Zeitschriftenartikel: „Instructional systems“

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MikLane. „Instructional systems“. Performance Improvement 44, Nr. 3 (März 2005): 51. http://dx.doi.org/10.1002/pfi.4140440312.

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Ziegenfuss, Donna Harp. „Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox“. Reference & User Services Quarterly 59, Nr. 2 (04.03.2020): 107. http://dx.doi.org/10.5860/rusq.59.2.7275.

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Library instruction sessions, courses, and programs benefit from a strategic and intentional instructional design approach. This type of approach can provide a framework for librarian discussions with collaborators, such as faculty or other stakeholders, and facilitate librarians’ advocacy efforts for information literacy instruction in the curriculum. But in the midst of busy schedules and competing responsibilities, it can be difficult to find time and a strategy that works well for library instructional contexts. This column shares an instructional design strategy adopted by librarians to add intentionality to their instruction. This backward design instructional design process has proven to be an invaluable tool for designing instructional contexts ranging from one-shots to tutorials to semester-length courses.—Editor

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Yang, Chia-Shing, und David M. Moore. „Designing Hypermedia Systems for Instruction“. Journal of Educational Technology Systems 24, Nr. 1 (September 1995): 3–30. http://dx.doi.org/10.2190/476c-l2jf-g4et-vvax.

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In recent years, hypermedia has been widely adopted in education. However, negative effects have been reported. There is not much “instruction” in existing hypermedia systems. Also, most hypermedia designs are based on the capabilities of technology, not on instructional theories or research Findings. This article explored the principles and theories relevant to the design of effective hypermedia courseware. The micro-design, which concerns the designing of discrete screens, discussed guidelines in five categories: information formats, language usages, highlighting techniques, operating directions, and screen layouts. The macro-design, which addresses the interrelationships of screens, explored the content organization and presentation flow of hypermedia systems. Finally, a courseware template and a real product were constructed to exemplify the designing principles of “instructional” hypermedia systems.

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Rausch, Meredith, Lee Flood, Rhia Moreno, Stacy Kluge und Arthur Takahashi. „Emergency support for faculty: Adherence to best practices in designing, developing, and implementing virtual training during a pandemic“. Journal of University Teaching and Learning Practice 19, Nr. 2 (09.04.2022): 27–42. http://dx.doi.org/10.53761/1.19.2.3.

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COVID-19 disrupted face-to-face instruction across university campuses world-wide. As universities struggled, instructional design teams stepped in to assist. At one southeastern university in the US, an instructional design team, with support from instructional systems analysts, responded by creating online instruction for faculty and facilitating training during the summer months in 2020. Literature outlining multiple perspectives and best practices for online instruction prior to the onset of the COVID-19 pandemic is robust; however, provides little to no guidance for implementing empirically based practice during a time of worldwide crisis. Many educational institutions recognised the need to provide a timely response to ensure continuity and quality of education yet lacked a framework or model from which to follow. This mixed methods study reviews best practices for designing and implementing virtual training for faculty and determines to what extent best practices were followed for this shift during a time of crisis. The use of a survey and semi-structured interviews with the instructional design team and instructional systems analysts resulted in four themes: prioritising faculty needs, responsiveness to faculty, lack of time, and difficulties collaborating across departments. Alignment to pre-pandemic best practice literature is provided to demonstrate the response of one university to the pandemic. Implications for instructional design teams and future research directions are presented.

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Uzunboylu, Huseyin, und Emine Kosucu. „An evaluation on instructional systems design“. International Journal of Learning and Teaching 12, Nr. 1 (31.01.2020): 30–41. http://dx.doi.org/10.18844/ijlt.v12i1.4552.

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Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

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Salisbury, David F. „General systems theory and instructional systems design“. Performance + Instruction 29, Nr. 2 (Februar 1990): 1–10. http://dx.doi.org/10.1002/pfi.4160290202.

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7

Retalis, Symeon, und Paris Avgeriou. „Modelling Web-Based Instructional Systems“. Journal of Information Technology Education: Research 1 (2002): 025–42. http://dx.doi.org/10.28945/342.

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8

MacKnight, Carol B., und Santosh Balagopalan. „Authoring Systems: Some Instructional Implications“. Journal of Educational Technology Systems 17, Nr. 2 (Dezember 1988): 123–34. http://dx.doi.org/10.2190/u66e-eckr-cyj5-83l9.

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The strengths and weaknesses of our four authoring systems are described in terms of their power, ease of use, and productivity. Productivity aids for graphics and logic, tern plating functions, lesson testing, including menu and icon structures are discussed.

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Heydeman, Jan. „An Instructional Power Systems Laboratory“. International Journal of Electrical Engineering & Education 34, Nr. 1 (Januar 1997): 5–15. http://dx.doi.org/10.1177/002072099703400102.

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A real time analog power system simulator for research and teaching has been developed at Delft University of Technology. The simulator consists of 1 swing bus, 7 generators, 2 tap changing transformers, 9 dynamic loads, 12 lines and 12 busbars. Experiments on control of voltage and power-frequency and on steady-state and transient stability are shown.

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Brant, Jacek, Arthur Chapman und Tina Isaacs. „International instructional systems: social studies“. Curriculum Journal 27, Nr. 1 (02.01.2016): 62–79. http://dx.doi.org/10.1080/09585176.2015.1134340.

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11

Piper, Joan Berkeley. „Instructional systems design for zookeepers“. Performance + Instruction 25, Nr. 3 (April 1986): 7–11. http://dx.doi.org/10.1002/pfi.4150250304.

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Hatwar, Nikita R., Shreeyash N. Parsawar, Romesh R. Meshram, Dhanashri G. Meshram, Prajakta Raut und Prachi R. Tagde. „Revolutionary Insight into College Management Systems A Literature Survey!“ International Journal for Research in Applied Science and Engineering Technology 11, Nr. 3 (31.03.2023): 624–25. http://dx.doi.org/10.22214/ijraset.2023.49477.

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Abstract: Here and now, the instruction region is witnessing a major metamorphosis in tours of technology relinquishment. College Management Systems (CMS) are at the van of this metamorphosis[1], as they give instructional institutions with the tools and coffers to effectively take their conditioning and missions. In this blog composition, we will explore the colorful aspects of CMS, involving its advantages, manners[2], exploration, and operation in the instruction region.

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Fargo McKinnon, Laura, und Kris S. Helge. „Copyright, open access and library instruction“. Library Hi Tech News 31, Nr. 10 (25.11.2014): 13–16. http://dx.doi.org/10.1108/lhtn-07-2014-0064.

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Purpose – The purpose of this article is to provide a general review of the concepts of copyright and open access as they relate to library instruction. The authors provide instructional advice to librarians on these topics. Design/methodology/approach – The authors approach the topic from a descriptive and instructional stance. General research on the topics listed above was conducted and is presented as an overview. Findings – The authors discuss the basics of copyright law, Creative Commons licenses, open access resources and copyright considerations specific to using music in instruction. Originality/value – This article includes useful tips and resources for instructional librarians, such as where to find open access or Creative Commons content. It is of value to any librarian that utilizes other entities’ content in the course of instruction.

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Son, Soyoung, und Yeoungmahn You. „"Epistemological Reconsideration of the Nature of Instruction of Instructional Systems Design"“. Journal of Educational Technology 27, Nr. 1 (30.06.2011): 75–118. http://dx.doi.org/10.17232/kset.27.1.75.

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Barbara Petersohn. „Classroom Performance Systems, Library Instruction, and Instructional Design: A Pilot Study“. portal: Libraries and the Academy 8, Nr. 3 (2008): 313–24. http://dx.doi.org/10.1353/pla.0.0007.

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Peurach, Donald J., David K. Cohen, Maxwell M. Yurkofsky und James P. Spillane. „From Mass Schooling to Education Systems: Changing Patterns in the Organization and Management of Instruction“. Review of Research in Education 43, Nr. 1 (März 2019): 32–67. http://dx.doi.org/10.3102/0091732x18821131.

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In the early 1990s, the logic and policies of systemic reform launched a press to coordinate the pursuit of excellence and equity in U.S. public education, with each other and with classroom instruction. There was little in that policy moment to predict that these reforms would sustain, and much to predict otherwise. Yet, nearly three decades hence, many public school districts are working earnestly to pursue the central aims of the reforms: all students engaging rich instructional experiences to master ambitious content and tasks at the same high standards. That begs a question: What happens when new educational ambitions collide with legacy educational institutions—not in a policy moment but across a historical moment? This chapter takes up that question by reviewing the rise of mass public schooling in pursuit of universal access, a historic pivot toward instructionally focused education systems in pursuit of excellence and equity, and changing patterns in instructional organization and management that follow. The lesson we draw is that, even amid incoherence and turbulence in education environments, sustained public, political, and policy support for new educational ambitions opens up new opportunities for those ambitions to manifest in the structures and the work of public school districts.

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Shaked, Haim, und Chen Schechter. „Systems Thinking for Principals of Learning- Focused Schools“. Journal of School Administration Research and Development 4, Nr. 1 (20.07.2019): 18–23. http://dx.doi.org/10.32674/jsard.v4i1.1939.

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Systems thinking involves attempts to understand and improve complex systems, examines systems holistically, and focuses on the way that a system's constituent parts interrelate. This essay provides examples of how systems thinking can enable principals to demonstrate instructional leadership and nurture learning-focused schools in the current era of complexity, diversity, and accountability. These examples illustrate how systems thinking contributes to developing school curriculum, empowering professional learning communities, and fostering performance data interpretation. Overall, systems thinking offers a comprehensive way of both conceptualizing and practicing leadership for learning within the entire school setting, which leads directly to enhancing the quality of instruction and raising students' achievement.

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Halverson, Richard, Jeffrey Grigg, Reid Prichett und Chris Thomas. „The New Instructional Leadership: Creating Data-Driven Instructional Systems in School“. Journal of School Leadership 17, Nr. 2 (März 2007): 159–94. http://dx.doi.org/10.1177/105268460701700202.

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Cunningham, Merrilee, und Ruth Robbins. „Instructional Scaffolding“. International Journal of Web-Based Learning and Teaching Technologies 7, Nr. 3 (Juli 2012): 20–36. http://dx.doi.org/10.4018/jwltt.2012070102.

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This article addresses the use of embedded scaffolding to enhance web-based learning in an online course which covers an introduction to multiple programming languages, utilizing selected resources and strategies as scaffolding techniques. This programming languages class is taught at the junior level in the Information Systems discipline as an online elective class, in a public institution located in a large, urban setting. Low to high knowledge learners are guided in the development of programs and implementation of systems through the use of four different programming languages. Learners with various experience levels were surveyed to determine if they thought these reinforcing scaffolding techniques were effectively used to provide all students with their own success producing pathway through the course. While finding out which scaffolding sections actually added to student success may not be absolutely necessary in designing a successful course, embedding hypermedia fostering a systematic improvement of learning options requires the constant “redesign” and encompasses web-based scaffolding processes as a very real advantage.

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Kane, Britnie Delinger, und Brooks Rosenquist. „Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations“. American Educational Research Journal 56, Nr. 5 (08.02.2019): 1718–68. http://dx.doi.org/10.3102/0002831219826580.

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Whole-school reform models frequently include instructional coaching, yet instructional coaches typically spend relatively little time working with teachers on instruction. Using survey and interview data from district leaders, school administrators, and instructional coaches in one urban school district, this mixed-methods analysis asks how district- and school-level policies and expectations were related to coaches’ time use. Coaches accountable to district leaders spent more time working with teachers on instruction than their school-hired counterparts, who devoted more time to administrative and teaching duties. However, all coaches had limited opportunities to work with teachers in ongoing ways. Also, as district accountability systems became more robust, all coaches engaged in more administrative work. Implications for school and district policy are discussed.

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Gilmour, Allison F., und Nathan D. Jones. „Policies That Define Instruction: A Systematic Review of States’ and Districts’ Recommendations for Evaluating Special Educators“. Educational Researcher 49, Nr. 9 (16.06.2020): 645–55. http://dx.doi.org/10.3102/0013189x20935039.

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Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. We found that most states and districts did not provide guidance to schools for adapting evaluation systems for these teachers. Some states provided guidance on technical aspects of special education teacher evaluation, such as incorporating student achievement into special education teachers’ scores. Districts were more likely to focus on instructional considerations. We discuss the implications of these findings for policies that aim to promote the use of effective instructional practices.

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Apache, R. R. Goyakla. „Activity-Based Intervention in Motor Skill Development“. Perceptual and Motor Skills 100, Nr. 3_suppl (Juni 2005): 1011–20. http://dx.doi.org/10.2466/pms.100.3c.1011-1020.

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This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-based intervention, while the afternoon group received physical education through direct instruction. In the spring semester delivery of instruction was reversed for each group. The curriculum and activities provided to each group were identical with only the instructional delivery format altered. Two sets of pre- and post-tests using the Test of Gross Motor Development were administered before and after each 15-wk. instructional period. Group improvement in skills was compared between instructional methods. Significant improvement in both locomotor and object control skills through the activity-based intervention was found compared to direct instruction. Activity-based intervention was shown to be easily adapted to a naturalistic educational setting befitting that of preschool education.

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Notar, Ellen Elms. „Principal as Instructional Manager: A Meta-Theory for Evaluation of Instruction“. NASSP Bulletin 71, Nr. 502 (November 1987): 89–91. http://dx.doi.org/10.1177/019263658707150216.

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We cannot assume that all teachers, however knowledgeable about their specific discipline, are familiar with concepts in learning principles. Instructional design systems theory pro vides that construct.

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Atubi, Onamrewho Favour. „Relevance of Symbol Systems Theory to Instructional Media for the Enhancement of Social Studies Learning Outcome“. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 7, Nr. 1 (19.03.2023): 48–59. http://dx.doi.org/10.36312/esaintika.v7i1.1067.

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The application of instructional media resources for Social Studies instructions can offer a clear departure from traditional mode of teaching resources, methods and strategies. Hence this study looked at how the symbol system theory can be used as a basis for the application of instructional media to enhance social studies students’ learning outcome. The research design for the study was quasi experimental. Random sampling technique was applied in selecting 30 Junior Secondary school students from a population of 150 in Covenant school Eku in Delta State of Nigeria. Researchers developed test titled “Instructional Media Performance Test (IMPT)”, was the instrument of data collection. The reliability of the instrument using Cronbach alpha was 0.79, t-test was used to test the two hypotheses of the study. The findings revealed that there was no significant difference in the pre-tests given to the students in both treatment and control groups as calculated value of 4.04 was lesser than table value of 5.09; also there is a positive and significant influence of instructional media (television) on the learning outcome of Junior Secondary Students in social studies as calculated value of 5.68 is higher than table value of 4.09. To this end, the study suggested that social studies teachers should incorporate instructional media (television) where necessary to achieve optimum learning objective, goals and heighten the learning outcome of Junior Secondary School students in social studies.

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Kim, Dong Sik. „Conceptualization of Instructional Design Automatization Systems“. Journal of Educational Technology 11, Nr. 2 (30.12.1995): 51–86. http://dx.doi.org/10.17232/kset.11.2.51.

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Gordon, Sallie E., und Vicki Lewis. „Knowledge Engineering for Hypertext Instructional Systems“. Proceedings of the Human Factors Society Annual Meeting 34, Nr. 18 (Oktober 1990): 1412–16. http://dx.doi.org/10.1177/154193129003401824.

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Biddle, John C. „Instructional data requirements from administrative systems“. ACM SIGUCCS Newsletter 22, Nr. 2 (15.06.1992): 10–15. http://dx.doi.org/10.1145/142086.142092.

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Collier, Mary Jane, und Robert Powell. „Ethnicity, instructional communication and classroom systems“. Communication Quarterly 38, Nr. 4 (September 1990): 334–49. http://dx.doi.org/10.1080/01463379009369771.

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Baykal, Ali. „Open systems metaphor in instructional design“. Procedia - Social and Behavioral Sciences 1, Nr. 1 (2009): 2027–31. http://dx.doi.org/10.1016/j.sbspro.2009.01.356.

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Shrock, Sharon, und Norman Higgins. „Instructional systems development in the schools“. Educational Technology Research and Development 38, Nr. 3 (September 1990): 77–80. http://dx.doi.org/10.1007/bf02298185.

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Clemente, Rebecca, und Barbara L. Martin. „Instructional systems design and public schools“. Educational Technology Research and Development 38, Nr. 3 (September 1990): 81–85. http://dx.doi.org/10.1007/bf02298186.

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Martin, Barbara L., und Rebecca Clemente. „Instructional systems design and public schools“. Educational Technology Research and Development 38, Nr. 2 (Juni 1990): 61–75. http://dx.doi.org/10.1007/bf02298270.

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Richards, Boyd F. „Should instructional designers design expert systems?“ Educational Technology Research and Development 37, Nr. 3 (September 1989): 63–71. http://dx.doi.org/10.1007/bf02299058.

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Neuman, Delia. „Designing Library Instruction for Undergraduates: Combining Instructional Systems Design and Naturalistic Inquiry“. College & Research Libraries 52, Nr. 2 (01.03.1991): 165–76. http://dx.doi.org/10.5860/crl_52_02_165.

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Jerković, Ljiljana. „Individually planned instruction in light of didactic paradigms and contemporary instructional systems“. Зборник радова Филозофског факултета у Приштини 48, Nr. 1 (2018): 317–36. http://dx.doi.org/10.5937/zrffp48-15008.

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Smith, Philip J., Karen Feigh, Nadine Sarter und David Woods. „Online Instruction for Cognitive Systems Engineering: Lessons Learned and Opportunities to Pursue“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, Nr. 1 (September 2021): 551–55. http://dx.doi.org/10.1177/1071181321651027.

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One of the impacts of the pandemic has been a rapid increase in the development and offering of online courses focused on cognitive systems engineering. This presents opportunities to: ● Identify and share alternative instructional design strategies and more specific instructional tactics tailored to the online environment and learn from each others’ experiences. ● Discuss how lessons learned from the design and offering of online courses can not only inform future offerings of online courses but also generalize to in-person courses. ● Identify the opportunities created by online instruction to reach a broader audience, not only geographically but also in terms of reaching practitioners whose specializations are outside of human factors. The panelists have expertise and experience in all of these areas. Their perspectives are briefly described below.

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Creese, Brian, Alvaro Gonzalez und Tina Isaacs. „Comparing international curriculum systems: the international instructional systems study“. Curriculum Journal 27, Nr. 1 (02.01.2016): 5–23. http://dx.doi.org/10.1080/09585176.2015.1128346.

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Nishiwaki, Yuji, Toru Takebayashi, Azusa Imai, Masahiko Yamamoto und Kazuyuki Omae. „Difference by instructional set in stabilometry“. Journal of Vestibular Research 10, Nr. 3 (01.06.2000): 157–61. http://dx.doi.org/10.3233/ves-2000-10305.

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There is no standard for the awareness of standing posture in stabilometry, yet little research addressing the matter has been carried out. In the present study, we evaluated the influence of different instructional sets during a test on stabilometry. Stabilometry was performed on 349 male subjects. Two different instructions were prepared for the subjects regarding the awareness of their standing posture. These instructions were a) “Please relax when you stand” (R-standing), and b) “Please make an effort to minimize your body sway” (E-standing). Subjects were classified into four groups according to the combination of these instructions they received. For the five body sway parameters, a comparison between R-standing and E-standing was performed, controlling for possible confounders such as age, height, body weight, educational history, alcohol consumption, and smoking status. The sway length in E-standing was larger than that in R-standing, even after the adjustment for possible confounders. Our results indicate that the difference in the instructional set caused a significant measurement bias. Thorough-going unification of instructions for the stabilometry should be recommended when stabilometry is performed in an epidemiological investigation.

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Kelcey, Ben. „Measuring Teachers' Instruction with Multilevel Item Response Theory“. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, Nr. 1 (30.03.2016): 1037–47. http://dx.doi.org/10.24297/ijrem.v7i1.3857.

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The purpose of this study was to describe an approach for measuring teachers' uses of instruction as it relates to students' achievement through classroom observations. Despite significant work on the substantive content of observation systems chronicling teachers' instruction, literature has largely relied on simple counts of instructional features or the average of quality indicators to describe teachers' instruction. However, such coarse summaries generally do not reflect current theories of instruction, prior empirical evidence, and the framework of most observation systems. The approach presented in this paper builds on evidence that teachers' instruction varies across lessons and that instructional features or quality indicators do not necessarily contribute equally to our understanding of effective instruction. To align theory, data and methods, this study applied multilevel item response theory to the study of early literacy instruction as it relates to students' achievement. This model provided a more complex, but more precise and theoretically grounded, view of instruction by linking components of instruction theory to model parameters. Empirical results suggested that multilevel item response models encouraged precision in the specification of theory, data collection, and models that is absent in simpler models.

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Jones, Diana L. „Analysis of Task Systems in Elementary Physical Education Classes“. Journal of Teaching in Physical Education 11, Nr. 4 (Juli 1992): 411–25. http://dx.doi.org/10.1123/jtpe.11.4.411.

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

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Fisk, Arthur D., und Joan K. Gallini. „Training Consistent Components of Tasks: Developing an Instructional System Based on Automatic/Controlled Processing Principles“. Human Factors: The Journal of the Human Factors and Ergonomics Society 31, Nr. 4 (August 1989): 453–63. http://dx.doi.org/10.1177/001872088903100408.

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The research evaluated the effectiveness of rule-based versus single-step (non-rule-based) approaches to training skills in a classroom setting. Trainees received three days of either rule-based or single-step instruction on base-5 arithmetic skills. Achievement tests were administered after each instructional unit, and trainees' self-assessment of learning was also measured. The trainees' ability to transfer the classroom instruction to a speed-stressed verification task (determining the correctness of equations) was assessed. After rule-based instruction trainees were better able to assess their readiness for promotion to a higher level of instruction. The rule-based instruction also facilitated transfer to the verification task. The implications of automatic/controlled processing theory for providing theoretical and practical underpinnings for the development of instructional systems design are discussed.

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Wang, Cui. „English Process Assessment Based on Deep Learning and Cloud Computing“. Wireless Communications and Mobile Computing 2022 (24.03.2022): 1–10. http://dx.doi.org/10.1155/2022/2631693.

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Summative assessment has long been the primary assessment method used in college English classes. Overemphasizing examinations has had a significant negative impact on foreign language instruction. We design and practice generative instructional objectives, open instructional activities, dynamic course resources, interactive instruction process, and developmental instructional assessment based on a cloud platform based on the basic idea of generative instruction and using the characteristics of a cloud computing platform. Measures to improve the generativeness of online classrooms have piqued students’ interest and enthusiasm for self-directed learning, allowing them to experience the joy of learning brought on by new technological advancements. We discovered that if you want to improve students’ language acquisition ability, you cannot just rely on assessment. The diversified process assessment can not only ensure that students complete their learning tasks efficiently and quickly but also ensure that students are assessed objectively and fairly. Using cloud computing, MATLAB algorithm, and artificial neural network theory, a mathematical model of an instruction quality assessment system is established in this paper. After the network has been trained, the quality of the instruction can be assessed, providing a useful reference point for future research into instruction quality assessment systems.

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Griffiths, John, und Ann Degner. „Training for Instructional Uses of Multimedia at San Juan College: Toward the Campus of the Future“. Journal of Educational Technology Systems 23, Nr. 4 (Juni 1995): 337–52. http://dx.doi.org/10.2190/5288-plug-p1qq-xdbq.

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A multimedia training program for community college faculty includes research results in its training. Recent research in computer assisted multimedia instruction is examined and summarized. Changes in the technology of instruction are described and illustrated. A description of the pedagogical relevance of research to teacher training is offered. The facilities, activities, and outcomes of an instructional multimedia training project for faculty at San Juan College are described. The current principles of instructional systems design, identified by a survey of current research in cai, reflect a pedagogical shift from behaviorism through cognitivism to constructivism. Current research in cai reports that multimedia improves the effectiveness of cai, but provides little consistent empirical evidence explaining why. Questions about learner feedback and control have led to useful results in control/display ergonomics. Continued development of effective, artificially-intelligent tutoring systems has benefited from wider progress in expert systems. Research findings demonstrate that the immanent complexity of hypermedia requires methodical management, that cognitive factors limit the optimum number and effective types of hypermedia link displays, and that close monitoring of learner-system interaction reveals important cognitive differences in individual learners. That same close monitoring of interaction also enables complex instructional systems to respond differentially, thus effectively, across broad differences among individual learners. Different schools of pedagogical thought offer different theoretical explanations for cai's efficacy, but in practice cai's increasing capacity to address individual differences in learning processes is re-emphasizing the importance of teachers' ability to do the same.

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Francis, Norbert. „Democratic language policy for multilingual educational systems“. Language Problems and Language Planning 29, Nr. 3 (14.12.2005): 211–30. http://dx.doi.org/10.1075/lplp.29.3.02fra.

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This article outlines a proposal for evaluating educational policy and planning for multilingual school systems. Often, debates on language policy in education suffer from a restricted perspective that elevates socio-political considerations above all others. Assigning secondary importance to language learning constraints and developmental principles of second language learning renders the discussion incomplete and incoherent. Bilingual instructional models need to be based on current research findings that prioritize both an early introduction of content-based second language instruction (immersion), and the development of higher-order language abilities through a language that children understand.

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Sharpe, Thomas L., Andrew Hawkins und Robert Wiegand. „Model/Practice versus Verbal/Rehearsal Introductions of Systems Skills Within an Individually Prescribed Instructional System“. Journal of Teaching in Physical Education 9, Nr. 1 (Oktober 1989): 25–38. http://dx.doi.org/10.1123/jtpe.9.1.25.

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This study examined one component of an individualized instructional setting specific to physical education in order to operationally define more clearly one instructional system. A comparison of model/practice and verbal/rehearsal teacher instruction of the systems skills (i.e., pupil non-subject-matter tasks) necessary to two individualized physical education classes was conducted, quantified in terms of academic learning time specific to physical education (ALT-PE). Concomitant variables of student on-task and student off-task were similarly analyzed. The study focused upon visual inspection of pupil graphic behavioral representations in determining significant level differences between and within classes. Analyses showed model/practice instruction of systems skills to produce marked reductions in student on-task and off-task behavior, allowing larger portions of classroom time to be devoted to academic content learning activities. ALT-PE was subsequently enhanced via the model/practice intervention. The verbal/rehearsal condition evidenced negligible changes across dependent measures from baseline to intervention stages.

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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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Vargas, E. A. „Triad Model of Education (II) and Instructional Engineering“. Spanish Journal of Psychology 10, Nr. 2 (November 2007): 314–27. http://dx.doi.org/10.1017/s1138741600006582.

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Despite the money and sweat that go into new instructional technologies, they do not produce the overall high level of student performances that societies seek. More effective teaching calls for a profound solution. It requires a coordinate triad of factors: a proper science, the correct organizational structure, and an engineering instructional technology. This second of a series of articles on the Triad Model of Education concentrates on instructional engineering. The instructional engineering drawn from the science is contingency-based. Contingency-based instructional systems always handle the inevitable two components of instruction: the repertoires of students and the setups that shape those repertoires. The setup component features five elements: subject matter, objectives, quality control, presentation modes, and logistics. The repertoire component consists of the governance of repertoires—event and lingual governed, the type of repertoire—knowing, solving, and creating, and the variability of the repertoire—convergent and divergent. These elements, and their required engineering, reveal an instructional task more complex than previously considered. Progress with such complexity occurs only when all components of the triad are in place.

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Shaked, Haim, und Chen Schechter. „Holistic School Leadership“. NASSP Bulletin 100, Nr. 4 (Dezember 2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.

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As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.

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Craig, John S. „A Systematic Approach to Improving In-House Computer Literacy“. Journal of Educational Technology Systems 21, Nr. 1 (September 1992): 51–70. http://dx.doi.org/10.2190/9n9k-4tw8-9tu9-70tc.

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Computer trainers and technical writers responsible for instructing end users on the proper use of in-house computer systems are challenged with a task that is becoming increasingly complex and vital to an organization's efficiency. Since in-house computer systems are custom-designed for use within organizations, classroom trainers, writers, and other technical communicators must provide comprehensive classroom instruction and documentation for users. This article cites recent research on computer training and writing strategies in the technical communication and instructional technology fields, and how these strategies can be used by technical communicators to instruct users of in-house computer systems. An in-house computer training model is presented to help technical communicators design in-house computer training sessions, improve existing sessions, and create and revise in-house, instructional computer user documentation.

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Goforth, Dave. „Learner Control = Decision Making + Information: A Model and Meta-Analysis“. Journal of Educational Computing Research 11, Nr. 1 (Juli 1994): 1–26. http://dx.doi.org/10.2190/x799-7fdg-h0vq-th9c.

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Research into the effectiveness of learner control in tutorial computer assisted instruction has produced equivocal results. In order to analyze these results, learner control is defined within a general model of decisions and information in instructional systems. When the research is categorized according to this model, the effectiveness of learner control is confirmed and a preliminary conclusion concerning the importance of information is reached. A case is made for an instructional design focus in learner control research based on model building rather than hypothesis testing.

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