Thematische Bibliographien / Teaching blocks

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Auswahl der wissenschaftlichen Literatur zum Thema „Teaching blocks“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Teaching blocks"

Taylor-Cox, Jennifer. „Early Childhood Corner: Teaching with Blocks“. Teaching Children Mathematics 15, Nr. 8 (April 2009): 460–63. http://dx.doi.org/10.5951/tcm.15.8.0460.

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Blocks are powerful mathematical tools when used to teach young children early concepts in measurement, number sense, computation, geometry, data analysis, and algebra. For nearly one hundred years, blocks have played a role in early childhood classrooms (Smith 2001). Yet not everyone understands the mathematics conceptbuilding power associated with blocks. From sorting to patterning, young children can build a strong mathematical foundation one block at a time. This article examines how blocks can be especially useful in engaging children in activities that address algebraic, geometric, and spatial thinking.

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Pasquinelli, Elena, und Sidney Strauss. „Introduction: Teaching and its Building Blocks“. Review of Philosophy and Psychology 9, Nr. 4 (Dezember 2018): 719–49. http://dx.doi.org/10.1007/s13164-018-0422-3.

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Lau, Shiew Wei, Terence Peng Lian Tan und Suk Meng Goh. „Teaching Engineering Ethics using BLOCKS Game“. Science and Engineering Ethics 19, Nr. 3 (13.10.2012): 1357–73. http://dx.doi.org/10.1007/s11948-012-9406-3.

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K. Kuzmina, Elena, Valentina N. Vassilie, Gulnara I. Galeeva und Cécile Leblanc. „Peculiarities of «Techno-R» Technology During Teaching French Language Grammarian Skills“. International Journal of Engineering & Technology 7, Nr. 4.7 (27.09.2018): 82. http://dx.doi.org/10.14419/ijet.v7i4.7.20389.

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The article describes the methodological basis of "Techno-R" technology, its substantive and procedural aspects. In the content aspect the technology "Techno-R" consists of eight blocks designed to develop the communicative competence of trainees. The communicative language competence consists of four blocks - vocabulary, grammar, phonetics, spelling, and speech is also represented by four blocks - speaking, listening, reading and writing. Each block has its own peculiarities in the content aspect, but the procedural aspect of the technology is one for all blocks. The technology includes the setting of an educational task, an indicative basis for speech actions, task performance training, carrying out control actions and competence level determination that is being developed. The authors set out an experimental study to teach grammatical skills of French language on the basis of the technology being developed. Empirically obtained data, subjected to statistical processing on the basis of Student's t criterion, demonstrate the value of T criterion > 3.3, which indicates the reliability of the conclusions about Techno-R technology effectiveness. In the article the authors made conclusions about the peculiarities of the abovementioned technology, its correctional nature, the combination with the known pedagogical technologies, the availability of language problems, creating the conditions for the transfer of grammatical skills and the production of student self-esteem in language competence development that stimulates the motivation of learning.

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Duschl, Richard A. „Using Wood Blocks in Teaching Data Process Skills“. Science Activities: Classroom Projects and Curriculum Ideas 22, Nr. 4 (Dezember 1985): 26–29. http://dx.doi.org/10.1080/00368121.1985.10112914.

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Kim, Sang Jo, Lauren Wilson, Jiabin Liu, David H. Kim, Megan Fiasconaro, Jashvant Poeran, Carrie Freeman, Jonathan Beathe und Stavros Memtsoudis. „Lack of July effect in the utilization of neuraxial and peripheral nerve block in US teaching hospitals: a retrospective analysis“. Regional Anesthesia & Pain Medicine 45, Nr. 5 (24.03.2020): 357–61. http://dx.doi.org/10.1136/rapm-2020-101318.

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BackgroundGiven the steep learning curve for neuraxial and peripheral nerve blocks, utilization of general anesthesia may increase as new house staff begin their residency programs. We sought to determine whether “July effect” affects the utilization of neuraxial anesthesia, peripheral nerve blocks, and opioid prescribing for lower extremity total joint arthroplasties (TJA) in July compared with June in teaching and non-teaching hospitals.MethodsNeuraxial anesthesia, peripheral nerve block use, and opioid prescribing trends were assessed using the Premier database (2006–2016). Analyses were conducted separately for teaching and non-teaching hospitals. Differences in proportions were evaluated via χ2 test, while differences in opioid prescribing were analyzed via Wilcoxon rank-sum tests.ResultsA total of 1 723 256 TJA procedures were identified. The overall proportion of neuraxial anesthesia use in teaching hospitals was 14.4% in both June and July (p=0.940). No significant changes in neuraxial use were seen in non-teaching hospitals (24.5% vs 24.9%; p=0.052). Peripheral nerve block utilization rates did not differ in both teaching (15.4% vs 15.3%; p=0.714) and non-teaching hospitals (10.7% vs 10.5%; p=0.323). Overall median opioid prescribing at teaching hospitals changed modestly from 262.5 oral morphine equivalents (OME) in June to 260 in July (p=0.026) while median opioid prescribing remained at a constant value of 255 OME at non-teaching hospitals (p=0.893).ConclusionUtilization of neuraxial and regional anesthesia techniques was not affected during the initial transition period of new house staff in US teaching institutions. It is feasible that enough resources are available in the system to accommodate periods of turnover and maintain levels of regional anesthetic care including additional attending anesthesiologist oversight.

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Фролов, Шабурова, Galina Shaburova, Курочкин, Anatoliy Kurochkin, Воронина und Polina Voronina. „Methodological Bases of Teaching-Control Systems Development“. Socio-Humanitarian Research and Technology 5, Nr. 4 (19.11.2016): 44–49. http://dx.doi.org/10.12737/22494.

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The purpose of research is studying methodology modernization of test technologies based on the teaching-control systems. The research task was to study the structural components and basic methodological principles for developing teaching-control systems that contribute to the expansion of their educational functions. The paper presents reasoned information that in recent decades the test technology is used not only for monitoring and evaluation of students´ knowledge, but also are used in this learning process, for example, for a more efficient organization of independent work. Experience to date in creating e-learning shows that the development of this process is mainly through the integration of educational information, teaching innovation and information technologies, which could result in a qualitatively new learning environment with their products. As proposed by the authors of scientificmethodological concept, improvement of test technology provided by the transfer of some functions of the teacher teaching-controlling complex is complete software with three structural components (blocks). The methodological basis of the development of the complex are the justification of the scope and depth of knowledge in the discipline of study (first block), transforming them in the form of test tasks (second unit), as well as complex solutions, providing consultancy in the field of knowledge (the third block). The paper presents practical guidelines for the design of each of these blocks, and an analysis of the most frequent mistakes made by developers of complexes. The proposed methodology was the basis for the development of teaching-electronic control complexes in various disciplines taught at the Department "Food production", Penza State Technological University. Complexes passed wide approbation and implemented in the educational process more than thirty universities in Russia.

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Lou, Hongli. „Situational Cognition of College English Education Based on Image Block Gain Optimization in Pseudo-haze State“. International Journal of Emerging Technologies in Learning (iJET) 14, Nr. 18 (30.09.2019): 53. http://dx.doi.org/10.3991/ijet.v14i18.11183.

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Situational cognition can help students to construct their knowledge to a great extent. In order to solve the problem of lack of situational cognition in College English teaching, this paper studies the validity of students' situational cognition in College English teaching based on the method of image block gain optimization. First, this paper analyses the general situation of situational cognition capacity in College English teaching in China at present, and puts forward the function of device image in constructing situational cognitive competence in teaching. Then, it divides device image into blocks under pseudo-haze conditions, and proposes the optimization method of block gain. Finally, on the basis of block gain, it makes an empirical test of situational cognitive competence in College English teaching. The empirical results show that image block gain optimization can effectively improve the construction of situational cognition capacity in College English teaching. With the help of this study, some new and useful ideas can be traced for the development of computer science and college English teaching, and also stimulate the further improvement of College English education in China.

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Beattie, Ian D. „Building Understanding with Blocks“. Arithmetic Teacher 34, Nr. 2 (Oktober 1986): 5–11. http://dx.doi.org/10.5951/at.34.2.0005.

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The model of instruction that goes from the concrete to the abstract is widely accepted. Texts that describe me thods of teaching e lementary school mathematics use it, and instructors of mathematics methods classes for prospective elementary school teachers advocate its use. The intent of such texts and c lasses is obviously to prepare teachers who are familiar with such a model and can apply it in the classroom.

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KLOMKARN, KITDAKORN, und PITIKHATE SOORAKSA. „SIMPLE SELF-INSTRUCTIONAL MODULES BASED ON CHAOTIC OSCILLATORS: FEW BLOCKS GENERATING MANY PATTERNS“. International Journal of Bifurcation and Chaos 21, Nr. 05 (Mai 2011): 1469–91. http://dx.doi.org/10.1142/s021812741102915x.

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Chaotic circuits have been widely used in the teaching of nonlinear dynamics disciplines, where a common practice is pedagogically based on the circuit point of view. Chua's circuit is the most popular platform for the demonstration of its components with rich dynamical patterns. However, engineering students majoring in control systems are more familiar with feedback systems rather than physical electronics with nonlinear components. This may lead to some difficulty in understanding the nonlinear properties of Chua's circuit, at least on first sight. This paper provides an alternative approach to teaching and learning chaotic oscillators by using the inherent understanding of feedback systems with simple modules at the undergraduate level. Utilizing the idea of chaotification, which means to make a nonchaotic module chaotic, the modules consist of only four blocks yet can generate more than thirty types of chaotic patterns via their various combinations. Conceptually, the blocks can be assembled as various mixed-mode chaotic circuits. Functionally, the blocks are easy-to-use in a Simulink-like fashion. Structurally, they are a LEGO-like educational kit. With low-cost implementation employing a few op-amps for each block, the newly proposed modules are simple, self-instructional and suitable for teaching and training students in school laboratories and in experimental environments.

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Dissertationen zum Thema "Teaching blocks"

Corbett, Douglas M. „Effects on 8th Grade Advanced Placement English Class High-Stakes Test Achievement Using Extended Time Blocks“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/920.

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Student performance on high-stakes tests continues to be an important issue for school administrators. This quasi-experimental, quantitative study investigated the relationship between the amount of time 8th grade students spent in advanced placement English classes using an extended block schedule and their achievement on language arts sections of the New Jersey Assessment of Skills and Knowledge (NJASK) high-stakes tests. The study was based on Carroll's theory relating instructional time and student learning. The guiding research questions investigated if extended time blocks in advanced placement English would improve student achievement scores on the language arts sections of NJASK tests. The study compared NJASK mean scores between two groups of English middle school students. One group received 90 minutes of English instruction time using an extended block schedule and the other group remained in a traditional 45-minute English period. A nonequivalent, pretest--posttest design was used to investigate the research questions. NJASK scores were collected from a public middle school from 2007-2008 through 2009-2010. Frequency distributions, descriptive statistics and ANOVA tests were used to analyze the data. Results indicated that there was a statistically significant difference between the extended block and traditional groups' NJASK results from 7th to 8th grade. Further studies should explore the effects of extended blocks on high-stakes test achievement for 8th grade students in English classes that are not considered advanced placement levels. The findings of this study have positive social change implications on the way school administrators can use traditional or block schedule types to maximize student achievement on future high-stakes tests.

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Facun-Granadozo, Ruth. „Building Blocks and Obstacles to Becoming a Self-efficacious Early Childhood Literacy Teacher: Implications for Teacher-Education“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4326.

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Baker, Angela H. Ms. „An Exploratory Critical Study of Questioning Strategies Posed by Early Childhood Teachers During Literacy Blocks“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2403.

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The purpose of this study was to examine the cognitive types and functions of questions orally posed by early childhood teachers in kindergarten through 3rd grade during a 90-minute literacy block. The cognitive types of questions were determined by the criteria established using Hess’ Cognitive Rigor Matrix (Hess, Jones, Carlock, & Walkup, 2009). The functions of the posed questions were determined by criteria based on the work of Costa (2001), Hughes (as cited in Fusco, 2012), and Lowery (as cited in Fusco, 2012). This study examined questioning strategies used by 12 early childhood teachers from a Northeast Tennessee School District. The 12 teachers orally posed questions were recorded, scripted, and coded by the researcher to determine each question’s type, frequency, and function and how these indicators serve to increase student engagement during the literacy block. Results from the study show that the majority of questions posed are low in cognitive level requiring students to perform primarily at the basic level of remembering and understanding. The primary function of the recorded posed questions called for students to verify their understanding and many closed questions were asked during the documented lessons. The time teachers gave students to answer a question was minimal and a single student generated response was the predominant vehicle used to glean an answer to a presented question. While the teachers in this study appeared to understand the importance of posing high level cognitive questions in order to increase Common Core Standards instruction, results from this study showed that there seems to be a disconnect between what teachers think they do and their actual practice in regard to posing effective questions as a strategy for active student engagement and learning.

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Ishac, Rand. „Partikelmodellen : Lärares beskrivning av innehåll och val av undervisningsmetod i åk 4–6“. Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36299.

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Syftet med denna undersökning är att undersöka hur undervisningen om partikelmodellen bedrivs i årskurserna 4–6 och hur undervisningen utformas. Studien genomfördes med hjälp av kvalitativt inriktade intervjuer med fem olika lärare som undervisar inom No-ämnena i de aktuella årskurserna. Resultatet visar att alla fem lärarna undervisar om fasövergångar och materians byggstenar, men att lärarna fördjupar sig inom olika delar av dessa områden. Lärarna i undersökningen väljer olika undervisningsmetoder när de undervisar om partikelmodellen: Traditionell undervisning, hypoteser, datoranimeringar, laborationer, dramatiseringar och användning av konkret material.
The purpose with this paper has been to examine how the education about the particle model in grades 4–6 is conducted and how the education is carried out. The study was carried out with the help of qualitatively directed interviews with five teachers that teach in the science subjects in the grades in question. The results show that all five teachers teach about, phase transitions and the building blocks of matter, but choose to immerse in different parts of these subjects. The teachers choose different teaching methods to teach about the particle model: Traditional teaching, hypotheses, computer animations, laboratory, dramatization and use of concrete materials.

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Price, Peter Stanley. „The Development of Year 3 Students' Place-Value Understanding: Representations and Concepts“. Queensland University of Technology, 2001. http://eprints.qut.edu.au/15783/.

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Understanding base-ten numbers is one of the most important mathematics topics taught in the primary school, and yet also one of the most difficult to teach and to learn. Research shows that many children have inaccurate or faulty number conceptions, and use rote-learned procedures with little regard for quantities represented by mathematical symbols. Base-ten blocks are widely used to teach place-value concepts, but children often do not perceive the links between numbers, symbols, and models. Software has also been suggested as a means of improving children's development of these links but there is little research on its efficacy. Sixteen Queensland Year 3 students worked cooperatively with the researcher for 10 daily sessions, in 4 groups of 4 students of either high or low mathematical achievement level, on tasks introducing the hundreds place. Two groups used physical base-ten blocks and two used place-value software incorporating electronic base-ten blocks. Individual interviews assessed participants' place-value understanding before and after teaching sessions. Data sources were videotapes of interviews and teaching sessions, field notes, workbooks, and software audit trails, analysed using a grounded theory method. There was little difference evident in learning by students using either physical or electronic blocks. Many errors related to the "face-value" construct, counting and handling errors, and a lack of knowledge of base-ten rules were evident. Several students trusted the counting of blocks to reveal number relationships. The study failed to confirm several reported schemes describing children's conceptual structures for multidigit numbers. Many participants demonstrated a preference for grouping or counting approaches, but not stable mental models characterising their thinking about numbers generally. The independent-place construct is proposed to explain evidence in both the study and the literature that shows students making single-dimensional associations between a place, a set of number words, and a digit, rather than taking account of groups of 10. Feedback received in the two conditions differed greatly. Electronic feedback was more positive and accurate than feedback from blocks, and reduced the need for human-based feedback. Primary teachers are urged to monitor students' use of base-ten blocks closely, and to challenge faulty number conceptions by asking appropriate questions.

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Ross, Donna Louise. „Influences of block scheduling on secondary science teaching practices /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7539.

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Spoelstra, Elizabeth. „Teaching in the block perceptions from an agricultural education classroom /“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002spoelstrae.pdf.

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Davidson, U. S. Baker Paul J. Lomeli Ramona A. „Exemplary teaching practices in high schools utilizing the block schedule“. Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.

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Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.

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Mayo, Amy E. „A comprehensive study of the relationship of block scheduling to the teaching of mathematics“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003mayoa.pdf.

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Howard, Shewanee D. „STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY“. Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1187188330.

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Bücher zum Thema "Teaching blocks"

Elizabeth, Vaughan, Hrsg. Teaching numeracy,. St. Paul, MN: Redleaf Press, a division of Resources for Child Caring, 2005.

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America, Cuisenaire Company of. Pattern blocks. White Plains, NY: Cuisenaire Co. of America, 1996.

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Padilla, Michael J. Chemical building blocks. Needham, Mass: Prentice Hall, 2000.

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Watt, Molly. Teaching with Logo: Building blocks for learning. Menlo Park, Calif: Addison-Wesley Pub. Co., 1986.

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Understanding writing blocks. New York: Oxford University Press, 2001.

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Pryor, Clarkson Sandra, Hrsg. Exploring with pattern blocks. New Rochelle, N.Y: Cuisenaire Company of America, 1989.

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Zullie, Mathew E. Fractions with pattern blocks. Chicago, IL: Creative Publications, 1988.

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Beauchat, Katherine A. The building blocks of preschool success. New York: Guilford Press, 2010.

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S, Schwartz Ilene, Hrsg. Building blocks for teaching preschoolers with special needs. 2. Aufl. Baltimore, Md: Brookes Pub. Co., 2008.

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Miller, Marcia. Investigating with pattern blocks. White Plains, N.Y: Cuisenaire Co. of America, 1995.

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Buchteile zum Thema "Teaching blocks"

Bardy, Roland. „Conjoining Competition and Morality: Six Teaching Blocks for Building Human Centered Organizations“. In Human Centered Management in Executive Education, 273–90. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137555410_17.

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Dong, Longzhu, Angie Stombaugh und Cindy Albert. „Structuring Your IB Course to Create a Foreign Market Entry Plan Using Active Learning Strategies as “Building Blocks”“. In The Palgrave Handbook of Learning and Teaching International Business and Management, 137–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20415-0_7.

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Jafri, Rabia. „Electronic Braille Blocks: A Tangible Interface-Based Application for Teaching Braille Letter Recognition to Very Young Blind Children“. In Lecture Notes in Computer Science, 551–58. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08599-9_81.

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Capogna, Giorgio. „Teaching the Epidural Block“. In Epidural Technique In Obstetric Anesthesia, 145–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45332-9_10.

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Zhang, Yuesheng. „Block-Based Design ERP Curriculum Teaching“. In Communications in Computer and Information Science, 84–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27452-7_12.

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Nesvet, Rebecca. „Teaching Penny Bloods and Dreadfuls“. In Teaching Victorian Literature in the Twenty-First Century, 53–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58886-5_4.

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Donson, Fiona, und Catherine O’Sullivan. „Building block or stumbling block? Teaching actus reus and mens rea in criminal law“. In The Teaching of Criminal Law, 21–33. New York, NY: Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315731902-2.

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Robbins, Jill, Beverley Jane und Jacinta Bartlett. „Supporting Technological Thinking: Block Play in Early Childhood Education“. In The Professional Knowledge Base of Science Teaching, 223–41. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3927-9_13.

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Lupo, Sarah M., Christine Hardigree, Emma S. Thacker, Amanda G. Sawyer und Joi D. Merritt. „Bringing Science, Social Studies, and Math into the Literacy Block“. In Teaching Disciplinary Literacy in Grades K-6, 1–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003041641-1.

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Konferenzberichte zum Thema "Teaching blocks"

Thuzar, Aye, und Aung Nay. „Teaching and learning through creating games in ScratchJr: Who needs variables anyway!“ In 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond). IEEE, 2015. http://dx.doi.org/10.1109/blocks.2015.7369023.

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Bauer, Aaron, Eric Butler und Zoran Popovic. „Approaches for teaching computational thinking strategies in an educational game: A position paper“. In 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond). IEEE, 2015. http://dx.doi.org/10.1109/blocks.2015.7369019.

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Paasivaara, Maria, Ville Heikkilä, Casper Lassenius und Towo Toivola. „Teaching students scrum using LEGO blocks“. In ICSE '14: 36th International Conference on Software Engineering. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2591062.2591169.

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De Carlos Villamarín, Pablo, Trinidad Dominguez Vila und Elisa Alén. „LEGO blocks as a gamification tool“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8010.

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New teaching methodologies with a more active participation of the students are increasingly present in the educational field. One of the best known is gamification, which refers to learning through play. A tool used in this methodology are the LEGO blocks. In this paper, an analysis of the students’ skills developed by learning using LEGO blocks is carried out in two dimensions: self-connection and communication with others. A sample composed of Bachelor's Degree in Computer Engineering and a Master's Degree in Teaching students is analyzed, in order to identify common behavioral patterns through a cluster analysis. The results reflect the use of this tool is highly valued by students in terms of the development of the own dynamic, as well as the implicit learning that it proposes.

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Jaime Alves, Gabriel, Carlos Roberto Beleti Junior, André Pinto Moreira, Linnyer Beatrys Ruiz Aylon und Daniela Eloise Flôr. „Internet das Coisas Robóticas: Desenvolvimento de um protótipo para o ensino de programação“. In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p017-019.

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Aiming at addressing the principles of programming logic and developing problem analysis and problem solving skills, the discipline of algorithms and programming is present in the curricula of various courses, from computer science courses to engineering. In the literature, some studies have shown that such disciplines usually present high percentages of dropout and disapproval due to several factors, but mainly difficulties of abstraction as to the logic required to solve problems using programming. To contribute to these factors, it is envisaged to provide ways of teaching that help the student to reason and find solutions to problems with programming. One method that may be most effective is block programming, because it aims to facilitate the introduction of programming concepts to students. Block programming, unlike traditional programming, is more interactive and visual, consisting of blocks that represent computational instructions, where blocks are connected to others to be able to perform programming. Thus, this research presents the development of an IoRT-based prototype along with block programming to promote computational thinking, more specifically in the teaching of algorithms and programming. The internet of robotic things emerges as an emerging vision that brings together objects focused on the production of action, autonomous behavior and especially interaction. IoRT presents itself as a great ally for teaching, focusing on promoting student engagement and expanding teaching possibilities.

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Brox, M., A. Gersnoviez, I. Bujalance, F. J. Quiles, M. A. Ortiz und P. Brox. „DigitalLib: A VHDL library of basic blocks to automate the design of advanced digital systems“. In 2016 Technologies Applied to Electronics Teaching (TAEE). IEEE, 2016. http://dx.doi.org/10.1109/taee.2016.7528247.

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Brown, Neil C. C., Amjad Altadmri und Michael Kolling. „Frame-Based Editing: Combining the Best of Blocks and Text Programming“. In 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.16.

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Weintrop, David, Uri Wilensky, Jennifer Roscoe und Daniel Law. „Teaching Text-based Programming in a Blocks-based World (Abstract Only)“. In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2676723.2691923.

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Rösel, Birgit. „A concept of a mainly digitalized course on control theory including problembased practical units and digital supported exams“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11112.

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This paper decribes the concept of a course on control theory as a minor subject in the department of electrical engineering at the OTH Regensburg. The basis for a new concept is the idea of contructive alignment. The whole teaching module is devided in two blocks. The first block contains the teaching of the knowledge about control theory with an integrated approach for lectures, exercises and practical sessions. In the second block the students attent a practical work package to have the possibility to applicate and deepen their knowledge. To foster active participation the students are asked to document and reflect their work with the course context in an electronic portfolio. The exam of this module consists of three parts with respect to the different competencies obtained during the module. This concept develops not only the knowledge on control theory but personal and social competencies which are of growing interest. The aim of the paper is to present the idea of the concept. Following papers will illustrate the development process and the results obtained later on.

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Kilkiş, Birol, Bilgin Kaftanoğlu und Cengiz Güngör. „Development of an Interactive Teaching Tool: Course Designer“. In ASME 1992 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/cie1992-0128.

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Abstract An expert authoring package for real time, computer aided lecturing was developed with main emphasis to undergraduate courses in mechanical engineering. It enables the instructor to prepare the lecture and then present it in the classroom in a real-time and iterative environment. The major aim is to create a medium in which the instructor, computer and students are brought together on a common data base with real-time interaction with each other. The hardware necessary to enable such an interaction was investigated and optimum configuration laid out both from economical and technical points of view. The package is also flexible enough to permit the instructor to modify and set the topics during the course through a specially designed menu. The Course Designer program which was developed on SuperEdit™ software which enables to structure the course material to be structured using traditional Macintosh building blocks like windows and graphics with a better user friendly and interactive medium.

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