Bibliografías temáticas / Instructional design, computer assisted instructional design, special education

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Literatura académica sobre el tema "Instructional design, computer assisted instructional design, special education"

Autor: Grafiati
Publicado: 10 de marzo de 2023

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Artículos de revistas sobre el tema "Instructional design, computer assisted instructional design, special education"

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Alcalde, C., J. I. Navarro, E. Marchena, and G. Ruiz. "Acquisition of Basic Concepts by Children with Intellectual Disabilities Using a Computer-Assisted Learning Approach." Psychological Reports 82, no. 3 (1998): 1051–56. http://dx.doi.org/10.2466/pr0.1998.82.3.1051.

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Computer-assisted learning can be an efficient learning-teaching procedure. Although there is an extensive educational software tradition for this approach, few have better performance than standard drill-and-practice methods. In this work, the specific software “Let's Play With …” was designed to teach concepts of colours, shapes, and body position to children with intellectual disabilities. The software structure follows the Gagné instructional design and applied behaviour analysis. The program was carried out with 39 boys and 21 girls who were special education students in the Cadiz School
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Singer, George, Jo-Ann Sowers, and Larry K. Irvin. "Computer-Assisted Video Instruction for Training Paraprofessionals in Rural Special Education." Journal of Special Education Technology 8, no. 1 (1986): 27–34. http://dx.doi.org/10.1177/016264348600800104.

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Computer assisted video instruction (CAVI) was tested as a way to improve the teaching skills of a paraprofessional who was responsible for the instruction of a deaf-blind student in a rural school. A multiple baseline design was used to examine the impact of CAVI on four teaching behaviors. Direct observation revealed that CAVI was effective in modifying three of the four target behaviors. The potential of CAVI in staff improvement efforts is discussed.
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Lehrer, Richard, Laura D. Harckham, Philip Archer, and Robert M. Pruzek. "Microcomputer-Based Instruction in Special Education." Journal of Educational Computing Research 2, no. 3 (1986): 337–55. http://dx.doi.org/10.2190/cr5t-yfnl-w4tx-ln3a.

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This article reports findings of an evaluation study examining the instructional effectiveness of varying software environments for 120 preschool special needs children. Cognitive distancing principles were applied to classify children according to symbolic competence prior to instruction and to classify child-software interactions during instruction. An aptitude-by-treatment interaction design contrasted children's learning in either Logo or instructional software contexts with a control condition. Dependent measures included indicators of preschool problem solving, skill acquisition, languag
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Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder, and W. Thomas Hawley. "Cognitive Styles and Feedback in Computer-Assisted Instruction." Journal of Educational Computing Research 12, no. 2 (1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at th
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Mohammed, Tawffeek A. S., Mustapha Saidi, Blanche Nyingone Assam, and Elsanosi M. Eldokali. "Towards a Blended Programme for Arabic and Other Less Commonly Taught Languages (LCTLs) in the South African Higher Education Context." Education Research International 2021 (September 30, 2021): 1–12. http://dx.doi.org/10.1155/2021/1455705.

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Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adop
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Ugwuanyi, Christian Sunday, and Chinedu I. O. Okeke. "Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction." International Journal of Higher Education 9, no. 5 (2020): 115. http://dx.doi.org/10.5430/ijhe.v9n5p115.

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental desi
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Stephen, Daikwo. "IMPROVING STUDENTS ENGAGEMENT IN PHYSICS USING COMPUTER ASSISTED INSTRUCTION METHOD." International Journal of Advanced Research 9, no. 10 (2021): 1027–32. http://dx.doi.org/10.21474/ijar01/13645.

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Contemporary society has witnessed a growing trend of technological innovations in the educational landscape. The phenomenon has been widely integrated into the education system of Nigeria. Perhaps, researchers have deployed different computer technologies to enhance students performance in varying subjects. The present study aims to determine whether computer-assisted instructional methods would affect students engagement in physics in secondary school. A total of one hundred and eighty-seven secondary school students were drawn from eight public secondary schools in Ankpa and Lokoja in Kogi
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Goforth, Dave. "Learner Control = Decision Making + Information: A Model and Meta-Analysis." Journal of Educational Computing Research 11, no. 1 (1994): 1–26. http://dx.doi.org/10.2190/x799-7fdg-h0vq-th9c.

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Research into the effectiveness of learner control in tutorial computer assisted instruction has produced equivocal results. In order to analyze these results, learner control is defined within a general model of decisions and information in instructional systems. When the research is categorized according to this model, the effectiveness of learner control is confirmed and a preliminary conclusion concerning the importance of information is reached. A case is made for an instructional design focus in learner control research based on model building rather than hypothesis testing.
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Abramovich, Sergei, and Michael L. Connell. "Using Technology in Elementary Mathematics Teacher Education: A Sociocultural Perspective." ISRN Education 2014 (March 4, 2014): 1–9. http://dx.doi.org/10.1155/2014/345146.

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A central tenet of mathematics education reform is the integral role of technology at all grade levels. The current technological changes combined with the changes in the mathematics content and instructional method require elementary mathematics teachers to be able to design technology intensive lessons for exploration and discovery of these concepts through appropriate computer applications. In actual practice, however, most computer applications provided for mathematics education consist of software designed for a specific educational purpose: the solution in a can scenario. Furthermore, ec
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Arrington, T. Logan. "The 35th Meeting of the Professors of Instructional Design & Technology: A Special Report." TechTrends 64, no. 3 (2020): 344–47. http://dx.doi.org/10.1007/s11528-020-00490-8.

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Tesis sobre el tema "Instructional design, computer assisted instructional design, special education"

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Merrill, John Austin. "Levels of questioning and forms of feedback : instructional factors in courseware design /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726053195859.

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Parish, Mary Jo Rhodes Dent. "An instructional design for adult literacy tutor training using computer assisted interactive media." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311287.

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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed February 2, 2006. Dissertation Committee: Dent M. Rhodes (chair), Gayle Flickinger, Karl Taylor, Deborah B. Gentry. Includes bibliographical references (leaves 204-220) and abstract. Also available in print.
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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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<p>Web technologies have necessitated a transformation culture in higher education<br /> institutions. Many of these institutions are employing web technologies whose<br /> development, for varying reasons, is not supported by research in their field and<br /> domain of use. One such field is instructional design for the web learning.<br /> Although there is a lot of research on the most effective instructional design<br /> strategies, the use of research for web-based learning applications has been<br /> limited. <br /> <br /> This thesis reports on a study aimed at transforming the research
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Skinner, Michael E. "Design and evaluation of a computer-assisted instructional program on concepts in applied behavior analysis /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546983119.

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Olsafsky, Barbara L. "Rethinking learner-centered instructional design in the context of "No child left behind"." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155345888.

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Keeler, Christy Geldbach. "Developing and using an instrument to describe instructional design elements of high school online courses /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113010.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 425-442). Also available for download via the World Wide Web; free to University of Oregon users.
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Masiewicz, Andrew Casimer. "Instructional designer's toolkit: A practical approach to the effective design of instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2345.

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The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.
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Bailey, Thomas Everett. "The effect of computer-assisted instruction in improving mathematics performance of low-achieving ninth-grade students." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618758.

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The purpose of this study was to determine whether computer assisted instruction of mathematics produces significantly greater improvement in mathematics performance of low achieving ninth grade students than teaching mathematics skills without computer assisted instruction.;The sample consisted of four classes (N = 46) of ninth grade students who had registered for the course "Mathematics Nine," and whose eighth grade ITBS scores fell between the 1st and 30th national percentile. Identified students were randomly assigned to one of four instructors and one of two instructional groups (compute
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Van, Loon Carey Brunner, Frances Berdan, and Edward A. Stark. "EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.

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EthnoQuest, an interactive multimedia CD-ROM simulating a visit to a fictional village named Amopan, was conceived as an adjunct to college-level classroom instruction in introductory anthropology courses. Since these classes typically involve large numbers of students, the logistics on conducting actual fieldwork pose serious problems for instructors and students alike. The conception of an engaging, interactive, accessible learning tool that incorporates appropriate pedagogical principles has found its ultimate expression in EthnoQuest.
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Latham, Patricia S. "The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680721.

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<p> The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions we
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Libros sobre el tema "Instructional design, computer assisted instructional design, special education"

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Jun-Ming, Su, and Lin Huan-Yu, eds. Building an intelligent assisted instructional design system. Nova Science, 2008.

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Rocci, Luppicini, ed. Handbook of conversation design for instructional applications. Information Science Reference, 2008.

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Conrad, Kerri. Instructional design for Web-based training. HRD Press, 2000.

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1949-, Kuhne Gary William, and Frey Barbara A, eds. Distinctive distance learning education design: Models for differentiated instruction. Information Science Reference, 2010.

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L, Peck Kyle, ed. The design, development, and evaluation of instructional software. Macmillan, 1988.

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The accidental instructional designer. ASTD Press, 2014.

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Roisin, Donnelly, Harvey Jen 1955-, and O'Rourke K. C. 1964-, eds. Critical design and effective tools for e-learning in higher education: Theory into practice. Information Science Reference, 2010.

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Learning management systems and instructional design: Best practices in online education. Information Science Reference, 2013.

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Learning and instruction in the digital age. Springer, 2010.

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Morris, Shawn. Teaching and learning online: A step-by-step guide for designing an online K-12 school program. Scarecrow Press, 2002.

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Capítulos de libros sobre el tema "Instructional design, computer assisted instructional design, special education"

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Kızıl, Aysel Şahin. "Computer-Assisted Language Learning and Design for Learning." In Optimizing Instructional Design Methods in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4975-8.ch007.

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The learning context has gradually become more technology-rich and learner-centered along with the learning process, which is extensively regarded as configurative and dynamic. This has brought about significant shifts in educational practices. This shift has a crucial impact both on the field of computer-assisted language learning (CALL) and on the approaches to educational design, giving way to the emergence of design for learning. This chapter is an attempt to explore potential synergies between CALL and design for learning, which is thought to strengthen the CALL practices and make an effective base for CALL design.
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Actas de conferencias sobre el tema "Instructional design, computer assisted instructional design, special education"

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Sabo, Helena maria. "DEVELOPMENT OF ICT EDUCATION IN ROMANIA." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-136.

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Abstract. Computerized education is a pedagogical strategy adapted / adaptable to the policy model education in the post-cultural model of society. At the operational level, the process involves the concept of assimilation and exploitation of new information technologies in activities designed to level the educational system in the context of specific activities. This are: computerized and “computerial” literacy; ownership of knowledge in the studied disciplines of profile information, making management education, application of computer assisted instruction, teaching method or as a special ed
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Munteanu, Dan, and Nicoleta Munteanu. "COMPARISON BETWEEN ASSISTED TRAINING AND CLASSICAL TRAINING IN NONFORMAL LEARNING BASED ON AUTOMATIC ATTENTION MEASUREMENT USING A NEUROFEEDBACK DEVICE." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-041.

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The non-formal education consists in the expression of personal interests through the voluntary participation of the young person in activities that are of interest or attract him directly in order either to spend free time in a constructive manner, or to develop personality or to grasp special talents in - an institutionalized framework. Attention is the process that ensures the active orientation of the body to the message selection, the anticipatory reception and executory adjustment, as well as the intermittent focusing. In general, in the educational instructive process, attention is moni
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Pratt, Deirdre Denise. "An analysis of the design features of three mixed-mode courses in a master’s degree programme." In IASTED International Conference on Education and Technology (ICET). ACTA Press, 2005. http://dx.doi.org/10.51415/10321/247.

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This paper suggests that a system of communicative rfunctions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all
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Buicabelciu, Oana. "BLENDED LEARNING USING MULTITOUCH AND SENSORY RESPONSIVE TECHNOLOGIES IN KINDERGARTEN: THE FUNLAB PROJECT, BUCHAREST, 2014." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-106.

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E-learning has been spreading more and more in the Romanian schools in order to support the traditional teaching process. Computer-assisted instruction has many advantages, such as active learning strategies, students' involvement in learning, and development of more complex technical skills in tune with greater demands for social and societal insertion. However, there are still many controversies related to the phenomenon of human alienation, reduction of basic interpersonal relations, therefore having negative effects upon the emotional-affective dimension of personal and interpersonal relat
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Dobre, Iuliana. "AN INTELLIGENT TUTORING SYSTEM FOR TUTORING THE COMPUTERS PROGRAMMING AND C LANGUAGE DISCIPLINE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-075.

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Currently, in the context in which the activities from all domains are in a closed interdependence with the instructional activity and in which the courses can't be anymore carried out exclusively in the traditional ways, the use of the computer has become an essential and mandatory requirement for all levels of education and for all parties involved. This stage of the educational process evolution has been named the age of the Computer Assisted Instruction. Since this age started, many companies, researchers, specialists and teachers have involved themselves in the design, development and imp
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Stefan, Livia. "VIRTUAL WORLDS IN ONLINE EDUCATION AND TRAINING - AN EVALUATION REPORT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-154.

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Online 3D Virtual Worlds (3DVWs) are special cases of e-learning and e-training environments, user-centered, basically with graphic and multimedia content. 3DVWs exploit real-time 3D graphics and networking technologies to implement visual, immersive, sensorial, experiential and social mediums. Even 3DVWs offer (cvasi) 3D graphic environments, the human-computer interaction for orientation, navigation or content access is still 2D, if the display is not performed via specialized virtual reality equipments. Despite the existing important implementations as educational platforms, mainly in acade
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