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Books on the topic 'Instructional Content Design'

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Author: Grafiati
Published: 9 March 2023
Last updated: 11 March 2023

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1

1947-, Shanley Michael G., ed. The prospects for increasing the reuse of digital training content. Santa Monica, CA: Rand, 2009.

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2

New directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing, Inc., 2015.

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3

Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.

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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.
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4

O'Neil, Harold F. Design of an instructional strategy to teach visualization in an advection context in intelligent computer-assisted instruction. Brooks Air Force Base, Tex: Armstrong Laboratory, Air Force Systems Command, 1991.

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5

Jay, McTighe, ed. Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, Va: Association for Supervision and Curriculum Development, 2006.

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6

Smith, Robin M. Conquering the Content. New York: John Wiley & Sons, Ltd., 2009.

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7

Smith, Robin M. Conquering the content: A step-by-step guide to online course design. San Francisco: Jossey-Bass, 2008.

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8

Sandra, Parks, ed. Infusing critical and creative thinking into content instruction: A lesson design handbook for the elementary grades. Pacific Grove, CA: Critical Thinking Press & Software, 1994.

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9

Swartz, Robert J. Infusing critical and creative thinking into content instruction: Selections from the elementary and secondary lesson design handbooks. Pacific Grove, Calif: Critical Thinking Press and Software, 1993.

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10

David, Carson. Fotografiks: An equilibrium between photography and design through graphic expression that evolves from content. Corte Madera, Calif: Gingko Press, 1999.

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11

Kozma, Robert B. Design in context: A conceptual framework for the study of computer software in higher education. Ann Arbor, Mich: University of Michigan, 1987.

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12

Minds in play: Computer game design as a context for children's learning. Hillsdale, N.J: L. Erlbaum Associates, 1995.

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13

Hilary, McLellan, ed. Situated learning perspectives. Englewood Cliffs, N.J: Educational Technology Publications, 1996.

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14

The Z80 microprocessor: Architecture, interfacing, programming, and design. Columbus: Merrill Pub. Co., 1988.

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15

Gaonkar, Ramesh S. The Z80 microprocessor: Architecture, interfacing, programming, and design. 2nd ed. New York: Merrill, 1993.

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16

Gaonkar, Ramesh S. The Z80 microprocessor: Architecture, interfacing, programming and design. 2nd ed. New Delhi: New Age International Publishers, 1995.

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17

Gaonkar, Ramesh S. The Z-80 microprocessor: Architecture, interfacing, programming and design. London: Merrill, 1988.

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18

Gakkai, Jingi, ed. Jingi ni kansuru seido, sahō jiten. Tōkyō: Ōzorasha, 2016.

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19

Browning, Birch P. Designing Meaningful Instruction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0009.

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The chapter outlines and discusses many steps in instructional design as well as assessing its effectiveness. The role of knowledge of subject matter, pedagogy, how students learn, and instructional context is stressed. The six challenging questions relating to pedagogical content knowledge are presented and discussed. Designing instruction is a temporally backward process, in that the first step is to determine the desired outcomes. The reader is taken through the three major stages of planning instruction: defining outcomes, planning assessment, and designing the learning plan. The importance of timely and relevant feedback is stressed. Teacher self-assessment is key as well. The author states that the height of professionalism is the consistent willingness to evolve for the students’ benefit.The chapter concludes with a detailed sample lesson project.
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20

Investigations Of Elearning Patterns Context Factors Problems And Solutions. Information Science Publishing, 2011.

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21

Boling, Elizabeth, Colin M. Gray, Craig D. Howard, and John Baaki. Historical Instructional Design Cases: ID Knowledge in Context and Practice. Taylor & Francis Group, 2020.

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22

Boling, Elizabeth, Colin M. Gray, Craig D. Howard, and John Baaki. Historical Instructional Design Cases: ID Knowledge in Context and Practice. Taylor & Francis Group, 2020.

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23

Boling, Elizabeth, Colin M. Gray, Craig D. Howard, and John Baaki. Historical Instructional Design Cases: ID Knowledge in Context and Practice. Taylor & Francis Group, 2020.

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24

Boling, Elizabeth, Colin M. Gray, Craig D. Howard, and John Baaki. Historical Instructional Design Cases: ID Knowledge in Context and Practice. Taylor & Francis Group, 2020.

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25

McTighe, Jay, and Carol Ann Tomlinson. Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. Association for Supervision & Curriculum Development, 2006.

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26

McTighe, Jay, and Carol Ann Tomlinson. Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. Association for Supervision & Curriculum Development, 2006.

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27

Marquis, Jefferson, Jennifer Moroney, Pauline Moore, Rebecca Herman, Jonathan Welch, and Reid Dickerson. Defense Security Cooperation University Expert Course of Instruction: Content, Design, Implementation. RAND Corporation, 2020. http://dx.doi.org/10.7249/rra572-1.

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28

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. Pearson, 2013.

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29

McTighe, Jay, and Carol Ann Tomlinson. Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. Association for Supervision & Curriculum Development, 2009.

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30

McTighe, Jay, and Carol A. Tomlinson. Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. Association for Supervision & Curriculum Development, 2006.

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31

Smith, Robin M. Conquering the Content. Wiley & Sons, Incorporated, John, 2014.

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32

Conquering The Content A Blueprint For Online Course Design And Development. John Wiley & Sons Inc, 2014.

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33

Smith, Robin M. Conquering the Content: A Blueprint for Online Course Design and Development. Wiley & Sons, Incorporated, John, 2014.

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34

Smith, Robin M. Conquering the Content: A Blueprint for Online Course Design and Development. Wiley & Sons, Incorporated, John, 2014.

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35

Kafai, Yasmin B. Minds in Play: Computer Game Design As A Context for Children's Learning. Lawrence Erlbaum, 1994.

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36

American Association for the Advancement of Science. Designs for Science Literacy: with companion CD-ROM. Oxford University PressNew York, 2001. http://dx.doi.org/10.1093/oso/9780195132786.001.0001.

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Abstract The call for science curriculum reform has been made over and over again for much of the twentieth century. Arguments have been made that the content of the curriculum is not appropriate for meeting the individual and social needs of people living in the modern world; that the curriculum has become overstuffed with topics and does not serve students especially well; and above all, that the curriculum does not generate the student learning it is expected to produce. The latest volume in a continuing series of publications from the AAAS designed to reform science education, Designs for Science Literacy presupposes that curriculum reform must be considerably more extensive and fundamental than the tinkering with individual courses and subjects that has been going on for decades. Designs deals with the critical issues involved in assembling sound instructional materials into a new, coherent K-12 whole. The book pays special attention to the need to link science-oriented studies to the arts and humanities, and also proposes how to align the curriculum with an established set of learning goals while preserving the American tradition of local responsibility for the curriculum itself. If fundamental curriculum reform is ever to occur, a new process for creating alternatives will have to be developed. Designs for Science Literacy provides the groundwork for such a process.
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37

Kafai, Yasmin B. Minds in Play: Computer Game Design As a Context for Children's Learning. Taylor & Francis Group, 2012.

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38

Kafai, Yasmin B. Minds in Play: Computer Game Design As A Context for Children's Learning. Lawrence Erlbaum, 1994.

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39

Kafai, Yasmin B. Minds in Play: Computer Game Design As a Context for Children's Learning. Taylor & Francis Group, 2012.

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40

Minds in Play: Computer Game Design As a Context for Children's Learning. Routledge, 2012.

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41

Sokol, Bryan W., Katie Gauthier Donnelly, Justin M. Vilbig, and Katie Monsky. Cultural Immersion as a Context for Promoting Global Citizenship and Personal Agency in Young Adults. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0024.

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Immersive educational experiences are a form of experiential learning that typically involve intensive instruction, reflection, and exposure to complex social issues, often taking participants outside of their “comfort zones” to critically examine their own preconceived notions and biases. This chapter argues that well-designed, intercultural immersion experiences capitalize on key developmental areas in emerging young adults who are navigating diverse perspectives, exploring new identities, and searching for deeper meaning and responsibility. Emerging adults are primed to take advantage of such intercultural immersion opportunities, making even short-term experiences a viable option for intense personal reflection and growth. In addition to promoting healthy developmental pathways in young people, such experiences also benefit the civic well-being of communities by encouraging youth to become agents of social change.
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42

Conquering the Content: A Step-by-Step Guide to Web-based Course Development (Online Teaching and Learning Series (OTL)). Jossey-Bass, 2008.

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43

Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.
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44

Yoke, Mary M., and Carol K. Armbruster. Methods of Group Exercise Instruction. Human Kinetics, 2020. http://dx.doi.org/10.5040/9781718214095.

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In the constantly evolving world of fitness and exercise, it is challenging to become—and remain—an effective group exercise instructor. Methods of Group Exercise Instruction, Fourth Edition With Online Video, offers expert guidance in a variety of group exercise formats so current and aspiring instructors can hone their skills and create demand for their services. The authors—who have dozens of years of experience—thoroughly explain group exercise training principles, correction and progression techniques, and safety tips. They also have taught this course within a university setting. This research-based text will enhance the skills of group exercise leaders and prepare them to lead more dynamic, safe, and effective classes for clients of differing ages, abilities, and interests. Methods of Group Exercise Instruction, Fourth Edition, goes beyond theory to help fitness instructors and managers understand the why behind class and program design, the proper way to cue participants, and the variety of modalities they can use in their teaching. Revised and reorganized based on current industry best practices, this edition includes the following: Over 100 minutes of online video demonstrating warm-ups, routines, drills, and 15 new class formats A new chapter dedicated specifically to instructing older adults New coverage of high-intensity interval training (HIIT) Two additional sample class plans for featured group exercise formats The text also features a number of additional learning aids to help readers retain and apply the content. Pro Tips offer insights and expertise from industry veterans; boxes and sidebars highlight important topics, research findings, and technique and safety checks; practice drills offer opportunities to apply the information; and evaluation forms are provided to self-assess teaching success. Methods of Group Exercise Instruction, Fourth Edition, will prepare any group fitness instructor for a successful career. Students will gain a strong foundation to earn their group fitness certification, and veteran instructors will be able to refine their skills to increase their marketability and success.
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45

bell, adam patrick, ed. The Music Technology Cookbook. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.001.0001.

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The Music Technology Cookbook is a practitioner-oriented collection of lesson plans outlining step-by-step music-making activities with music technology. Featuring fifty-six lessons by forty-nine authors from around the world, The Music Technology Cookbook covers a broad range of music technology topics including: composition (with digital audio workstations such as Ableton, Soundtrap, GarageBand); production skills such as recording, editing, and equalization; creating multimedia (ringtones, soundscapes, audiobooks, sonic brands, jingles); beatmaking; DJing; programming (Minecraft, Scratch, Sonic Pi, P5.js); and, designing instruments (Makey Makey). The contributing authors of the lessons work in diverse educational contexts including universities and colleges, schools, community organizations, and online platforms. Each lesson is comprehensive, including a short description of the activity, keywords, materials needed, teaching context of the contributing author, time required, detailed instructions, modifications for learners, learning outcomes, assessment considerations, and recommendations for further reading. Divided into five sections (Beatmaking and Performance; Composition; Multimedia and Interdisciplinary; Production; Programming and Design), each section is scaffolded using the levels “beginner,” “intermediate,” and “advanced” to help educators gauge the appropriate level of difficulty for their students.
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46

Marlow, Shannon L., Christina N. Lacerenza, Amanda L. Woods, and Eduardo Salas. Training Creativity in Teams. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190222093.003.0011.

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Organizations are currently facing demands associated with remaining competitive in a constantly evolving market. Promoting creativity is a commonly implemented approach to address this challenge. One possible solution to enhancing organizational creativity is the implementation of training programs that encourage the generation of novel, creative ideas within the context of teams. This chapter aims to synthesize the current literature on the science of training as it pertains to fostering creativity within teams. We begin by providing definitions for the constructs associated with this research and a brief overview of team training and team creativity. We then review instructional strategies currently used to train creativity. Next, we delineate best practices intended to guide the design, implementation, and evaluation of team training for creativity. We close by suggesting future directions for research that will uncover how team training can be implemented more effectively to enhance team creativity.
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47

Tobias, Joseph D., and Joseph P. Cravero, eds. Procedural Sedation for Infants, Children, and Adolescents. American Academy of Pediatrics, 2015. http://dx.doi.org/10.1542/9781581109344.

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New! Invasive and noninvasive procedures are a common and necessary component in the management of infants and children with acute and chronic diseases. As technology continues to expand, there are an increasing number of techniques that require procedural sedation outside of the operating room. Authored by experts in a variety of specialties, Procedural Sedation for Infants, Children, and Adolescents is a comprehensive guide for the initial design and implementation of a procedural sedation program and a tool to educate pediatric health professionals on medications used for sedation, associated adverse events, and the treatment of these adverse effects. Contents include: Pre-sedation evaluation Documentation and parental instructions Monitoring for procedural sedation Medications Specific clinical scenarios Non-pharmacologic interventions Topical and local anesthetic agents Quality improvement and assurance and more
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48

Gaonkar, Ramesh S. The Z80 Microprocessor: Architecture, Interfacing, Programming and Design. Merrill Pub Co, 1992.

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49

Gaonkar, Ramesh S. The Z80 Microprocessor: Architecture, Interfacing, Programming and Design. 2nd ed. Merrill Pub Co, 1992.

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50

Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Phases III and IV—Doctoring. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0017.

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Phases III and IV of the Physicianship Curriculum focus on clinical knowledge, skills, judgment, and discernment—in short, on “doctoring.” Phase III learning activities occur mainly in clinics, day hospitals, and other outpatient settings; phase IV is in hospitals or other contexts for care of persons with acute illnesses. Students serve as members of health care teams and attending teachers ensure that, whenever possible, instruction involves actual patients encountered by the students. This is designed to provide role models of bedside (and patient-side) behaviors and avoid the depersonalization of paper- (or computer-) based reviews of clinical “cases.” Phase III has four 12-week modules addressing 12 clinical disciplines. Phase IV includes four 6-week modules in mandatory rotations and additional time for electives. Direct patient contact is emphasized, supplemented by case-based teaching, journal clubs, and sessions on imaging and other diagnostic tools. An important goal is to foster critical appraisal.
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