Thematische Bibliographien / Instruction

Auswahl der wissenschaftlichen Literatur zum Thema „Instruction“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Instruction"

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Huffman, S. B., und J. E. Laird. „Flexibly Instructable Agents“. Journal of Artificial Intelligence Research 3 (01.11.1995): 271–324. http://dx.doi.org/10.1613/jair.150.

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This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible instructability that distinguish it from previous systems: (1) it can take known or unknown commands at any instruction point; (2) it can handle instructions that apply to either its current situation or to a hypothetical situation specified in language (as in, for instance, conditional instructions); and (3) it can learn, from instructions, each class of knowledge it uses to perform tasks.
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Paulsen, Kim J., Kyle Higgins, Susan Peterson Miller, Sherri Strawser und Randall Boone. „Delivering Instruction via Interactive Television and Videotape: Student Achievement and Satisfaction“. Journal of Special Education Technology 13, Nr. 4 (März 1998): 59–77. http://dx.doi.org/10.1177/016264349801300401.

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Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.
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Palvia, Shailendra, und Vic Matta. „Comparing student perceptions of in-class, online synchronous, and online asynchronous instruction“. World Journal on Educational Technology: Current Issues 15, Nr. 3 (31.07.2023): 303–20. http://dx.doi.org/10.18844/wjet.v15i3.8656.

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This article compares the efficacy of undergraduate teaching for in-class, online synchronous, and online asynchronous modes of instruction with implications for adapting the modes of instruction in computer information processing. The study uses a repeated measures design with pairwise comparisons while controlling for instructor, students, and course content across these modes of instruction. The study examines the following six perceptions held by students: instructional aspects such as instructor facilitation, student-to-student interaction, instructor-to-student interaction, course design, learning outcomes, and student satisfaction. The study also examines actual student performance on homework, quizzes, and exams. All findings were interesting and insightful. Student perceptions of almost all instructional aspects were significantly higher for the in-class mode than the two online modes of instruction. However, actual student performance was significantly better for online modes of instruction. The discussion section triangulates these statistical results with a review of 3000+ open-ended student responses to explain results, provide guidelines, and suggest future research. Keywords: Asynchronous instruction; distance education; E-learning; in-class; online; synchronous instruction
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Aviles, Christopher B. „Mastery Learning: A Promising Instructional Method for Social Work Education“. Journal of Baccalaureate Social Work 7, Nr. 2 (01.03.2002): 146–64. http://dx.doi.org/10.18084/1084-7219.7.2.143.

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Mastery learning is a behavioral instructional method using additional learning time, and repeated testing opportunities to increase student learning. Although successful in higher education, mastery learning has not been studied in social work. Mastery- and nonmastery-learning instruction were contrasted using four sections of a BSW course with identical content and exams. One instructor taught two course sections with mastery learning, another instructor taught two sections with nonmastery instruction. Dependent variables included student achievement, instructional preference, and attitude toward course topic. Instructor hours spent and reactions to mastery learning were measured. Both instructional methods resulted in similar achievement and similar changes in attitude toward course topic. Of students, 100% preferred mastery instruction. Both methods involved similar amounts of instructor time, but the mastery instructor reported increased classroom time efficiency and coordination between teaching and testing. Mastery learning should be considered a promising instructional method for social work education.
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Bajracharya, Jiwak Raj. „Instructional Design and Models: ASSURE and Kemp“. Journal of Education and Research 9, Nr. 2 (31.12.2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.
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Parlindungan, Firman, und Willy Prasetya. „Literature Review on Trends of Comprehension Instruction for Elementary School Students“. Education and Human Development Journal 7, Nr. 01 (30.04.2022): 42–54. http://dx.doi.org/10.33086/ehdj.v7i01.2589.

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Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.
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Abraham, Timothy, und Katie Hanifin. „Why We Played Wiffle Ball on Wednesday“. International Journal of Designs for Learning 15, Nr. 1 (14.02.2024): 96–113. http://dx.doi.org/10.14434/ijdl.v15i1.34920.

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The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.
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Sierra, Edmundo A., Arthur D. Fisk und Wendy A. Rogers. „Matching Instructional Media with Instructional Demands“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, Nr. 25 (September 2002): 2089–93. http://dx.doi.org/10.1177/154193120204602520.

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Video instruction is an effective support for audio instruction of visuospatial tasks; but how is effectiveness of this type of instruction moderated? We investigated the effects of age-related cognitive changes, audio versus audio-plus-video instructions, differential working memory instruction demands, and differential task difficulty on assembly task performance. Forty-eight young adults and 48 older adults completed an assembly task where accuracy, use of additional time, repetition of steps, and subjective mental workload were measured. Results indicated that participants receiving audio plus video instruction benefited most as task difficulty increased. Older adults performed more poorly compared to young adults; however, the findings indicate that video-based instruction was beneficial for both young and older adults for this class of task. Results are discussed from a training perspective in general and as they relate to telemedicine specifically. Guidelines for applying the correct instructional media as a function of the instructional demands are discussed.
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Al-Shehri, Mohammad Salih. „Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students“. International Journal of Learning, Teaching and Educational Research 19, Nr. 10 (30.10.2020): 77–99. http://dx.doi.org/10.26803/ijlter.19.10.5.

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The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.
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YUN, Ga-young. „A Study on the Role of Instructor and Learner for Good Instruction: Focusing on the Perception of Prospective Instructors“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 24 (31.12.2023): 749–67. http://dx.doi.org/10.22251/jlcci.2023.23.24.749.

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Objectives This study attempted to contribute to the restoration of subjectivity by identifying the roles of instructors and learners for good instruction. Methods For this purpose, written interviews were conducted with 26 graduate students using an online platform. The collected data were analyzed by subject analysis, and the teaching and learning factors that make up good instruction, and the instructors' and learners' tasks for good instruction were derived. Results As a result, class content delivery, instructor competency, and attitude were derived as higher categories for teaching activities that compose good instructions, and learner participation activities and learning attitudes were derived for learning activities. In addition, as for the role of instructors for good instruction, strategies for preparation, acquisition and performance, and relationship formation were derived as higher categories, and detailed subcategories corresponding to each item were presented. As for the role of learners for good instruction, the role of learners over time was organized into the upper category, before, during, after instruction, and into detailed subcategories. Conclusions In instructions, instructors are in charge of teaching and learners are in charge of learning. And good instruction can be made when the instructor's teaching activities can induce and promote learners' learning. Based on the results of this study, it was suggested to design and implement good instructions under the relationship between desirable instructors and learners.
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Dissertationen zum Thema "Instruction"

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

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

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This study sought to determine whether there were significant differences in variables pertaining to academic performance of at-risk students enrolled in Developmental Studies mathematics when computer-assisted instruction (experimental group) was a factor and students in regular college algebra using traditional instruction (control group). The characteristics that these students held in common are low Scholastic Aptitude Test mathematics scores (below 350), low high school grade point average (2.0 or below), and over twenty years of age. The following independent variables were examined: (1) age and (2) gender. The dependent variables examined were: Scholastic Aptitude Test mathematics score (MSAT), (2) high school grade point average (HSGPA), (3) entry College Placement Examination (ECPE), (4) exit College Placement Examination (XCPE), (5) number of quarters required to exit The quasi-experimental design of this study consisted of a historical timeline approach. A version of the nonequivalent control group design was used to compare the variables of the control group with the variables of the experimental group. The data were analyzed using analysis of variance, t-test procedures, analysis of covariance, and multiple range test. It was found that SAT mathematics score, high school grade point average, entrance College Placement Examination score, exit College Placement Examination score, and maturity (age) were important variables when considering student success in mathematics. It was concluded that although computer-assisted instruction was not superior to traditional instruction, it did provide at-risk students with alternatives for study and practice. The implications from this study indicate that at-risk students have special needs to be addressed, and computer-assisted instruction fills some of those needs. It was recommended that computer-assisted instruction should be integrated into every phase of the curriculum, especially when working with at-risk students.
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Woodward, David Bruce Lorber Michael A. „Teaching instructional media utilization video tape package vs. classroom instruction /“. Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818722.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 14, 2005. Dissertation Committee: Michael A. Lorber (chair), John L. Brickell, Larry D. Kennedy, Mary Ann Lynn, C. Edward Streeter, Forrest G. Wisely. Includes bibliographical references (leaves 101-107) and abstract. Also available in print.
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Wasko, Christopher Warren. „Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality“. Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23142.

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Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content.  A set of message design guidelines, created using a design and development research approach, can be used by novice designers to effectively manage the use of words and pictures while developing instructional applications for AR.
Ph. D.
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Greenwell, Stacey. „USING THE I-LEARN MODEL FOR INFORMATION LITERACY INSTRUCTION: AN EXPERIMENTAL STUDY“. UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/6.

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Given the proliferation of information and the lifelong importance of information literacy skills, there is a need to determine how to best design information literacy instruction in order to help students locate, evaluate, and use information more effectively. This experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student understanding and application of information literacy concepts as compared to how librarians currently provide information literacy skills instruction. The experimental group received an instruction session and an online library research guide designed using the I-LEARN model, and the control group received an instruction session and an online library guide designed using a systems model. The analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups.
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Francis, Lisa Marie. „Instructional Strategies That Homeschooling Parents Use to Teach Their Children Mathematics“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5464.

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Homeschooling has become a viable educational choice for families; however, limited research has been conducted on the instructional strategies homeschooling parents use to instruct their children and whether these reflect a learner-centered teaching approach. The purpose of this qualitative case study was to explore the learner-centered instructional strategies homeschooling parents use to teach their children mathematics. The conceptual framework for this single-case study was based on Weimer's learner-centered teaching model. Participants included 4 parents who homeschooled students in Grades 6-12 in a Western state and who received instructional support from a private school. Data were collected from interviews with homeschooling parents, online reflective journals maintained by homeschooling parents, and documents related to the homeschooling mathematics program. Data analysis included coding and examining emerging themes and patterns and discrepant data. The results indicated that the homeschooling parents aligned only a small amount of their instructional strategies with Weimer's learner-centered teaching model by trying to make mathematics fun, interesting, and relevant to their children's lives. They also differentiated instruction and chose curriculum that included some critical-thinking problems. The homeschooling parents taught using more traditional methods in which they were the primary instructors and made most of the decisions about the instructional content. The results of this study can contribute to positive social change by aiding curriculum designers and educators in their exploration of learner-centered and other instructional strategies they can use to design curriculum and instruct their students.
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Tumolo, Celso Henrique Soufen. „Vocabulary instruction :“. Florianópolis, SC, 1997. http://repositorio.ufsc.br/xmlui/handle/123456789/77011.

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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.
Made available in DSpace on 2012-10-16T23:58:03Z (GMT). No. of bitstreams: 1 50696.pdf: 339076 bytes, checksum: 8c7bd88f367c061f04b0c9fd11bc33c5 (MD5)
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Gordon, Amy M. Fitzgerald. „Preparing teachers to use an instructional management system to differentiate instruction“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 112 p, 2008. http://proquest.umi.com/pqdweb?did=1456290501&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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

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

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

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

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Michael, Molenda, und Russell James D, Hrsg. Instructional media and the new technologies of instruction. 3. Aufl. New York: Macmillan, 1989.

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

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Michael, Molenda, und Russell James D, Hrsg. Instructional media and the new technologies of instruction. 4. Aufl. New York: Macmillan Pub. Co., 1993.

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Michael, Molenda, und Russell James D, Hrsg. Instructional media and the new technologies of instruction. 2. Aufl. New York: Wiley, 1985.

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Michael, Molenda, und Russell James D, Hrsg. Instructional media and the new technologies of instruction. 2. Aufl. New York: Macmillan, 1985.

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

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

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

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

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

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Buchteile zum Thema "Instruction"

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

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

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

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

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

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

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

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

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Oakes, Jeannie, Martin Lipton, Lauren Anderson und Jamy Stillman. „Instruction“. In Teaching to Change the World, 196–236. Fifth edition, revised and updated. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351263443-8.

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

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Konferenzberichte zum Thema "Instruction"

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

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Various methodologies have been devised for the design of byte stream instruction sets (Tan78, SS82). The second author has proposed on approach that is largely automatic(Ben88). A set of instructions is derived that is optimal according to some criterion, such as the size of compiled code. The choice of instructions is driven by statistical analysis of a large amount of high level language code intended for the instruction set under design. We describe a computer program which will produce such on instruction set. The system has been successfully used to produce bytestream instruction sets to support BCPL (RWS80). Poly(Mat85) and EuLisp (PN+90). We present quantitative results showing the success of these designs. Byte stream instruction sets are now largely restricted to interpretive intermediate codes, with the majority of instruction sets being RISC, or derived designs. We outline current work to produce ISGEN-GA which will generalise the methodology, so that RISC type instruction sets can be produced automatically.
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2

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

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3

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

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4

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

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Approximate computing (AC) offers techniques ranging from application to circuit levels. AC techniques offer better performance at the cost of inaccurate results. A widely used software AC technique is loop perforation (LP). This paper presents an Instruction-Level LP (ILLP) approach that relies on approximate hardware instructions. We extended the ACCEPT compiler and SPIKE simulator workflows to generate and simulate applications with ILLP. We evaluated the technique comparing the results of precision, number of instructions, cycles, and energy consumption. ILLP achieves a 74.61% reduction in the number of instructions for the PI application, a 51.40% reduction in the number of cycles for the FFT, and an energy saving of 74.49% for the PI.
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Moreno, Jaime H., und Mayan Moudgil. „Scalable instruction-level parallelism through tree-instructions“. In the 11th international conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/263580.263584.

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Kurzel, Frank. „Customizing Instruction“. In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2870.

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In this paper, we examine techniques employed to customize features within an information technology related leaning environment. Fine grained concepts form the basis of the system; these are initially configured hierarchically into sessions by the instructor to constitute a week’s worth of work. Tools however, exist to provide other forms of access. This constitutes a separation of the course’s knowledge and skill base from the instructional methodology pursued. A session for example, is an instructor driven grouping that has instructional significance. Other instructional objects or artifacts that play particular roles in a methodology can be specified. We examine a problem based scenario and contrast it with an expository form of delivery. Adaptive hypermedia techniques driven by student profiling, are employed to provide students with feedback on their status with particular concepts. Students have access to all course metadata through a range of tools, along with web based tools to scrutinize and access information stored about them. This also includes the formal assessment maintained for the course and any individual settings used by the environment.
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Ost, Brad. „Open Access: What Is It and Why Is It Important to You?“ In 2016-17 Instruction Academy. AUC Robert W Woodruff Library, 2016. http://dx.doi.org/10.22595/libpubs.00011.

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8

Dobre, Iuliana. „AN INTELLIGENT TUTORING SYSTEM FOR TUTORING THE COMPUTERS PROGRAMMING AND C LANGUAGE DISCIPLINE“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-075.

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Currently, in the context in which the activities from all domains are in a closed interdependence with the instructional activity and in which the courses can't be anymore carried out exclusively in the traditional ways, the use of the computer has become an essential and mandatory requirement for all levels of education and for all parties involved. This stage of the educational process evolution has been named the age of the Computer Assisted Instruction. Since this age started, many companies, researchers, specialists and teachers have involved themselves in the design, development and implementation of new systems, software, tools, methods and methodologies capable to answer to the highest standards applicable in education of all grades and also, capable, to offer a very friendly environment for instruction satisfying in the same time the effectiveness requirements. One of the goals followed and also, achieved, was the use of the Computer Assisted Instruction within the Intelligent Tutoring Systems (ITS). This paper is presenting an ITS developed by the author and designed using Natural Language Processing technologies, a system which is capable to assist the students who are looking to achieve and understand elements and aspects related to the Computers Programming and C language discipline. Also, in the article are described and exemplified the functionalities of the system proposed and are presented the steps that a student has to follow from the very beginning (enrolling stage) up to the end of the instruction (visualization of performances achieved). Moreover, in this paper are briefly reviewed the facilities offered by the system to the instructor in terms of the students evolution visualization, assistance and follow up during the instructional process.
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Dickinson, Alex. „An Optical Respite from the Von Neumann Bottleneck“. In Optical Computing. Washington, D.C.: Optica Publishing Group, 1991. http://dx.doi.org/10.1364/optcomp.1991.tuc4.

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The high end of microprocessor performance is currently dominated by Reduced Instruction Set Computer (RISC) architectures. These machines execute one or more instructions per clock cycle. A processor such as the i8601 [1] runs with a 40MHz clock - requiring that on average an instruction must be delivered to the CPU every 25nS. With DRAM access times currently at around 100nS, timely instruction delivery has become a critical constraint on processor speed.
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Chory, Rebecca M. „Fairness matters in higher education: Student classroom justice perceptions and behavioral responses“. In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16315.

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Fairness in the higher education instructional context, i.e., classroom justice, is fast becoming a salient and widespread concern among scholars, instructors, and students alike. Drawing on research conducted in North America, Europe, Asia, and other world regions, the present article describes university students’ beliefs about what constitutes unfair instructor behavior, and it explores the relationships between classroom justice and student behavioral responses. Results of this work indicate that university students identify grading procedures, instructor feedback, and instructor affect, attention, and caring as key factors in determining classroom justice. In addition, university students’ perceptions of (un)fairness are associated with student learning, engagement, and antisocial classroom behavior. In short, classroom justice in higher education is integral to student learning and instruction. Classroom justice matters.
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Berichte der Organisationen zum Thema "Instruction"

1

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

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2

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

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3

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

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The Building Assets Toolkit is an approach for developing programs for specific segments of girls that will prepare them to better face the challenges of growing up. It will help program managers understand the needs of the girls in their community, engage stakeholders at different levels and with different viewpoints, and build concrete and meaningful programming for adolescent girls. The toolkit contains all the materials needed to help make a preliminary assessment of the assets a girl should acquire and the age by which she should acquire them. This document contains the Building Assets Toolkit’s List of Contents and Instruction Guide. The Instruction Guide provides step-by-step instructions on how to use the materials provided.
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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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