flower (1980) writing process model was used as the theoretical framework for the study. Two hundred one…

Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). PRE-SPC I. Instructor Book.

ERIC Educational Resources Information Center

Averitt, Sallie D.

This instructor guide, which was developed for use in a manufacturing firm's advanced technical preparation program, contains the materials required to present a learning module that is designed to prepare trainees for the program's statistical process control module by improving their basic math skills and instructing them in basic calculator…

Feedback: A Systems Approach to Evaluation and Course Design. Working Papers No. 21.

ERIC Educational Resources Information Center

Holmes, John

Two types of feedback are examined, and their use in controlling the processes of instructional development and improvement are discussed. Closed-loop feedback, the most direct, uses immediate feedback about a process or product to make immediate adjustments in it. Open-loop feedback, in which input cannot be changed immediately, uses feedback to…

Toward a Unified Modeling of Learner's Growth Process and Flow Theory

ERIC Educational Resources Information Center

Challco, Geiser C.; Andrade, Fernando R. H.; Borges, Simone S.; Bittencourt, Ig I.; Isotani, Seiji

2016-01-01

Flow is the affective state in which a learner is so engaged and involved in an activity that nothing else seems to matter. In this sense, to help students in the skill development and knowledge acquisition (referred to as learners' growth process) under optimal conditions, the instructional designers should create learning scenarios that favor…

Modeling To Enhance Critical Thinking and Decision Making Skills Development in the Instructional Process: The Social Studies.

ERIC Educational Resources Information Center

Peters, Richard

Students must be actively involved in the process of learning for it to have personal meaning and importance in their lives. Teachers must also become critical thinkers, creative individuals, and decision makers in order to create more challenging learning environments. Teachers need to blend structure and spontaneity into meaningful learning…

The opportunities and challenges of guided inquiry science for students with special needs

NASA Astrophysics Data System (ADS)

Miller, Marianne

Research in science education has been conducted with various goals for instruction. Four outcomes identified include: immediate and delayed recall, literal comprehension, science skills and processes, and conceptual understanding. The promise of developing important thinking skills exists for all students if science instruction is designed to teach students the products of science and the principled process of inquiry. Guided inquiry science seeks to develop conceptual understanding through the pursuit of meaningful questions using scientific problem solving to conduct investigations that are thoughtfully generated and evaluated. Using a social constructivist perspective, this study examines the learning experiences of four students, identified by their teachers as learning disabled or underachieving. Four case studies are presented of the students' participation in a guided inquiry investigation of the behavior of light. Measures of conceptual understanding included pre- and post-instruction assessments, interviews, journal writing, videotapes, and fieldnotes. All four students demonstrated improved conceptual understanding of light. Five patterns of relationships influenced the development of the students' thinking. First, differences in the culture of the two classrooms altered the learning environment, Second, the nature of teacher interaction with the target students affected conceptual understanding. Third, interactions with peers modified the learning experiences for the identified students. Fourth, the conceptual and procedural complexity of the tasks increased the tendency for the students to lose focus. Finally, the literacy requirements of the work were challenging for these students.

Research Support for the Instructional Strategy Diagnostic Profile. Technical Report No. 3

ERIC Educational Resources Information Center

Merrill, M. David; And Others

By using a taxonomy of instructional strategy variables, an Instructional Strategy Diagnostic Profile (ISDP) was developed which can be used either to determine a judged index of instructional effectiveness for a previously designed instructional product or to guide the design and development of a new instructional product. Existing experimental…

The Design, Implementation, and Formative Evaluation of a Classroom Aide Professional Development Training Program

ERIC Educational Resources Information Center

Dulfer, Katherine J.

2013-01-01

This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or…

Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals' Views and Experiences

ERIC Educational Resources Information Center

Kraft, Matthew A.; Gilmour, Allison F.

2016-01-01

Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals' ability to promote teacher development through the evaluation process. We conducted a case study of principals' perspectives on evaluation and their experiences implementing observation and feedback cycles to…

Deafness, Thought Bubbles, and Theory-of-Mind Development

ERIC Educational Resources Information Center

Wellman, Henry M.; Peterson, Candida C.

2013-01-01

The processes and mechanisms of theory-of-mind development were examined via a training study of false-belief conceptions in deaf children of hearing parents (N = 43). In comparison to 2 different control conditions, training based on thought-bubble instruction about beliefs was linked with improved false-belief understanding as well as progress…

Towards a Trans-Disciplinary Methodology for a Game-Based Intervention Development Process

ERIC Educational Resources Information Center

Arnab, Sylvester; Clarke, Samantha

2017-01-01

The application of game-based learning adds play into educational and instructional contexts. Even though there is a lack of standard methodologies or formulaic frameworks to better inform game-based intervention development, there exist scientific and empirical studies that can serve as benchmarks for establishing scientific validity in terms of…

Skills for the Changing Workplace: A Business and Office Educator's Guide. Research and Development Series No. 254.

ERIC Educational Resources Information Center

Warmbrod, Catharine P.; And Others

This three-part instructional guide was developed to assist vocational instructors in business and office occupations in presenting broadly applicable, nontechnical (often called quality of work life--QWL) skills, such as interpersonal and group process skills, problem solving and decision making, planning, communications, business economics,…

Criteria for the Development of Complex Teaching-Learning Environments.

ERIC Educational Resources Information Center

Achtenhagen, Frank

2001-01-01

Relates aspects of the didactic tradition, especially the German didactic tradition, to the theory and practice of instructional design. Focuses on processes that are necessary to the modeling of reality and describes the design and development of a virtual enterprise as a complex teaching-learning environment in a German business school.…

A Process for Developing Introductory Science Laboratory Learning Goals to Enhance Student Learning and Instructional Alignment

ERIC Educational Resources Information Center

Duis, Jennifer M.; Schafer, Laurel L.; Nussbaum, Sophia; Stewart, Jaclyn J.

2013-01-01

Learning goal (LG) identification can greatly inform curriculum, teaching, and evaluation practices. The complex laboratory course setting, however, presents unique obstacles in developing appropriate LGs. For example, in addition to the large quantity and variety of content supported in the general chemistry laboratory program, the interests of…

Promoting Conceptual Development in Physics Teacher Education: Cognitive-Historical Reconstruction of Electromagnetic Induction Law

ERIC Educational Resources Information Center

Mantyla, Terhi

2013-01-01

In teaching physics, the history of physics offers fruitful starting points for designing instruction. I introduce here an approach that uses historical cognitive processes to enhance the conceptual development of pre-service physics teachers' knowledge. It applies a method called cognitive-historical approach, introduced to the cognitive sciences…

Occupational Analysis Technology: Expanded Role in Development of Cost-Effective Maintenance Systems. Final Report.

ERIC Educational Resources Information Center

Foley, John P., Jr.

A study was conducted to refine and coordinate occupational analysis, job performance aids, and elements of the instructional systems development process for task specific Air Force maintenance training. Techniques for task identification and analysis (TI & A) and data gathering techniques for occupational analysis were related. While TI &…

Design of a massively parallel computer using bit serial processing elements

NASA Technical Reports Server (NTRS)

Aburdene, Maurice F.; Khouri, Kamal S.; Piatt, Jason E.; Zheng, Jianqing

1995-01-01

A 1-bit serial processor designed for a parallel computer architecture is described. This processor is used to develop a massively parallel computational engine, with a single instruction-multiple data (SIMD) architecture. The computer is simulated and tested to verify its operation and to measure its performance for further development.

Development and Evaluation of Computer-Based Laboratory Practical Learning Tool

ERIC Educational Resources Information Center

Gandole, Y. B.

2006-01-01

Effective evaluation of educational software is a key issue for successful introduction of advanced tools in the curriculum. This paper details to developing and evaluating a tool for computer assisted learning of science laboratory courses. The process was based on the generic instructional system design model. Various categories of educational…

The Development of Reading Ability in Kindergarten. Technical Report No. 515.

ERIC Educational Resources Information Center

Meyer, Linda A.; And Others

A study was conducted to explore how children learn to read in kindergarten. The study employed a heuristic model that included entering ability, home background, instructional processes, home support for literacy development, and measures of student ability at the end of kindergarten. Children were tested, whole-day classroom observations were…

Globalization and Science Education

NASA Astrophysics Data System (ADS)

Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

2013-06-01

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

Globalization and Science Education

NASA Astrophysics Data System (ADS)

Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

2012-12-01

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

Training Administrators in Anasynthesis

ERIC Educational Resources Information Center

Silvern, Leonard C.

1971-01-01

The author discusses the application of physical and mathematical systems to non-physical social systems; specifically education and cinema, the process of analysis, synthesis, modeling and simulation. The author describes the course he has developed to instruct students in anasynthesis. (Author/RR)

It Takes a Village to Design a Course: Embedding a Librarian in Course Design

ERIC Educational Resources Information Center

Mudd, Alex; Summey, Terri; Upson, Matt

2015-01-01

Often associated with online learning, instructional design is a process utilized in efficiently designing training and instruction to help ensure effectiveness. Typically, the instructional systems design (ISD) process uses a team-based approach, consisting of an instructor, a facilitator, a designer and a subject matter expert. Although library…

Two Instructional Aids to Optimise Processing and Learning from Instructional Explanations

ERIC Educational Resources Information Center

Roelle, Julian; Berthold, Kirsten; Renkl, Alexander

2014-01-01

Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the learners while processing introductory explanations and to a lack of opportunity to revise potential…

Towards an Understanding of Instructional Design Heuristics: An Exploratory Delphi Study

ERIC Educational Resources Information Center

York, Cindy S.; Ertmer, Peggy A.

2011-01-01

Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers reported as being important to the success of the design process. The overarching purpose of the…

System Analysis in Instructional Programming: The Initial Phases of the Program Construction Process.

ERIC Educational Resources Information Center

Bjerstedt, Ake

A three-volume series describes the construction of a self-instructional system as a work process with three main phases: system analysis, system synthesis, and system modification and evaluation. After an introductory discussion of some basic principles of instructional programing, this first volume focuses on the system analysis phase,…

Excellence in clinical teaching: knowledge transformation and development required.

PubMed

Irby, David M

2014-08-01

Clinical teachers in medicine face the daunting task of mastering the many domains of knowledge needed for practice and teaching. The breadth and complexity of this knowledge continue to increase, as does the difficulty of transforming the knowledge into concepts that are understandable to learners. Properly targeted faculty development has the potential to expedite the knowledge transformation process for clinical teachers. Based on my own research in clinical teaching and faculty development, as well as the work of others, I describe the unique forms of clinical teacher knowledge, the transformation of that knowledge for teaching purposes and implications for faculty development. The following forms of knowledge for clinical teaching in medicine need to be mastered and transformed: (i) knowledge of medicine and patients; (ii) knowledge of context; (iii) knowledge of pedagogy and learners, and (iv) knowledge integrated into teaching scripts. This knowledge is employed and conveyed through the parallel processes of clinical reasoning and clinical instructional reasoning. Faculty development can facilitate this knowledge transformation process by: (i) examining, deconstructing and practising new teaching scripts; (ii) focusing on foundational concepts; (iii) demonstrating knowledge-in-use, and (iv) creating a supportive organisational climate for clinical teaching. To become an excellent clinical teacher in medicine requires the transformation of multiple forms of knowledge for teaching purposes. These domains of knowledge allow clinical teachers to provide tailored instruction to learners at varying levels in the context of fast-paced and demanding clinical practice. Faculty development can facilitate this knowledge transformation process. © 2014 John Wiley & Sons Ltd.

To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 19.

ERIC Educational Resources Information Center

Lieberman, Devorah, Ed.; Wehlburg, Catherine, Ed.

The chapters in this collection explore current and new trends in the field of faculty development. The first section is devoted to issues that will be of interest at the beginning of the 21st century. The second section considers how students learn and the roles faculty developers play in this process. Section 3 focuses on the faculty developer's…

Enhancing Elementary Pre-Service Teachers' Plant Processes Conceptions

ERIC Educational Resources Information Center

Thompson, Stephen L.; Lotter, Christine; Fann, Xumei; Taylor, Laurie

2016-01-01

Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers' (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to…

Dynamic Instructional Leadership to Support Student Learning and Development: The Field Guide to Comer Schools in Action

ERIC Educational Resources Information Center

Joyner, Edward T., Ed.; Ben-Avie, Michael, Ed.; Comer, James P., Ed.

2004-01-01

Schools are the only universally accessible institutions where there are enough adults to provide continuous support for children's growth, development, and success in life. Using the process pioneered by renowned child psychiatrist Dr. James P. Comer and his colleagues at the Yale School Development Program (SDP), this unique field guide offers…

Development of an instructional expert system for hole drilling processes

NASA Technical Reports Server (NTRS)

Al-Mutawa, Souhaila; Srinivas, Vijay; Moon, Young Bai

1990-01-01

An expert system which captures the expertise of workshop technicians in the drilling domain was developed. The expert system is aimed at novice technicians who know how to operate the machines but have not acquired the decision making skills that are gained with experience. This paper describes the domain background and the stages of development of the expert system.

Development and Validation of a Web-Based Module to Teach Metacognitive Learning Strategies to Students in Higher Education

ERIC Educational Resources Information Center

Singh, Oma B.

2009-01-01

This study used a design based-research (DBR) methodology to examine how an Instructional Systematic Design (ISD) process such as ADDIE (Analysis, Design, Development, Implementation, Evaluation) can be employed to develop a web-based module to teach metacognitive learning strategies to students in higher education. The goal of the study was…

Exploring Osmosis and Diffusion in Cells: A Guided-Inquiry Activity for Biology Classes, Developed through the Lesson-Study Process

ERIC Educational Resources Information Center

Maguire, Lauren; Myerowitz, Lindsay; Sampson, Victor

2010-01-01

Guided inquiry is an instructional technique that requires students to answer a teacher-proposed research question, design an investigation, collect and analyze data, and then develop a conclusion (Bell, Smetana, and Binns 2005; NRC 2000). In this article, the authors describe a guided-inquiry lesson developed through the lesson-study process…

[Public health education integrated in hospital. An internship proposal, "Medical information and pharmacology"].

PubMed

Boulay, F; Chevallier, T; Staccini, P; Chichmanian, R M

1997-06-01

According to a recent circular reforming french medical studies, we propose a teaching of medical information and pharmacology in situ within hospital instructions. Students could acquire an investigation methodology on the medicine economy. It will cover in four sessions the succeeding stages of medical information processing and be subject to an assessment: case studies and appreciation on student's, instruction record. By combining public health teaching with clinical practice, our project promotes its development in contact with other learnings and activities such as clinical research.

Development and Validation of Instruments to Measure Learning of Expert-Like Thinking

NASA Astrophysics Data System (ADS)

Adams, Wendy K.; Wieman, Carl E.

2011-06-01

This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented.

Development for SSV on a parallel processing system (PARAGON)

NASA Astrophysics Data System (ADS)

Gothard, Benny M.; Allmen, Mark; Carroll, Michael J.; Rich, Dan

1995-12-01

A goal of the surrogate semi-autonomous vehicle (SSV) program is to have multiple vehicles navigate autonomously and cooperatively with other vehicles. This paper describes the process and tools used in porting UGV/SSV (unmanned ground vehicle) autonomous mobility and target recognition algorithms from a SISD (single instruction single data) processor architecture (i.e., a Sun SPARC workstation running C/UNIX) to a MIMD (multiple instruction multiple data) parallel processor architecture (i.e., PARAGON-a parallel set of i860 processors running C/UNIX). It discusses the gains in performance and the pitfalls of such a venture. It also examines the merits of this processor architecture (based on this conceptual prototyping effort) and programming paradigm to meet the final SSV demonstration requirements.

Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey

PubMed Central

Walter, Emily M.; Henderson, Charles R.; Beach, Andrea L.; Williams, Cody T.

2016-01-01

Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items and have good model fit statistics. Factors in the 2-factor model include (a) instructor-centered practices, nine items; and (b) student-centered practices, 13 items. Factors in the 5-factor model include (a) student–student interactions, six items; (b) content delivery, four items; (c) formative assessment, five items; (d) student-content engagement, five items; and (e) summative assessment, four items. In this article, we describe our development and validation processes, provide scoring conventions and outputs for results, and describe wider applications of the instrument. PMID:27810868

Perception, Attitude and Instructional Preferences on Physics in High School Students: An Exploration in an International Setting

NASA Astrophysics Data System (ADS)

Narayanan, Mini; Gafoor, Abdul

Questionnaire survey explored perception, attitude and instructional preferences with respect to gender and nationality in high school students of India and USA, a sample of 1101 Indian and 458 US students. Descriptive Statistics techniques were adopted for analysis. Male and female students in USA were at the high and low ends of the spectrum, respectively, in perception and attitude. Preference on instructional strategies was found to be independent of nationality, exposed strategies, opting science, class size and facilities. Responses from both countries indicate preference for an integrated instructional strategy that has strong teacher involvement in a student-centered framework. A thoughtful and properly designed instructional strategy could provide sufficient elements in modifying students' epistemological beliefs. Understanding the nature and process of physics along with a better learning outcome is usually not possible by administering student-centered or teacher-centered strategies alone in their purest form. This study provides adequate support in obtaining two equally significant but contrasting goals in Physics Education Research, to gain conceptual development with increased interest and attainment in learners, through integration.

The Use of Instructional Design in Educational Technology for Effective Teaching and Learning

ERIC Educational Resources Information Center

Gillani, Syeda Nosheen; Gujjar, Aijaz Ahmed; Choudhry, Bushra Naoreen

2008-01-01

Educationists are of the opinion that the educational problems relating to quantity and quality could be tackled by the proper utilization of instructional technology. Instructional technology is a systematic way of designing, carrying out and evaluating the teaching learning process. Instructional technology makes instruction more effective,…

Feel, Imagine and Learn!--Haptic Augmented Simulation and Embodied Instruction in Physics Learning

ERIC Educational Resources Information Center

Han, In Sook

2010-01-01

The purpose of this study was to investigate the potentials and effects of an embodied instructional model in abstract concept learning. This embodied instructional process included haptic augmented educational simulation as an instructional tool to provide perceptual experiences as well as further instruction to activate those previous…

Review of Instructional Approaches in Ethics Education.

PubMed

Mulhearn, Tyler J; Steele, Logan M; Watts, Logan L; Medeiros, Kelsey E; Mumford, Michael D; Connelly, Shane

2017-06-01

Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training (d = 0.50) and Field-Specific Compliance Training (d = 0.46) appear to be viable approaches to ethics training based on Cohen's d effect size estimates. By contrast, two commonly used approaches, General Discussion Training (d = 0.31) and Norm Adherence Training (d = 0.37), were found to be considerably less effective. The implications for instruction in ethics training are discussed.

Instructional Design and Directed Cognitive Processing.

ERIC Educational Resources Information Center

Bovy, Ruth Colvin

This paper argues that the information processing model provides a promising basis on which to build a comprehensive theory of instruction. Characteristics of the major information processing constructs are outlined including attention, encoding and rehearsal, working memory, long term memory, retrieval, and metacognitive processes, and a unifying…

"An adjective is a word hanging down from a noun": learning to write and students with learning disabilities.

PubMed

Harris, Karen R; Graham, Steve

2013-04-01

By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.

Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory

ERIC Educational Resources Information Center

Bohn-Gettler, Catherine M.; McCrudden, Matthew T.

2018-01-01

This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time…

Deeper than Blueberries: A Reciprocal Teaching Method Approach to Narrative Text in an Electronically Supported Learning Environment.

ERIC Educational Resources Information Center

Pisha, Bart; Brady, Mary

This paper describes a five-phase, 20-week, computer supported reading comprehension instruction process, which begins with access to powerful supports and direct teacher-mediated instruction. The process involves five phases: (1) fully supported reading and strategy instruction; (2) strategy practice in a fully supported reading environment with…

Basic Processes and Instructional Practices in Teaching Reading. Reading Education Report No. 7.

ERIC Educational Resources Information Center

Pearson, P. David; Kamil, Michael L.

Informal reading models, although more like metaphors than truly scientific models, may be just as useful in making instructional decisions as formal models are in physical science. Models are a vital part of the instructional process even when teachers are not consciously aware of their presence. Three classes of reading models are bottom-up…

The Role of Prosody and Explicit Instruction in Processing Instruction

ERIC Educational Resources Information Center

Henry, Nick; Jackson, Carrie N.; Dimidio, Jack

2017-01-01

This study investigates the role of prosodic cues and explicit information (EI) in the acquisition of German accusative case markers. We compared 4 groups of 3rd-semester learners (low intermediate level) who completed 1 of 4 Processing Instruction (PI) treatments that manipulated the presence or absence of EI and focused prosody. The results…

Examining the Instructional Planning Process Taught in Agricultural Education Teacher Preparation Programs: Perspectives of University Faculty

ERIC Educational Resources Information Center

Greiman, Bradley C.; Bedtke, Mary Anne

2008-01-01

Instructional planning is a curricular topic in teacher preparation programs, but limited research in agricultural education has been conducted in this area. The purpose of this study was to examine aspects of the instructional planning process that are taught to agricultural education preservice teachers. Survey research and content analysis of…

Development and inter-rater reliability of a standardized verbal instruction manual for the Chinese Geriatric Depression Scale-short form.

PubMed

Wong, M T P; Ho, T P; Ho, M Y; Yu, C S; Wong, Y H; Lee, S Y

2002-05-01

The Geriatric Depression Scale (GDS) is a common screening tool for elderly depression in Hong Kong. This study aimed at (1) developing a standardized manual for the verbal administration and scoring of the GDS-SF, and (2) comparing the inter-rater reliability between the standardized and non-standardized verbal administration of GDS-SF. Two studies were reported. In Study 1, the process of developing the manual was described. In Study 2, we compared the inter-rater reliabilities of GDS-SF scores using the standardized verbal instructions and the traditional non-standardized administration. Results of Study 2 indicated that the standardized procedure in verbal administration and scoring improved the inter-rater reliabilities of GDS-SF. Copyright 2002 John Wiley & Sons, Ltd.

Graphic Design Is Not a Medium.

ERIC Educational Resources Information Center

Gruber, John Edward, Jr.

2001-01-01

Discusses graphic design and reviews its development from analog processes to a digital tool with the use of computers. Topics include graphical user interfaces; the need for visual communication concepts; transmedia as opposed to repurposing; and graphic design instruction in higher education. (LRW)

Handbook for Citizenship Programs.

ERIC Educational Resources Information Center

Minnesota Literacy Council, St. Paul.

The handbook is a compilation of current instructional and legal materials for teachers and planners to use in developing citizenship programs. Sections address these topics: the citizenship/naturalization process (English waivers and exemptions, potential problems, and advantages and disadvantages of obtaining citizenship); applying for…

Developments and departures in the philosophy of soil science

USDA-ARS?s Scientific Manuscript database

Traditional soil science curriculums provide comprehensive instruction on soil properties, soil classification, and the physical, chemical, and biological processes that occur in soils. This reductionist perspective is sometimes balanced with a more holistic perspective that focuses on soils as natu...

The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.

ERIC Educational Resources Information Center

Hairston, Maxine

1982-01-01

Uses Thomas Kuhn's hypothesis on paradigm shifts--changes in a discipline from established models to newer ones--to examine the developing shift in writing instruction from the product-oriented to the process-oriented model. (RL)

Reading & Writing Instruction in the United States: Historical Trends.

ERIC Educational Resources Information Center

Robinson, H. Alan, Ed.

This book examines historical development of reading and writing research and instruction. Chapters discuss the following topics: spelling instruction in the United States; developments in composition research and instruction; reading instruction and research in historical perspective; eye movement and children's reading interests as two trends in…

Assembly and Insertion of a Self-Fitting Hearing Aid

PubMed Central

Hickson, Louise; Meyer, Carly

2011-01-01

A self-fitting hearing aid has been proposed as a viable option to meet the need for rehabilitation in areas where audiology services are unreliable. A successful outcome with a self-fitting hearing aid pivots in part on the clarity of the instructions accompanying the device. The aims of this article are (a) to review the literature to determine features that should be incorporated into written health-care materials and factors to consider in the design process when developing written instructions for a target audience of older adults and (b) to apply this information to the development of a set of written instructions as the first step in self-fitting of a hearing aid, assembling four parts and inserting the aid into the ear. The method involved a literature review of published peer reviewed research. The literature revealed four steps in the development of written health-care materials: planning, design, assessment of suitability, and pilot testing. Best practice design principles for each step were applied in the development of instructions for how to assemble and insert a hearing aid. Separate booklets were developed for the left and right aids and the content of each consisted of simple line drawings accompanied by captions. The reading level was Grade 3.5 equivalent and the Flesch Reading Ease Score was 91.1 indicating that the materials were “very easy” to read. It is essential to follow best practice design principles when developing written health-care materials to motivate the reader, maximize comprehension, and increase the likelihood of successful application of the content. PMID:22389434

Development of an Instructional Quality Assurance Model in Nursing Science

ERIC Educational Resources Information Center

Ajpru, Haruthai; Pasiphol, Shotiga; Wongwanich, Suwimon

2011-01-01

The purpose of this study was to develop an instructional quality assurance model in nursing science. The study was divided into 3 phases; (1) to study the information for instructional quality assurance model development (2) to develop an instructional quality assurance model in nursing science and (3) to audit and the assessment of the developed…

Another Look: The Process Approach to Composition Instruction.

ERIC Educational Resources Information Center

Pollard, Rita H.

1991-01-01

Responds to Thomas Devine's indictment of the process approach to writing instruction, arguing that teaching practices reflecting misapplication of research are often wrongly labeled the process approach and a more precise definition of the process approach should inform debates over its value. Questions Devine's conclusions. (DMM)

Literacity: A multimedia adult literacy package combining NASA technology, recursive ID theory, and authentic instruction theory

NASA Technical Reports Server (NTRS)

Willis, Jerry; Willis, Dee Anna; Walsh, Clare; Stephens, Elizabeth; Murphy, Timothy; Price, Jerry; Stevens, William; Jackson, Kevin; Villareal, James A.; Way, Bob

1994-01-01

An important part of NASA's mission involves the secondary application of its technologies in the public and private sectors. One current application under development is LiteraCity, a simulation-based instructional package for adults who do not have functional reading skills. Using fuzzy logic routines and other technologies developed by NASA's Information Systems Directorate and hypermedia sound, graphics, and animation technologies the project attempts to overcome the limited impact of adult literacy assessment and instruction by involving the adult in an interactive simulation of real-life literacy activities. The project uses a recursive instructional development model and authentic instruction theory. This paper describes one component of a project to design, develop, and produce a series of computer-based, multimedia instructional packages. The packages are being developed for use in adult literacy programs, particularly in correctional education centers. They use the concepts of authentic instruction and authentic assessment to guide development. All the packages to be developed are instructional simulations. The first is a simulation of 'finding a friend a job.'

The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning.

PubMed

Koedinger, Kenneth R; Corbett, Albert T; Perfetti, Charles

2012-07-01

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. Copyright © 2012 Cognitive Science Society, Inc.

Cognitive Tutoring based on Intelligent Decision Support in the PENTHA Instructional Design Model

NASA Astrophysics Data System (ADS)

dall'Acqua, Luisa

2010-06-01

The research finality of this paper is how to support Authors to develop rule driven—subject oriented, adaptable course content, meta-rules—representing the disciplinary epistemology, model of teaching, Learning Path structure, and assessment parameters—for intelligent Tutoring actions in a personalized, adaptive e-Learning environment. The focus is to instruct the student to be a decision manager for himself, able to recognize the elements of a problem, select the necessary information with the perspective of factual choices. In particular, our research intends to provide some fundamental guidelines for the definition of didactical rules and logical relations, that Authors should provide to a cognitive Tutoring system through the use of an Instructional Design method (PENTHA Model) which proposes an educational environment, able to: increase productivity and operability, create conditions for a cooperative dialogue, developing participatory research activities of knowledge, observations and discoveries, customizing the learning design in a complex and holistic vision of the learning / teaching processes.

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

The Influence of Interactive Multimedia Technology to Enhance Achievement Students on Practice Skills in Mechanical Technology

NASA Astrophysics Data System (ADS)

Made Rajendra, I.; Made Sudana, I.

2018-01-01

Interactive multimedia technology empowers the educational process by means of increased interaction between teachers and the students. The utilization of technology in the instructional media development has an important role in the increase of the quality of teaching and learning achievements of students. The application of multimedia technology in the instructional media development is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods. The design of the study was quasi-experimental with pre and post. The instrument used is the form of questionnaires and tests This study reports research findings indicated that there is a significance difference between the mean performances of students in the experimental group than those students in the control group. The students in the experimental group performed better in mechanical technology practice and in retention test than those in the control group. The study recommended that multimedia instructional tool is an effective tool to enhance achievement students on practice skills in mechanical Technology.

A systematic approach to engineering ethics education.

PubMed

Li, Jessica; Fu, Shengli

2012-06-01

Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.

The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes toward Science

ERIC Educational Resources Information Center

Koksal, Ela Ayse; Berberoglu, Giray

2014-01-01

The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design…

Bicultural Socialization Project: A Group Process Approach to Bilingual Instruction - Title VII. Final Report, 1970-71.

ERIC Educational Resources Information Center

Baker, Jean M.

This final report relates to student socialization through a bilingual (Spanish/English), bicultural program involving 6 second grades in 3 schools of Phoenix, Arizona, for the 1970-71 school year. As reported, the major objective of the program was to develop and implement a group process approach to bilingual education; in addition, classroom…

The Development of Global and Local Processing: A Comparison of Children to Adults

ERIC Educational Resources Information Center

Peterson, Eric; Peterson, Robin L.

2014-01-01

In light of the adult model of a hemispheric asymmetry of global and local processing, we compared children (M [subscript age] = 8.4 years) to adults in a global-local reaction time (RT) paradigm. Hierarchical designs (large shapes made of small shapes) were presented randomly to each visual field, and participants were instructed to identify…

Instructional Topics in Educational Measurement (ITEMS) Module: Using Automated Processes to Generate Test Items

ERIC Educational Resources Information Center

Gierl, Mark J.; Lai, Hollis

2013-01-01

Changes to the design and development of our educational assessments are resulting in the unprecedented demand for a large and continuous supply of content-specific test items. One way to address this growing demand is with automatic item generation (AIG). AIG is the process of using item models to generate test items with the aid of computer…

A Guide for Developing Standard Operating Job Procedures for the Tertiary Chemical Treatment - Lime Precipitation Process Wastewater Treatment Facility. SOJP No. 6.

ERIC Educational Resources Information Center

Petrasek, Al, Jr.

This guide describes the standard operating job procedures for the tertiary chemical treatment - lime precipitation process of wastewater treatment plants. Step-by-step instructions are given for pre-start up, start-up, continuous operation, and shut-down procedures. In addition, some theoretical material is presented along with some relevant…

The Beady Eye of the Professional Development Appraisal System: A Foucauldian Cross-Case Analysis of the Teacher Evaluation Process

ERIC Educational Resources Information Center

Torres, Dalia

2012-01-01

The purpose of this deconstructive case study was to conduct a Foucauldian power/knowledge analysis constructed from the perceptions of three teachers at an intermediate school in South Texas regarding the role of the teacher evaluation process and its influence on instructional practices. Using Foucault's (1977a) work on power/knowledge, of…

Development of Teaching Beliefs and the Focus of Change in the Process of Pre-Service ESL Teacher Education

ERIC Educational Resources Information Center

Tang, Eunice Lai-Yiu; Lee, John Chi-Kin; Chun, Cecilia Ka-Wai

2012-01-01

This study sets out to investigate how pre-service ESL teachers shape their beliefs in the process of experimenting with new teaching methods introduced in the teacher education programme. A 4-year longitudinal study was conducted with four randomly selected ESL pre-service teachers. Their theoretical orientations of ESL instruction were tracked…

ELECTRICAL SCIENCE COURSE FOR ENGINEERING COLLEGE SOPHOMORES, DEVELOPMENT OF AN INTEGRATED PROGRAM UTILIZING A BROAD RANGE OF MATERIALS. FINAL REPORT.

ERIC Educational Resources Information Center

BALABANIAN, NORMAN; LEPAGE, WILBUR R.

THIS INSTRUCTIONAL PROGRAM, A ONE-YEAR COURSE IN ELECTRICAL ENGINEERING SEEKS TO REMEDY LONG-STANDING INADEQUACIES IN AMERICAN ENGINEERING EDUCATION, WHICH HAVE EXISTED BECAUSE ENGINEERING TEACHERS' HAVE LACKED AWARENESS OF (1) INTRICACIES OF THE LEARNING PROCESS, AND (2) ADVANCES IN BEHAVIORAL SCIENCE RELATED TO THE EDUCATIONAL PROCESS. IN THE…

From Intent to Action: An Iterative Engineering Process

ERIC Educational Resources Information Center

Mouton, Patrice; Rodet, Jacques; Vacaresse, Sylvain

2015-01-01

Quite by chance, and over the course of a few haphazard meetings, a Master's degree in "E-learning Design" gradually developed in a Faculty of Economics. Its original and evolving design was the result of an iterative process carried out, not by a single Instructional Designer (ID), but by a full ID team. Over the last 10 years it has…

Competency-Based Course Outlines for Business and Office Education. Accounting, Business Data Processing, Clerical Accounting, and Recordkeeping Occupations. Revised.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

The course outlines contained in this book were developed to assist business educators with the implementation of competency-based instruction in Virginia. The outlines are for courses in accounting, business data processing, clerical accounting, and recordkeeping occupations. Each outline is composed of a course description; a listing of skill…

Using Self-Reflection to Increase Science Process Skills in the General Chemistry Laboratory

ERIC Educational Resources Information Center

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-01-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video…

A Study of Instructor Goals, Strategies and Stages of Group Development.

ERIC Educational Resources Information Center

Beadle, Mary Ellen; Feitler, Fred C.

A study examining the relationship between the importance of instructional goals and instructor use of instructional strategies based on the five stages of group development (orientation, norm development, conflict, productivity, and termination) is reported. Instructional design is concerned with prescribing methods of instruction based on…

Superintendents' Roles in Curriculum Development and Instructional Leadership: Instructional Visionaries, Collaborators, Supporters, and Delegators.

ERIC Educational Resources Information Center

Bredeson, Paul V.

1996-01-01

Presents findings of a survey examining superintendents' work in curriculum development and instructional leadership. Respondents described their curriculum-development role as primarily grounded in facilitation, support, and delegation of work to others. Superintendents performed four major instructional leadership roles as visionaries,…

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

NASA Astrophysics Data System (ADS)

Wesley, Beth Eddinger; Krockover, Gerald H.; Devito, Alfred

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.

The effects of divided attention on encoding processes under incidental and intentional learning instructions: underlying mechanisms?

PubMed

Naveh-Benjamin, Moshe; Guez, Jonathan; Hara, Yoko; Brubaker, Matthew S; Lowenschuss-Erlich, Iris

2014-01-01

Divided attention (DA) at encoding has been shown to significantly disrupt later memory for the studied information. However, what type of processing gets disrupted during DA remains unresolved. In this study, we assessed the degree to which strategic effortful processes are affected under DA by comparing the effects of DA at encoding under intentional and pure incidental learning instructions. In three experiments, participants studied list of words or word pairs under either full or divided attention. Results of three experiments, which used different methodologies, converged to show that the effects of DA at encoding reduce memory performance to the same degree under incidental and intentional learning. Secondary task performance indicated that encoding under intentional learning instructions was more effortful than under incidental learning instructions. In addition, the results indicated enhanced attention to the initial appearance of the words under both types of learning instructions. Results are interpreted to imply that other processes, rather than only strategic effortful ones, might be affected by DA at encoding.

Automating the training development process for mission flight operations

NASA Technical Reports Server (NTRS)

Scott, Carol J.

1994-01-01

Traditional methods of developing training do not effectively support the changing needs of operational users in a multimission environment. The Automated Training Development System (ATDS) provides advantages over conventional methods in quality, quantity, turnaround, database maintenance, and focus on individualized instruction. The Operations System Training Group at the JPL performed a six-month study to assess the potential of ATDS to automate curriculum development and to generate and maintain course materials. To begin the study, the group acquired readily available hardware and participated in a two-week training session to introduce the process. ATDS is a building activity that combines training's traditional information-gathering with a hierarchical method for interleaving the elements. The program can be described fairly simply. A comprehensive list of candidate tasks determines the content of the database; from that database, selected critical tasks dictate which competencies of skill and knowledge to include in course material for the target audience. The training developer adds pertinent planning information about each task to the database, then ATDS generates a tailored set of instructional material, based on the specific set of selection criteria. Course material consistently leads students to a prescribed level of competency.