Relevant bibliographies by topics / Instructional modules

Academic literature on the topic 'Instructional modules'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Instructional modules"

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Stasz, Clarice. "Self-Instructional Modules." Teaching Sociology 17, no. 1 (January 1989): 140. http://dx.doi.org/10.2307/1317981.

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Nugent, Gwen, Amy Kohmetscher, Deana M. Namuth-Covert, John Guretzky Guretzky, Patrick Murphy, and DoKyoung Lee. "Learning from Online Modules in Diverse Instructional Contexts." Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 113–21. http://dx.doi.org/10.28945/3511.

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Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate), student levels (undergraduate and graduate), and instructional goals (i.e., replacement for lecture, remediation). A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.
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Hamora, Lovina, Merline Rabaya, Jupeth Pentang, Aylene Pizaña, and Mary Jane Gamozo. "Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision." Journal of Education, Management and Development Studies 2, no. 2 (June 29, 2022): 20–29. http://dx.doi.org/10.52631/jemds.v2i2.109.

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Academic institutions migrated to modular teaching-learning amid the COVID-19 pandemic. To ensure the quality of the pedagogical innovations employed, the study determined the students’ evaluation of the faculty prepared instructional modules for the courses they enrolled in during the first and second semesters of Academic Year 2020-2021. Employing a descriptive-correlational research design, the study was participated by 644 students from three colleges who were then available during the data gathering. Data gathered through online surveys were then analyzed using descriptive statistics and Spearman's rank correlation coefficient utilizing jamovi software. Results revealed that the faculty-prepared instructional modules were acceptable and satisfactory to the students. Besides, the students' evaluation of the instructional modules was positively related to their level of satisfaction. Still, the students recommended that a review of the modules be done before sending the modules; a more extended time allotment is considered, and sufficient concrete examples are given in the modules. With this, the faculty concerned are encouraged to review the phases involved in the design, development, and distribution of the instructional modules to make them highly acceptable and very satisfactory to the students while maintaining the quality of both the content and aesthetics of the learning materials. Considering the study’s limitations, further endeavors may be carried out to validate this pedagogical innovation.
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Vázquez, José. "Standards-Based Instructional Modules." American Biology Teacher 65, no. 4 (April 1, 2003): 304–5. http://dx.doi.org/10.2307/4451499.

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Moradi, Moein, Lin Liu, Carl Luchies, Meagan Patterson, and Behnaz Darban. "Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics." Education Sciences 8, no. 3 (August 2, 2018): 109. http://dx.doi.org/10.3390/educsci8030109.

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This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials. Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules. Survey results also were indicative of students’ approval of using the modules as a supplemental material to classroom lectures.
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Silverthorn, Dee U., Patti M. Thorn, and Marilla D. Svinicki. "It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project." Advances in Physiology Education 30, no. 4 (December 2006): 204–14. http://dx.doi.org/10.1152/advan.00064.2006.

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The Integrative Themes in Physiology (ITIP) project was a National Science Foundation-funded collaboration between the American Physiological Society (APS) and the Human Anatomy and Physiology Society (HAPS). The project goal was to create instructional resources that emphasized active learning in undergraduate anatomy and physiology classrooms. The resources (activity modules and professional development) addressed two factors thought to be limiting science education reform: instructors' knowledge of how to implement active learning instruction and time to design innovative curricula. Volunteer instructors with a strong interest in using active learning in their classrooms were recruited to use the ITIP modules and provide ease-of-use feedback and student assessment data. As the study unfolded, instructor attrition was higher than had been anticipated, with 17 of 36 instructors withdrawing. More surprisingly, instructors remaining with the project failed to use the modules and reported specific obstacles that precluded module use, including lack of support from academic leadership, unplanned class size increases and heavy teaching loads, a union strike, insufficient time to develop a mindset for change, inadequate technology/funding, an adverse human subjects ruling, incompatibility of modules with instructors' established content and expectations, and personal factors. Despite the lack of module use and obstacles, 8 of 19 site testers began independently to introduce new active learning instruction into their classrooms. In the larger picture, however, it is important to note that only 8 of the initial 36 volunteers (22%) actually ended up changing their instruction to include opportunities for student active learning. These findings underscore the difficulty of implementing instructional change in college classrooms.
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Basagre, Rey-Mark, Juan Miguel Alpaño, Joven Barquilla, Joy Bongalos, August Christopher De La Torre, and John Carlo Nares. "Projectile Horizontal and Vertical Motion Independence Demonstrator." SEAQIS Journal of Science Education 2, no. 02 (December 2, 2022): 12–17. http://dx.doi.org/10.58249/sjse.v2i02.68.

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This paper developed an instructional tool called Projectile Horizontal and Vertical Component of Motion Independence Demonstrator, user manual, and learning module to physically demonstrate the projectile motions’ abstract concept. Specifically, it was pursued to develop an instructional tool, user manual, and learning modules on projectile motion, determine its evaluation results from the experts, and determine recommendations drawn from the evaluators for the improvement, utilization, and dissemination of developed instructional tools and learning modules. Quantitative and qualitative data were gathered using a four-rating Likert scale evaluation sheet. Results showed that instructional tool and user manual are "very satisfactory" and suggestions for improvement, utilization, and dissemination of the instructional materials are forwarded. Further, it is recommended for replication and use in secondary school as instructional material.
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Skalny, Jan P. "Instructional modules in cement science." Cement and Concrete Research 15, no. 6 (November 1985): 1087–88. http://dx.doi.org/10.1016/0008-8846(85)90102-4.

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Schloss, Patrick J., Paul T. Sindelar, G. Phillip Cartwright, and Cynthia N. Schloss. "The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction." Journal of Educational Technology Systems 16, no. 1 (September 1987): 17–27. http://dx.doi.org/10.2190/vb2c-lwcx-gpap-fptn.

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Recent research investigating the effectiveness of computer assisted instructional modules with varying ratios of higher cognitive and factual questions has shown that the ratio of higher cognitive to factual questions in and of itself may not influence student achievement. Whether higher cognitive and factual questions interact with error correction procedures to enhance achievement remains unanswered. In the present investigation, 2 (question type, Le., higher cognitive vs. factual) X 2 (error response, i.e., re-presentation of instruction vs. instructions to try again) X 4 (test, i.e., higher cognitive items included in module, novel higher cognitive items, factual questions included in module, and novel factual items) split plot factorial (two within and one between factor) analyses of variance were used to determine whether question type and/or error response differentially affected subsequent responses to factual and higher cognitive questions. The results indicated that simply allowing a student to try again was superior to re-presenting content for the factual question modules. This finding is discussed with reference to the cognitive demands of the tasks, both anticipated and observed.
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Tarigan, Wenny Pinta Litna, Herbert Sipahutar, and Fauziyah Harahap. "The Effect of Interactive Digital Learning Module on Student’s Learning Activity and Autonomy." Bioedukasi: Jurnal Pendidikan Biologi 14, no. 2 (August 31, 2021): 196. http://dx.doi.org/10.20961/bioedukasi-uns.v14i2.49366.

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<p class="AuthorInfo">In the modern society, the internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. Interactive learning modules could be used in the classroom environment for effective learning. This study explored the effect of instructional modules for providing supplementary instruction in biology concepts. Interactive digital learning module was developed in order to assist students in biology learning. Interactive activities were considered in this study, include teacher – student interaction, student - student interaction, student - content interaction, and student - technology interaction. 180 students of Grade 11 in 6 classes at SMAN 2 Balige were selected as the research subjects. Three groups of students participated in biology learning course, (2 classes) using different modules were interactive digital module, digital module and text module. Goal of this research was to determine the impact of interactive digital learning module on students’ learning activity and autonomy. Quantitative results obtained by using questionnaire to understand the student’s learning activity and autonomy. Results showed student’s activities and autonomy who learned with interactive digital learning modules significantly different with students who learned using text learning modules. The use of interactive features increased the activity and autonomy of learners and created the student-centered learning environment. Students under interactive multimedia instruction performed better than text module class. These findings suggested that learning activity and autonomy of students in biology could be enhanced by multimedia instruction.</p>
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Dissertations / Theses on the topic "Instructional modules"

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Boujarwah, Fatima Abdulazeez. "Facilitating the authoring of multimedia social problem solving skills instructional modules." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43644.

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Difficulties in social skills are generally considered defining characteristics of High-Functioning Autism (HFA). These difficulties interfere with the educational experiences and quality of life of individuals with HFA, and interventions must be highly individualized to be effective. I explore ways technologies may play a role in assisting individuals with the acquisition of social problem solving skills. This thesis presents the design, development, and evaluation of two systems; Refl-ex, which is a collection of multimedia instructional modules designed to enable adolescents with HFA to practice social problem solving skills, and REACT, a system to facilitate the authoring of a wider variety of instructional modules. The authoring tool is designed to help parents, teachers, and other stakeholders to create Refl-ex-like instructional modules. The approach uses models of social knowledge created using crowdsourcing techniques to provide the authors with support throughout the authoring process. A series of studies were conducted to inform the design of high-fidelity prototypes of each of the systems and to evaluate the prototypes. The contributions of this thesis are: 1) the creation of obstacle-based branching, an approach to developing interactive social skills instructional modules that has been evaluated by experts to be an improvement to current practices; 2) the development of an approach to building models of social knowledge that can be dynamically created and expanded using crowdsourcing; and 3) the development a system that gives parents and other caregivers the ability to easily create customized social skills instructional modules for their children and students.
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Armenth-Brothers, Francine R. Rhodes Dent. "Design and development of modules for a medical terminology electronic textbook." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251873661&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202151713&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Temba C. Bassoppo-Moyo, Cherie A. Toledo. Includes bibliographical references (leaves 208-222) and abstract. Also available in print.
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Stemler, Luann K. Rhodes Dent. "Templates and training materials for the development of instructional multimedia modules using Visual BASIC." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633410.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 25, 2006. Dissertation Committee: Dent M. Rhodes (chair), Fay F. Bowren, Janet D. Hartman, Kenneth F. Jerich. Includes bibliographical references (leaves 91-100) and abstract. Also available in print.
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Norfleet, Dionne M. "Improved automotive safety through instructional modules and automotive driving simulator based skills training with assessment." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263396618/.

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Clemons, Christopher Alan. ""Establishing Online and Mobile Based Agriculture and Natural Resource Education Modules: A New Model for Design and Delivery to Impact Student and Faculty Success"." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/984.

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Volery and Lord noted that the rapid expansion of the Internet will play a pivotal role in the delivery mediums in which education is provided. My dissertation addresses the potential best methodology for developing more effective instruction through Internet based learning. Previous research has identified various aspects related to student learning in online settings, the Internet as a core delivery platform for information, student learning styles, and gender as a component of student success in online platforms. This study was motivated by three research goals: (1) Assess the essential components for an effective open campus model, (2) identify and analyze stakeholder perceptions of factors influencing the design, development, implementation of online coursework, and perceptions by instructional design themes (3) utilize data from literature, respondent questionnaires, agricultural learning modules, and agricultural stakeholder perceptions to propose a model for open online course design and faculty implementation of best teaching methodologies related to online instructional delivery. Using the Delphi Model for consensus, three expert panels (undergraduate agriculture students, secondary agriculture teachers, and post secondary agriculture education faculty) identified the vital components for online course frameworks addressing instructional design, application of course content, and collaborative education models within online learning platforms. To illustrate the objectives of this study, the findings support the proposal and development of the Unified Model for Online Learning and System Design.
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Walker, Jennifer L. "The Impact of Technology on Training in the Print Industry in Ohio." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1312849668.

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Kwaira, Peter. "Effect of a Material Science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in Design and Technology." Thesis, Online Acess, 2007. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_7304_1263166264.pdf.

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Coulon, Stephen C. "The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004.

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Riley, Matthew Dale. "A DESICCANT TECHNOLOGY INSTRUCTIONAL MODULE." MSSTATE, 2007. http://sun.library.msstate.edu/ETD-db/theses/available/etd-05312007-235354/.

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Desiccant technology is a category of HVAC equipment used for dehumidification. A desiccant material is a material that attracts and holds large amounts of water vapor. Desiccant materials are used in complete desiccant cooling units, air pretreatment devices, and HVAC system enhancements. The instructional module has been developed to introduce engineering students to desiccant technology and the use of desiccant systems. In the typical engineering curriculum, a number of courses could contain topics related to desiccant systems. Thermodynamics, heat transfer, HVAC, thermal systems design, and alternate energy systems courses are appropriate for desiccant related topics. The instructional module contains lecture material and review questions and exercises relating to desiccant systems and their uses.
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Njenga, James Kariuki. "Instructional design process in a web-based learning management system: design, implementation and evaluation issues." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.

This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.

The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.

This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.

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Books on the topic "Instructional modules"

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Stanfield, Peggy. Basic nutrition: Self-instructional modules. Boston: Jones and Bartlett, 1987.

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H, Hui Y., ed. Nutrition and diet therapy: Self-instructional modules. 3rd ed. Sudbury, Mass: Jones and Bartlett Publishers, 1997.

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Stanfield, Peggy. Nutrition and diet therapy: Self-instructional modules. 2nd ed. Boston: Jones and Bartlett, 1992.

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H, Hui Y., ed. Nutrition and diet therapy: Self-instructional modules. Boston: Jones and Bartlett, 1986.

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Stanfield, Peggy. Nutrition and diet therapy: Self-instructional modules. 5th ed. Sudbury, Mass: Jones and Bartlett, 2009.

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H, Hui Y., ed. Medical terminology: Principles and practices with (self-instructional modules). Boston: Jones and Bartlett, 1989.

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Stanfield, Peggy. Mastering the new medical terminology: Through self-instructional modules. 2nd ed. Boston: Jones and Bartlett, 1995.

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Madeleine, Zulauf, ed. Entre savoirs modulés et savoir moduler. Paris: L'Harmattan, 2006.

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Journées francophones de recherche en éducation musicale (2004 Fribourg, Switzerland). Entre savoirs modulés et savoir moduler: L'éducation musicale en question. Paris: L'Harmattan, 2006.

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Earhart, Catherine A. Allen diagnostic module: Instruction manual. Colchester, CT: S&S Worldwide, 1993.

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Book chapters on the topic "Instructional modules"

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El Saddik, Abdulmotaleb. "Reusable Instructional Visualization Modules." In Interactive Multimedia Learning, 27–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_3.

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Gorlewski, Julie, Amanda Winkelsas, Suzanne N. Rosenblith, Corrie Stone-Johnson, Elisabeth Etopio, David Gorlewski, Tiffany Karalis Noel, et al. "Transformation and Innovation of Coursework Through Instructional Modules." In A Case for Change in Teacher Preparation, 98–112. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003198253-7.

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Van Fleet, Verena. "Adaptive Modules on Prerequisite Chemistry Content Positively Impact Chiropractic Students’ Proficiency in Biochemistry." In Adaptive Instructional Systems. Design and Evaluation, 453–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_32.

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Gumalal, Jeraline, and Aurelio Vilbar. "SERVE as Instructional Design for Low-Connectivity Online Self-directed Modules." In Novel & Intelligent Digital Systems: Proceedings of the 2nd International Conference (NiDS 2022), 46–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17601-2_5.

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Wasserman, Nicholas H., and Patrick Galarza. "Exploring an Instructional Model for Designing Modules for Secondary Mathematics Teachers in an Abstract Algebra Course." In Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers, 335–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99214-3_16.

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Tedick, Diane J., and Roy Lyster. "Module and Lesson Instructional Design." In Scaffolding Language Development in Immersion and Dual Language Classrooms, 202–36. New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-13.

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Bauer, Lars, and Jörg Henkel. "Modular Special Instructions." In Run-time Adaptation for Reconfigurable Embedded Processors, 29–54. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7412-9_3.

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Aiken, Alex, Utpal Banerjee, Arun Kejariwal, and Alexandru Nicolau. "Modulo Scheduling." In Instruction Level Parallelism, 133–65. Boston, MA: Springer US, 2016. http://dx.doi.org/10.1007/978-1-4899-7797-7_6.

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Tennyson, Robert D., Leonard L. Snyder, and Robert L. Elmore. "Contextual module analysis in instructional design." In Instructional Models in Computer-Based Learning Environments, 313–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7_19.

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Maslak, Mary Ann. "Teaching Strategies for Module Instruction." In Global Perspectives on Adolescence and Education, 193–208. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79046-2_12.

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Conference papers on the topic "Instructional modules"

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Angotti, Robin, Cinnamon Hillyard, Michael Panitz, Kelvin Sung, and Keri Marino. "Game-themed instructional modules." In the Fifth International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1822348.1822350.

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Matis, Timothy, Linda Ann Riley, and James Matis. "Integrating Technologically-Based Laboratory Modules into the Stochastic Processes Curriculum." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04202.

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This paper describes a new and innovative approach to the instruction of applied stochastic processes at institutions of higher education and a method for introducing this topic to K-12 students for pre-course motivation. This approach consists of incorporating laboratory modules via digital video media that present real-world applications of stochastic processes into coursework. The modules engage the students in problem solving, thereby creating a conceptual framework for learning the subject. The pedagogy behind this instructional approach and module content is described in this paper. Preliminary evaluations are presented for assessment purposes from a pilot implementation of the modules at the collegiate level.
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Ammar, H. H., A. A. Mohammed, and O. Abdalla. "Process-centered environments for Web-based instructional modules." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.635961.

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Stigall, James, and Sharad Sharma. "Virtual reality instructional modules for introductory programming courses." In 2017 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2017. http://dx.doi.org/10.1109/isecon.2017.7910245.

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Salamat, Shuaib, Yuefeng Wang, and Mark S. Lundstrom. "Development of Instructional Modules and Simulation Tools for Thermoelectric Systems." In 2010 18th Biennial University/ Government/Industry Micro/Nano Symposium (UGIM). IEEE, 2010. http://dx.doi.org/10.1109/ugim.2010.5508923.

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Pandy, M. G., A. J. Petrosino, C. C. Chang, T. Karande, and R. Barr. "Learning Modules for Biomechanics: Preliminary Experiences With the Vanth Engineering Research Center." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/bed-23020.

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Abstract The mission of the VaNTH (Vanderbilt-Northwestern-Texas-Harvard/MIT) Engineering Research Center for Bioengineering Educational Technologies is to bring learning scientists, learning technology specialists, and bioengineering domain experts together to formulate and perform new research on how bioengineers learn, how knowledge in bioengineering is structured, and how to best integrate these findings for effective instruction. Our work has been greatly influenced by the incorporation of reports issued by the Committee on Developments in the Science of Learning along with the Committee on Learning Research and Educational Practice. The Committees were convened by the National Research Council, and the resulting publication by Bransford et al. [1] entitled How People Learn (HPL) has been the basis for the overarching framework to situate our research and instructional design activities.
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Chen, Wen-Chun. "Learning International Literacy and News English Through Cross-disciplinary Instructional Modules." In The European Conference on Education 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-1162.2020.34.

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Toogood, R. W., and D. Wong. "An Interactive Fluid Mechanics Tutorial Using Authorware." In ASME 1993 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/cie1993-0064.

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Abstract Computer-based instructional technology has developed significantly in recent years. Rapid developments in hardware are now being paced by significant advances in courseware authoring tools. This paper presents a brief overview of one such software tool, Authorware Professional for Windows1. This package allows easy development of highly interactive computer-based learning modules. Authorware was used to develop a number of instructional modules for use in an introductory course in fluid mechanics. Some examples of the courseware are given to show the flexibility and power of this software tool.
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He, Zhelong, Qingchang Liu, Katherine Yang, Niemann Pest, Baoxing Xu, Jason Kerrigan, and Marek-Jerzy Pindera. "Interactive Educational Testbed for Statics and Mechanics of Materials." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87938.

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A mechanics education testbed comprised of instructional modules written in Mathematica was developed in order to increase the effectiveness of course delivery through an integrated computation, visualization, and animation approach with the aim of accelerating the learning process. Overall, 25 modules were developed for Statics and another 20 modules for Mechanics of Materials during the AY2017-18. The testbed complements class instruction and motivates self-learning by illustrating basic mechanics concepts relative to homework problems and textbook examples. Its features include visualization, parametrization, and trial-and-error simulation capabilities that enable students to view simulated phenomena from different perspectives, thereby leaving a lasting impression which facilitates quicker absorption of the mechanics concepts than the traditional approach. The parametrization feature enables variation of boundary and initial conditions, as well as other parameters that affect the simulated phenomenon to demonstrate each parameter’s influence on the system response. These capabilities enable students to employ the trial-and-error approach in acquiring an intuitive understanding of the visualized phenomenon, validated through direct calculation. Student comments are summarized and survey results are analyzed and related to individual student performance. Student assessment confirms the testbed’s effectiveness and provides helpful suggestions for further enhancement/development. Representative modules are presented to demonstrate their functions and capabilities.
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Buchbinder, Orly, and Sharon McCrone. "Advancing reasoning and proof in secondary mathematics classrooms: instructional modules for supporting teachers." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-134.

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Reports on the topic "Instructional modules"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Eslinger, Paul W., Terri B. Miley, Carmen Arimescu, and Beverly A. Kanyid. User Instructions for the Systems Assessment Capability, Rev. 1, Computer Codes Volume 2: Impact Modules. Office of Scientific and Technical Information (OSTI), September 2004. http://dx.doi.org/10.2172/15020951.

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Schneider, S. Instructions for the use of the Modular Integrated Video System (MIVS). Office of Scientific and Technical Information (OSTI), March 1990. http://dx.doi.org/10.2172/6739519.

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Eslinger, Paul W., Terri B. Miley, David W. Engel, William E. Nichols, Lawrence H. Gerhardstein, Dennis L. Strenge, Charles A. Lopresti, and Signe K. Wurstner. User Instructions for the Systems Assessment Capability, Rev. 1, Computer Codes Volume 1: Inventory, Release, and Transport Modules. Office of Scientific and Technical Information (OSTI), September 2004. http://dx.doi.org/10.2172/15020759.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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