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Books on the topic 'Interactive learning skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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1

Camtasia Studio 7: The essentials: "skills and drills" learning. Riva, MD: IconLogic, 2010.

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2

Interactive distance learning in preK-12 settings: A handbook of possibilities. Westport, Conn: Libraries Unlimited, 2003.

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3

Bryant-Mole, Karen. Starting to measure. London: Usborne Publishing, 1991.

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4

Tosques, Edward. Writing in English for the Workplace. Florence: Firenze University Press, 2006. http://dx.doi.org/10.36253/978-88-5518-030-6.

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Writing in English for the Workplace is an eLearning work for the acquisition of profession-oriented writing skills in English. It consists of tutorials and interactive exercise materials on a variety of text types, as well as on all stylistic aspects related to writing. The text-types cover the four major areas of mass communications, business, research and technology. The work is being published in installments, of which the Interactive Grammar is the first. The others will be added at regular intervals, to form an interlocking whole. These interactive learning materials were programmed with Macromedia Authorware. To read them over the internet you must first download/install, free of charge, the appropriate Authorware Web Player.
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5

Ruth Herman Wells, M.S. Personal power: Succeeding with others : peer interaction skills. Austin, Tex: PRO-ED, 1990.

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6

Wilton, Jennifer Mary. The social behaviour of learning disabled boys as observed in dyadic interaction. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.

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7

Wiener, Judith. Social interaction of children with and without learning disabilities in dyads and in small groups. [Toronto]: Ontario Institute For Studies in Education, Dept. of Instruction and Special Education, 1993.

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8

Meisels, Samuel J. Assessment of social competence, adaptive behaviors, and approaches to learning with young children. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

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9

Sun, Ron. Exploring the interaction of implicit and explicit processes to facilitate individual skill learning. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

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10

Ruth Herman Wells, M.S. Personal power: Succeeding in school : developing appropriate classroom skills. Austin, Tex: PRO-ED, 1993.

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11

Counting kids. (Swindon): Child's Play, 1985.

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12

Ruth Herman Wells, M.S. Personal power, succeeding in school: Developing appropriate classroom skills. Austin, TX: Pro-Ed, 1986.

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13

Ruth Herman Wells, M.S. Personal power: Succeeding in school : becoming an effective student. Austin, Tex: PRO-ED, 1993.

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14

Stephanie, Hamilton, ed. A Field Guide to Earthlings: An Autistic/Asperger View of Neurotypical Behavior. Albuquerque, NM: Ian Ford Software Corporation, 2010.

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15

A politically incorrect look at evidence-based practices and teaching social skills: A literature review and discussion. San Jose, Calif: Think Social Pub., 2008.

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16

Ruth Herman Wells, M.S. Personal power, succeeding in school: Becoming an effective student. Austin, TX: Pro-Ed, 1993.

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17

Stefanie, Lindstaedt, Kloos Carlos Delgado, Hernández-Leo Davinia, and SpringerLink (Online service), eds. 21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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18

Lucinda, Kramer, ed. Using skilled dialogue to transform challenging interactions honoring identity, voice, and connection. Baltimore, Md: Paul H. Brookes Pub. Co., 2009.

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19

McClanahan, Elaine. Future force: Kids that want to, can, and do! : a teacher's hanbook. Glendale, CA: Griffin, 1993.

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20

Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.

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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.
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21

Martin, Justin McCory, and Liza Charlesworth. Literary Elements Write-On/Wipe-off Flip Chart: An Interactive Learning Tool That Teaches 14 Essential Literary Elements to Help Students Meet the Core Standards. Scholastic, Incorporated, 2013.

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22

Webb, Julian, Caroline Maughan, Mike Maughan, Marcus Keppel-Palmer, and Andrew Boon. Lawyers' Skills. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198787693.001.0001.

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Lawyers’ Skills helps students develop the legal skills required for successful practice in the modern solicitors’ firm. The book equips students with a solid understanding of the theory and concepts underpinning the key skills areas of legal writing and drafting, interviewing and advising, practical legal research, and advocacy, enabling students to develop, practise, and refine the legal skills they will depend on throughout their professional career. It goes beyond coverage of the assessed skills, providing guidance on a range of professional skills that should be mastered before going into practice, including effective time management, negotiation, and email etiquette. The inclusion of realistic examples from practice, tasks, and reflective exercises reflects the interactive nature of skills as a subject and encourages students to develop, practice, and refine their legal skills. Chapter summaries, diagrams, and self-test questions are also featured throughout and provide additional learning support to students. The text is essential reading for all LPC students and is also a useful source of reference for practitioners wishing to refresh their legal skills. After an introduction, the book covers: interviewing and advising; legal writing; drafting legal documents; legal research; practical problem-solving; negotiation; advocacy and the solicitor; managing your workload; and continuing your learning.
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23

Webb, Julian, Caroline Maughan, Mike Maughan, Marcus Keppel-Palmer, and Andrew Boon. Lawyers' Skills. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198838647.001.0001.

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Lawyers’ Skills helps students develop the legal skills required for successful practice in the modern solicitors’ firm. The book equips students with a solid understanding of the theory and concepts underpinning the key skills areas of legal writing and drafting, interviewing and advising, practical legal research, and advocacy, enabling students to develop, practise, and refine the legal skills they will depend on throughout their professional career. It goes beyond coverage of the assessed skills, providing guidance on a range of professional skills that should be mastered before going into practice, including effective time management, negotiation, and email etiquette. The inclusion of realistic examples from practice, tasks, and reflective exercises reflects the interactive nature of skills as a subject and encourages students to develop, practice, and refine their legal skills. Chapter summaries, diagrams, and self-test questions are also featured throughout and provide additional learning support to students. The text is essential reading for all LPC students and is also a useful source of reference for practitioners wishing to refresh their legal skills. After an introduction, the book covers: interviewing and advising; legal writing; drafting legal documents; legal research; practical problem-solving; negotiation; advocacy and the solicitor; managing your workload; and continuing your learning.
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24

Tyler, Jenny. Starting to Measure (First Learning). Educational Development Corporation, 1991.

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25

Barnes, Jennifer, Lee Owens, and Jenny Barnes. Learning Preference Skills. Hyperion Books, 1992.

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26

Instant Session Plans for Essential Life Skills: Learning and Development. Russell House Publishing Limited, 2009.

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27

Colors (Turn & Learn). Phidal Publishing, 2004.

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28

Turn & Learn COLOURS. Montreal, Canada: Phidal Publishing, Inc., 2013.

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29

Lam, Alice, and David Marsden. Employment Systems, Skills, and Knowledge. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.22.

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Learning by doing represents a major component of both workforce skills and organisational capabilities. Consequently, the boundaries of skills result from the interaction between organisational and labour market factors which shape employment systems. This chapter explores how skill systems are shaped, on the one hand, by the demands of different knowledge structures, whether they are predominantly individual or distributed, and whether they are codified or tacit, and on the other, by patterns of governance of employment relationships. It is argued that an economically productive relationship depends upon aligning knowledge types and organisational forms with suitable frameworks for the exchange of labour services. These pressures result in the development of four broad types of knowledge and skill systems outlined in the chapter. It goes on to examine how the spread of project-based and more transient employment relationships is changing the nature of skills and the organisation of job-related knowledge.
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30

Zenner, S. Cooperative Learning Activities. T S Denison & Co, 1990.

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31

Kurup, Viji. Quality in Medical Education. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199366149.003.0012.

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Staying current with latest developments in the field of patient care is now universally considered to be a standard of care. The same standards have not been adopted in medical education, however, and many educational techniques used to train physicians are now outdated. This chapter reviews the evidence in medical education with respect to quality of three critical elements: the teacher, the process, and the learner. Students and faculty have different perceptions regarding the characteristics of effective teachers. Modern teaching methods no longer stress lecture-based sessions, but include techniques such as interactive learning and blended learning. Simulation is also an effective tool for learning technical skills, and for crisis and team training. When technological tools are used, they should be designed to enhance the learning experience. A number of studies show that learner engagement is the key factor in the learning process.
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32

Arnold, Robert M., Anthony L. Back, Walter F. Baile, Kelly A. Edwards, and James A. Tulsky. The Oncotalk/Vitaltalk model. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0056.

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Clinicians can, with training, improve their communication skills. In this chapter, we describe an interactive, evidence-based method for teaching clinicians to communicate with seriously ill patients. The programme, Vitaltalk, emphasizes small-group teaching with simulated patients and immediate feedback to allow learners to practice how to give serious news, talk about goals of care, and about what is most important to dying patients. This chapter describes common evidence-based principles used in developing an advanced communication skills programme based on Oncotalk experiences, identifies unique aspects of the learning context within an intensive retreat structure, and illustrates the lessons learned that can be tested in other settings. The programme is effective in improving learners’ communication skills in clinical studies. The growth of this programme in multiple specialties is discussed, as are our plans for disseminating the programme in the future.
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33

Deafness and mother-child interaction: Scaffolded instruction and the learning of problem-solving skills. 1988.

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34

Wilton, Jennifer Mary. The social behaviour of learning disabled boys as observed in dyadic interaction. 1991.

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35

Miller, Paul. Many Ways to Reading Success. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0009.

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On average deaf readers end up being poor readers. Their reading weakness has been claimed to reflect primary deficits in their ability to access and process the phonology of written words, but evidence from research with deaf Hebrew readers and deaf readers of other language backgrounds suggests that the role of phonology in explaining their poor reading comprehension has been overstated. To corroborate this conclusion, the author presents evidence from three sources. The first demonstrates the ability of a deaf youngster to acquire a language through reading and writing. The second presents evidence of deaf preschoolers’ ability to acquire effective word reading skills without phonological mediation. The third shows how deaf readers’ underdeveloped morpho-syntactic understanding improves when they are exposed to an interactive computerized learning environment that visually demonstrates how language rules operate. A paradigm shift in how reading skills should be developed in prelingually deaf individuals is discussed.
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36

Unwin, Lorna. Employer-Led In-Work Training and Skill Formation. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.11.

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This chapter examines skill formation organized by employers in the workplace. Its starting point is that all types of work involve knowledge and skill and, therefore, all workplaces are potential learning environments. The chapter discusses developments in workplace learning theory as well as the international empirical evidence on employer attitudes to and investment in in-work training. Illustrations from case study research are provided. It argues that workplace learning is contingent on the level of interaction of individuals with the way work is organized and managed, the nature of the employment contract including reward and incentive structures, the level of discretion employees have to determine how they work, and the extent to which employees are involved in decision making. The chapter concludes with recommendations for policy and practice.
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37

The interaction of knowledge of results as response outcome and goal information in motor skill acquisition. 1985.

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38

Kubler, Annie. Counting Kids (Activity Board Books). Child's Play International, 1990.

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39

Clarke, Victoria, and Andrew Walsh, eds. Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.001.0001.

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In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development
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40

Keegan-Ferretti, Charlotte. EFFECTS OF PACING AND PRACTICE ON LEARNING A PSYCHOMOTOR SKILL USING COMPUTER-INTERACTIVE VIDEO AS THE INSTRUCTIONAL METHOD. 1991.

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41

Schlieder, Mary. With Open Arms: Creating School Communities of Support for Kids with Social Challenges Using Circle of Friends, Extracurricular Activities, and Learning Teams. Autism Asperger Publishing Company, 2007.

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42

Salomon, Gavriel. Interaction of Media, Cognition, and Learning: An Exploration of How Symbolic Forms Cultivate Mental Skills and Affect Knowledge Acquisition. Taylor & Francis Group, 2016.

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43

Thorkildsen, Theresa A., and John G. Nicholls. Reasons for Learning: Making Lives in School. Teachers College Press, 1995.

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44

Ruth Herman Wells, M.S. Personal Power: Becoming an Effective Student Complete Program (Includes Lesson Plan Manual, Instructor's Guide, 5 Handout Packets and 5 Pretests). Pro ed, 1994.

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45

Ruth Herman Wells, M.S. Personal Power: Gaining Self-Control Complete Program (#3215). Pro ed, 1994.

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46

The effects of intervention on teacher behaviors, engaged skill learning time and student achievement. 1986.

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47

The effects of intervention on teacher behaviors, engaged skill learning time and student achievement. 1985.

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48

Skill-Building Math Activities Kids Can't Resist!: More Than 20 Easy, Interactive Learning Activities and Games That Make Teaching Math Fun. Scholastic Teaching Resources (Teaching, 2007.

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49

1940-, Nicholls John G., and Thorkildsen Theresa A, eds. Reasons for learning: Expanding the conversation on student-teacher collaboration. New York: Teachers College Press, Teachers College, Columbia University, 1995.

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50

Browning, Birch P. How Students Acquire Musical Understanding. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0007.

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The chapter describes how initial musical learning occurs as infants are exposed to motherese, or infant-directed speech, and react to aural stimuli by encoding information. The aural-oral feedback loop by which babies learn sounds is illustrated. The chapter also covers children’s acquisition of an understanding of local musical culture through acculturation. Subsequent formal instruction enables students to perceive, think about, perform, and create music. The developmental process for understanding music notation is shown to be remarkably similar to thatfor learning oral and written language. The outcomes of formal instruction are covered, including the ability to understand music from a variety of perspectives, which enables the rapid acquisition of new repertoire. Musical understanding is described as the synthesis of and interaction between musical knowledge and musical skill, with the goal of self-regulation in learning
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