During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
This document discusses models for developing long-term online faculty. It recommends ensuring adequate funding to support training programs, faculty, and support staff. Training should be tailored based on faculty experience levels - inexperienced faculty may need 4-6 weeks of training while experienced faculty can begin teaching with additional training. A phased training approach is suggested, starting with faculty as learners and progressing to faculty as leaders. Learning communities can be used for ongoing faculty development by engaging faculty in discussion forums, listservs, and virtual classrooms.
Programmed instruction is a method of self-paced learning where content is broken down into small steps with feedback between each step. There are four main types of programmed instruction: linear programming follows a single path; branched programming allows different paths; computer-assisted instruction uses computers to deliver content; and computer-managed instruction uses computers to manage the learning process and tailor instruction to individual students. Each type has advantages like allowing self-pacing and feedback, but also limitations such as lack of flexibility or over-reliance on technology.
1. A simulation game could allow assistant managers to order merchandise for their store based on a sales report and trends analysis. Receiving feedback on their decisions would help expand their skills.
2. A role-playing game could present customer service scenarios for assistant managers to handle independently. Receiving feedback on their responses would help them master handling situations 16 through 50.
3. Simulated shoplifting and fraud attempts could allow assistant managers to practice autonomously handling such situations, with feedback to reinforce best practices.
Becoming a Program that Uses Video EvidenceAdam Geller
University of Michigan researchers share how teacher education programs can use video to enhance practice-focused learning experiences. Participants will consider examples and insights drawn from one elementary program’s five-year journey toward widespread use of video. Implementation strategies will be discussed. (AACTE Annual Meeting 2015, presenters Timothy Boerst, Meri Tenney Muirhead, Meghan Shaughnessy, Kara Suzuka, Adam Geller)
Video: https://www.youtube.com/watch?v=NODxZjUXAL0
This document outlines a training program for distance learning facilitators. It discusses the goals and objectives of the training program, which is designed to teach facilitation skills over 3 days. It covers various topics including theories of distance learning, summative assessments, the phases of development for facilitators, and technology and media tools that can engage students. It also addresses issues that may come up, such as classroom management challenges and strategies for working with students with disabilities.
The document discusses considerations for selecting an instructional delivery system and media. It describes how the delivery system is the overall methodology for managing and delivering teaching and learning activities. Examples of delivery systems include classroom, lecture, correspondence, videotape, and web-based. Media refers to the physical elements learners interact with, like videos or simulations. The selection of delivery system and media should be based on learning objectives and domains. Different media are suited for verbal information, intellectual skills, psychomotor skills, and attitudes. Both internal learner factors and external environmental factors must also be considered.
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
This document discusses models for developing long-term online faculty. It recommends ensuring adequate funding to support training programs, faculty, and support staff. Training should be tailored based on faculty experience levels - inexperienced faculty may need 4-6 weeks of training while experienced faculty can begin teaching with additional training. A phased training approach is suggested, starting with faculty as learners and progressing to faculty as leaders. Learning communities can be used for ongoing faculty development by engaging faculty in discussion forums, listservs, and virtual classrooms.
Programmed instruction is a method of self-paced learning where content is broken down into small steps with feedback between each step. There are four main types of programmed instruction: linear programming follows a single path; branched programming allows different paths; computer-assisted instruction uses computers to deliver content; and computer-managed instruction uses computers to manage the learning process and tailor instruction to individual students. Each type has advantages like allowing self-pacing and feedback, but also limitations such as lack of flexibility or over-reliance on technology.
1. A simulation game could allow assistant managers to order merchandise for their store based on a sales report and trends analysis. Receiving feedback on their decisions would help expand their skills.
2. A role-playing game could present customer service scenarios for assistant managers to handle independently. Receiving feedback on their responses would help them master handling situations 16 through 50.
3. Simulated shoplifting and fraud attempts could allow assistant managers to practice autonomously handling such situations, with feedback to reinforce best practices.
Becoming a Program that Uses Video EvidenceAdam Geller
University of Michigan researchers share how teacher education programs can use video to enhance practice-focused learning experiences. Participants will consider examples and insights drawn from one elementary program’s five-year journey toward widespread use of video. Implementation strategies will be discussed. (AACTE Annual Meeting 2015, presenters Timothy Boerst, Meri Tenney Muirhead, Meghan Shaughnessy, Kara Suzuka, Adam Geller)
Video: https://www.youtube.com/watch?v=NODxZjUXAL0
This document outlines a training program for distance learning facilitators. It discusses the goals and objectives of the training program, which is designed to teach facilitation skills over 3 days. It covers various topics including theories of distance learning, summative assessments, the phases of development for facilitators, and technology and media tools that can engage students. It also addresses issues that may come up, such as classroom management challenges and strategies for working with students with disabilities.
The document discusses considerations for selecting an instructional delivery system and media. It describes how the delivery system is the overall methodology for managing and delivering teaching and learning activities. Examples of delivery systems include classroom, lecture, correspondence, videotape, and web-based. Media refers to the physical elements learners interact with, like videos or simulations. The selection of delivery system and media should be based on learning objectives and domains. Different media are suited for verbal information, intellectual skills, psychomotor skills, and attitudes. Both internal learner factors and external environmental factors must also be considered.
Computer-assisted instruction uses a combination of text, graphics, sound, and video to enhance the learning process. It allows students to practice skills through drills, receive tutorials, play educational games, engage in simulations, and solve problems. The computer provides immediate feedback and individualized attention, allowing students to learn at their own pace and teachers to devote more time to each student. However, lack of infrastructure and overly mechanized learning can limit computer-assisted instruction.
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
Programmed instruction materials are designed to teach content in a step-by-step self-paced format. There are two main types: linear programming which presents content in a single straight path, and branching programming which allows learners to choose their own path through remedial frames. Effective programming is based on principles like small incremental steps, active learner responses, and immediate feedback. Developers must carefully define objectives, design frames to meet objectives, and test and validate the materials through tryouts.
The document describes a case study of blended education at Delft University of Technology involving 12 courses and 3,000 students. It outlines the blended learning cycle used, which is based on a flipped classroom model where students prepare for face-to-face sessions at home through activities like watching pre-lecture videos and doing simple exercises. Class time focuses on interactive sessions and feedback. The case study found that the blended approach improved student activation and conceptual understanding through more practice and feedback opportunities. However, instructors need support to fully integrate online and in-person learning and adapt their teaching methods.
Using research to_create_effective_on-linetrtkaren
The document discusses evaluating the effectiveness of FCPS online professional development courses. It outlines the current state of the courses and issues that need addressing per research. An evaluation plan is proposed using surveys, test scores, and expert reviews to determine if the courses impact teaching and learning, and if they meet criteria for high-quality professional development. If not effective, the courses would be redesigned or replaced with new courses following best research practices for online teacher training.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
Programmed instruction is a method of teaching using discrete units of information with a required correct response before advancing, characterized by clearly stated objectives, small frames of instruction, and self-pacing. It follows principles like determining final behaviors, providing immediate feedback, ensuring self-paced learning, and active participation. The way of programmed instruction is to teach subjects or tasks to groups in a sequence of steps to achieve educational goals. Its importance includes shifting education's focus to learner outcomes, enabling self-pacing and mastery learning, and requiring carefully constructed materials.
Blended learning combines both face-to-face and online learning. When designing a blended learning course, it is best to start small by moving some activities online and changing part of the lecture. For every new online activity added, an existing activity should be removed to avoid overburdening students. Activities should build upon each other so that students can apply their new knowledge. Existing open educational resources should be utilized before creating new materials. Lectures can be used for interaction rather than presentations to take advantage of blended learning. Students must be given a clear outline of all course activities and expectations.
Developing a Continuum of Expertise: Transforming a Program Fidelity of Imple...Liz Fogarty
This document provides an overview of the Pirate CODE continuum model for developing teacher expertise at East Carolina University. It describes several components of the model including Video Grand Rounds for analyzing instructional videos, the ISLES modules for learning instructional strategies, a co-teaching initiative, the use of instructional coaches, and implementation of the edTPA portfolio assessment. It then discusses ideas for measuring the fidelity of implementation of new programs, noting that innovations should be stable, guidelines clear, and collaboration supported to effectively measure fidelity and promote program improvement.
The document discusses improving feedback loops in educational settings through the use of new technologies. It proposes a system called classON that uses web notifications, student interaction tracking, and learning analytics to better orchestrate classroom sessions. This would allow teachers to provide more efficient formative feedback, analyze student engagement and learning, and refine instructional designs. The goal is to actively engage students, support assessment, and increase awareness between teachers and learners.
Self-instructional strategies allow students to direct their own learning and receive feedback at their own pace. These strategies include computer-assisted instruction (CAI) programs that provide different types of instruction like drills, tutorials, and educational games. While CAI has benefits like individualized learning, it also has limitations in appreciating student emotions and could dehumanize education. Effective self-instruction requires diagnosing student needs, setting objectives, developing individualized plans, and monitoring progress.
CAI can be used effectively for drill and practice activities to reinforce learning through repetition of basic skills and knowledge. It works best for topics like vocabulary, math facts, and sciences. Drill and practice software provides immediate feedback on answers and performance summaries. While drill and practice are useful for 20-30 minutes, CAI should also incorporate tutorial software to teach new content beyond exercises. Tutorial software provides comprehensive information and allows teachers to ask follow-up questions to stimulate deeper learning. CAI can positively impact learning when used for remediation, review, enrichment, and cooperative group activities.
The Application of Game-Like Learning Design to Real-World Settings: a Holist...Benita Rowe
1) A German university implemented a game-like learning curriculum across multiple disciplines to address challenges in higher education including rising student diversity and dropout rates.
2) The curriculum frames learning as a real-time strategy game where students complete scaffolded tasks ("side quests") in teams, receiving ongoing feedback to guide their progress.
3) Assessments were reframed as a responsive feedback loop to continuously provide students with guidance on tasks, processes, and self-regulation similar to feedback in games.
This document provides information for training facilitators to lead online education programs. It outlines the goals of incorporating technology into curriculums to provide effective online programs. Facilitators will learn skills like transparent communication, technology proficiency, and active participation. They will go through phases of learning including experimenting with and mastering tools. The document also discusses managing online learners and challenges like security, feedback, and behaviors. It provides references on distance learning theories and engagement models to guide facilitator instruction.
Making the Blend: Shifting to a Hybrid Approachdrpmcgee
This document provides an overview of blended learning and considerations for designing blended courses. It defines blended learning as combining two or more delivery modalities, such as classroom and online. Various blended learning models are discussed, including the percentage of content delivered online. Quality assurance and interacting with students in blended formats are also addressed. Technology tools and applying instructional design frameworks to blended courses are reviewed.
Computer-assisted instruction (CAI) refers to using computers to provide drill-and-practice, tutorials, or simulations to students, while computer-managed instruction (CMI) uses computers to track student progress and provide individualized learning objectives, resources, and assessments. CAI involves direct interaction between students and educational software, and can take forms like drill-and-practice, tutorials, games, simulations, discovery, and problem-solving. CMI allows instructors to manage instruction for individual students and choose objectives and activities based on their needs. Both approaches provide benefits like self-paced learning and immediate feedback but also have limitations like over-reliance on multimedia or lack of infrastructure.
Capital intensity refers to the mix of equipment and human skills in a process, with greater capital intensity indicating a higher relative cost of equipment. Automation is a self-acting and self-regulating system or process. There are two main types of automation: fixed automation, which produces a single product in a set sequence of operations, and flexible automation, which can be changed to handle different products. Automation provides advantages like low variability, efficiency, and standardization but also has disadvantages such as high costs and decreased flexibility.
Process technology refers to the methods used to transform raw materials into finished products across various industries. It involves planning and controlling production processes from raw materials through distribution. Process technicians monitor and control equipment to process raw materials into products like gasoline, plastics, and electricity. They also analyze data and communicate information. A process strategy must consider elements like process structure, customer involvement, resource flexibility, and capital intensity. Process planning and design determine the optimal sequence of operations. Work measurement techniques like time study, activity sampling, and predetermined motion time systems help set time standards for operations to improve efficiency.
- The document describes the format and rules of the UBS case study competition with 20 teams of 2 students each competing to solve 15 case studies over various formats in the competition.
- The teams and time table are listed, with rules specifying a 30 minute turnaround between case studies to return materials, have a viva, register for the next case, and presentation guidelines.
- Cases will be evaluated based on a 50 point structure covering the synopsis, problem definition, situational analysis, recommendations, and presentation style. The winning team will be determined based on their performance across all case studies.
The Production Cycle outlines the flow of money in the filmmaking process, from production companies making films, to distributors selling the films to theaters, to customers watching films in theaters and providing revenue. The top of the cycle, production companies and distributors, receive the most money while theaters on the bottom receive less as money decreases with each step of the cycle.
Computer-assisted instruction uses a combination of text, graphics, sound, and video to enhance the learning process. It allows students to practice skills through drills, receive tutorials, play educational games, engage in simulations, and solve problems. The computer provides immediate feedback and individualized attention, allowing students to learn at their own pace and teachers to devote more time to each student. However, lack of infrastructure and overly mechanized learning can limit computer-assisted instruction.
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
Programmed instruction materials are designed to teach content in a step-by-step self-paced format. There are two main types: linear programming which presents content in a single straight path, and branching programming which allows learners to choose their own path through remedial frames. Effective programming is based on principles like small incremental steps, active learner responses, and immediate feedback. Developers must carefully define objectives, design frames to meet objectives, and test and validate the materials through tryouts.
The document describes a case study of blended education at Delft University of Technology involving 12 courses and 3,000 students. It outlines the blended learning cycle used, which is based on a flipped classroom model where students prepare for face-to-face sessions at home through activities like watching pre-lecture videos and doing simple exercises. Class time focuses on interactive sessions and feedback. The case study found that the blended approach improved student activation and conceptual understanding through more practice and feedback opportunities. However, instructors need support to fully integrate online and in-person learning and adapt their teaching methods.
Using research to_create_effective_on-linetrtkaren
The document discusses evaluating the effectiveness of FCPS online professional development courses. It outlines the current state of the courses and issues that need addressing per research. An evaluation plan is proposed using surveys, test scores, and expert reviews to determine if the courses impact teaching and learning, and if they meet criteria for high-quality professional development. If not effective, the courses would be redesigned or replaced with new courses following best research practices for online teacher training.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
Programmed instruction is a method of teaching using discrete units of information with a required correct response before advancing, characterized by clearly stated objectives, small frames of instruction, and self-pacing. It follows principles like determining final behaviors, providing immediate feedback, ensuring self-paced learning, and active participation. The way of programmed instruction is to teach subjects or tasks to groups in a sequence of steps to achieve educational goals. Its importance includes shifting education's focus to learner outcomes, enabling self-pacing and mastery learning, and requiring carefully constructed materials.
Blended learning combines both face-to-face and online learning. When designing a blended learning course, it is best to start small by moving some activities online and changing part of the lecture. For every new online activity added, an existing activity should be removed to avoid overburdening students. Activities should build upon each other so that students can apply their new knowledge. Existing open educational resources should be utilized before creating new materials. Lectures can be used for interaction rather than presentations to take advantage of blended learning. Students must be given a clear outline of all course activities and expectations.
Developing a Continuum of Expertise: Transforming a Program Fidelity of Imple...Liz Fogarty
This document provides an overview of the Pirate CODE continuum model for developing teacher expertise at East Carolina University. It describes several components of the model including Video Grand Rounds for analyzing instructional videos, the ISLES modules for learning instructional strategies, a co-teaching initiative, the use of instructional coaches, and implementation of the edTPA portfolio assessment. It then discusses ideas for measuring the fidelity of implementation of new programs, noting that innovations should be stable, guidelines clear, and collaboration supported to effectively measure fidelity and promote program improvement.
The document discusses improving feedback loops in educational settings through the use of new technologies. It proposes a system called classON that uses web notifications, student interaction tracking, and learning analytics to better orchestrate classroom sessions. This would allow teachers to provide more efficient formative feedback, analyze student engagement and learning, and refine instructional designs. The goal is to actively engage students, support assessment, and increase awareness between teachers and learners.
Self-instructional strategies allow students to direct their own learning and receive feedback at their own pace. These strategies include computer-assisted instruction (CAI) programs that provide different types of instruction like drills, tutorials, and educational games. While CAI has benefits like individualized learning, it also has limitations in appreciating student emotions and could dehumanize education. Effective self-instruction requires diagnosing student needs, setting objectives, developing individualized plans, and monitoring progress.
CAI can be used effectively for drill and practice activities to reinforce learning through repetition of basic skills and knowledge. It works best for topics like vocabulary, math facts, and sciences. Drill and practice software provides immediate feedback on answers and performance summaries. While drill and practice are useful for 20-30 minutes, CAI should also incorporate tutorial software to teach new content beyond exercises. Tutorial software provides comprehensive information and allows teachers to ask follow-up questions to stimulate deeper learning. CAI can positively impact learning when used for remediation, review, enrichment, and cooperative group activities.
The Application of Game-Like Learning Design to Real-World Settings: a Holist...Benita Rowe
1) A German university implemented a game-like learning curriculum across multiple disciplines to address challenges in higher education including rising student diversity and dropout rates.
2) The curriculum frames learning as a real-time strategy game where students complete scaffolded tasks ("side quests") in teams, receiving ongoing feedback to guide their progress.
3) Assessments were reframed as a responsive feedback loop to continuously provide students with guidance on tasks, processes, and self-regulation similar to feedback in games.
This document provides information for training facilitators to lead online education programs. It outlines the goals of incorporating technology into curriculums to provide effective online programs. Facilitators will learn skills like transparent communication, technology proficiency, and active participation. They will go through phases of learning including experimenting with and mastering tools. The document also discusses managing online learners and challenges like security, feedback, and behaviors. It provides references on distance learning theories and engagement models to guide facilitator instruction.
Making the Blend: Shifting to a Hybrid Approachdrpmcgee
This document provides an overview of blended learning and considerations for designing blended courses. It defines blended learning as combining two or more delivery modalities, such as classroom and online. Various blended learning models are discussed, including the percentage of content delivered online. Quality assurance and interacting with students in blended formats are also addressed. Technology tools and applying instructional design frameworks to blended courses are reviewed.
Computer-assisted instruction (CAI) refers to using computers to provide drill-and-practice, tutorials, or simulations to students, while computer-managed instruction (CMI) uses computers to track student progress and provide individualized learning objectives, resources, and assessments. CAI involves direct interaction between students and educational software, and can take forms like drill-and-practice, tutorials, games, simulations, discovery, and problem-solving. CMI allows instructors to manage instruction for individual students and choose objectives and activities based on their needs. Both approaches provide benefits like self-paced learning and immediate feedback but also have limitations like over-reliance on multimedia or lack of infrastructure.
Capital intensity refers to the mix of equipment and human skills in a process, with greater capital intensity indicating a higher relative cost of equipment. Automation is a self-acting and self-regulating system or process. There are two main types of automation: fixed automation, which produces a single product in a set sequence of operations, and flexible automation, which can be changed to handle different products. Automation provides advantages like low variability, efficiency, and standardization but also has disadvantages such as high costs and decreased flexibility.
Process technology refers to the methods used to transform raw materials into finished products across various industries. It involves planning and controlling production processes from raw materials through distribution. Process technicians monitor and control equipment to process raw materials into products like gasoline, plastics, and electricity. They also analyze data and communicate information. A process strategy must consider elements like process structure, customer involvement, resource flexibility, and capital intensity. Process planning and design determine the optimal sequence of operations. Work measurement techniques like time study, activity sampling, and predetermined motion time systems help set time standards for operations to improve efficiency.
- The document describes the format and rules of the UBS case study competition with 20 teams of 2 students each competing to solve 15 case studies over various formats in the competition.
- The teams and time table are listed, with rules specifying a 30 minute turnaround between case studies to return materials, have a viva, register for the next case, and presentation guidelines.
- Cases will be evaluated based on a 50 point structure covering the synopsis, problem definition, situational analysis, recommendations, and presentation style. The winning team will be determined based on their performance across all case studies.
The Production Cycle outlines the flow of money in the filmmaking process, from production companies making films, to distributors selling the films to theaters, to customers watching films in theaters and providing revenue. The top of the cycle, production companies and distributors, receive the most money while theaters on the bottom receive less as money decreases with each step of the cycle.
The key stages of the film process are production, distribution, marketing, and exhibition/consumption.
During production, a production company creates the film through pre-production, production, and post-production stages. Distribution involves releasing and sustaining the film in the marketplace. Marketing employs various techniques to promote the film such as trailers, advertisements, and publicity events. Exhibition makes the film available to audiences in cinemas and later through home entertainment formats like DVDs and streaming.
The document summarizes key aspects of the production cycle, including the four main activities of product design, planning and scheduling, production operations, and cost accounting. It describes the objectives and processes involved in each activity, and how an accounting information system can support the production cycle by accurately capturing costs and providing necessary data for decision making. Controls are also needed to safeguard assets and ensure accurate and authorized transactions.
This document outlines the steps for designing and building a scale model of a carousel. It includes:
1) Defining the project which is to build a scale model carousel no larger than 300x300x350mm that spins using a crank and support structure.
2) Researching carousels and developing design ideas.
3) Creating technical drawings and plans for the individual pieces.
4) Building the model according to the plans and specifications.
5) Testing that the completed model meets the defined requirements and functions as intended.
The document discusses the production cycle, which includes four main activities: product design, planning and scheduling, production operations, and cost accounting. It outlines the objectives, key documents, and business rules for each activity. It also discusses controls that can help ensure the objectives of authorization, validity, recording, asset protection, and compliance are met throughout the production cycle. Automating aspects of the cycle through tools like computer-integrated manufacturing and RFID can help increase productivity, security, and performance.
This document provides guidance on how to answer a 20 mark extract question about English literature texts. Students should 1) read the question and plan key points and quotes to use, 2) reflect on what the question is asking, 3) write a brief introduction commenting on plot, context, character and theme, 4) write their main ideas using evidence from the text and linking it back to the question, and 5) conclude by emphasizing their most important point and offering a personal response. They are reminded to link their analysis to the question, discuss audience reaction, connect specifics to broader themes, and cite the writer or playwright.
The document discusses technology and the technology workshop. It defines technology as the practical application of knowledge and skills to solve problems and meet needs. It outlines the stages of the technological process: identifying a need or problem, developing ideas, improving ideas, constructing solutions, and checking solutions. It also discusses how the technology workshop is organized, with different students responsible for coordinating, materials, health and safety, and cleaning. Finally, it notes some important health and safety signs and that activities will be conducted in the workshop.
Basic of work study, work measurement & job design om swapnil23488
This document provides an overview of basic work study, job design, and work measurement. It discusses key concepts like method study, motion study, time study, work sampling, job rotation, job enlargement, and job enrichment. The document outlines the objectives, techniques, steps, and benefits of work study, which includes analyzing work methods, designing optimal work methods, and establishing standard times. It also discusses factors to consider in job design like layout, control, environmental conditions, and behavioral dimensions.
The document describes the production cycle which begins with sales forecasting and ends with delivery to the customer. It involves several steps: sales forecasting, budget preparation, engineering department preparing details, production planning, dispatching, progressing, inspection, evaluation, stock, and delivery to the customer. A graphical representation shows the linear production cycle and its interaction with customers and suppliers.
The document provides an overview of operations management concepts including:
- The 10 decision areas of operations management including product/service design, quality, and capacity planning.
- Different types of production systems such as job shop, batch, and mass production and factors to consider when selecting a process.
- Key facility location factors and the general procedure for evaluating location alternatives.
There are two main types of production systems: continuous and intermittent. Continuous systems produce standardized outputs in large volumes and have dedicated machinery. They require unskilled labor and mechanized material handling. Intermittent systems produce a variety of outputs in smaller batches and require changing machine setups. They employ skilled labor and less mechanized material handling. Continuous systems include flow and mass production, while intermittent systems are batch, job order, and project based production.
The document discusses different types of production processes. There are four main types: job shop production, batch production, mass production, and continuous/flow production. Job shop production involves unique custom products in low volumes. Batch production groups similar products into batches. Mass production focuses on high volumes of standardized products. Continuous production involves a linear and automated process with no backtracking.
Human resource management involves recruiting, selecting, training, developing and managing employees to achieve organizational goals. It includes human resource planning to ensure the organization has the right people with the right skills. The key components of an HRM system are recruitment, training, compensation, performance management and career development.
Computer Literacy and Awareness in Schoolsvalarpink
This document discusses programmed instruction and teaching machines. It notes that programmed instruction is an instructional strategy aimed at modifying learner behavior, not a test or replacement for teachers. It requires creativity to break content into small, logical steps and provide feedback to students as they learn at their own pace. Different types of programming include linear and branched structures. Teaching machines were constructed to deliver programmed instruction without a teacher and allow students to learn through doing and self-assessment. Cybernetics, the science of communication and control in animals and machines, informed the development of these systems.
This document discusses programmed instruction and teaching machines. It notes that programmed instruction is an instructional strategy aimed at modifying learner behavior, not solving all educational problems. It helps students learn at their own pace through a controlled, step-by-step presentation. Teaching machines can provide individualized, self-paced instruction without a teacher being physically present. They provide feedback to students and assess student performance and learning.
The document discusses various teaching techniques and methods, including brainstorming, problem solving methods, computer assisted learning (CAL), and programmed learning. It provides details on each method:
Brainstorming is a group technique to generate many ideas for solving a problem. There are basic rules to reduce inhibitions and stimulate new ideas. Problem solving methods help students gain scientific thinking skills. It involves defining the problem, planning, examining solutions, and concluding. CAL uses computers to aid teaching through interaction and experimentation, allowing self-paced learning. Programmed learning presents material incrementally with repetition and reinforcement of concepts through different media.
Computers are a familiar sight in classrooms in the 21st century, and technology has been used to streamline many educational tasks. CAL started in the 1950s and 1960s mainly in USA. Term often used interchangeably with Computer-Based Instruction (CBI), Web Based Instruction (WBI), Computer-Assisted Learning (CAL), Computer-Enriched Instruction (CEI), and Web Based Training (WBT). Logo project was the first CAL system that was based on a specific learning approach.
The document discusses computer-assisted instruction (CAI). It provides a history of CAI, noting its origins in the 1950s-1960s with collaboration between educators and IBM. It discusses key concepts of CAI including that it uses computers to provide individualized instruction through stimulus-response feedback loops. The document outlines various types of instructional modes in CAI including tutorial, drill and practice, discovery, gaming, and simulation modes. It discusses the roles of teachers in CAI and provides advantages and limitations of CAI approaches.
The document discusses strategies for improving learning retention through applied practice over time. It proposes a method called Applied Learning Extensions (ALE) which involves generating learning activities 10 times over 90 days following training. This spaced practice through low-stakes activities like surveys and webinars is meant to reinforce learning and move it from short-term to long-term memory. The document provides examples of different types of activities that could be assigned on various days as part of an ALE program. Implementing ALE is intended to close the gap between initial recall just after training and retention of knowledge much later.
The document outlines key considerations for developing effective tutorial software: it should provide extensive interactivity, thorough user control, appropriate pedagogy with logical sequencing of lessons/examples/exercises, adequate feedback capabilities, appropriate graphics that support topics, and record keeping of student progress. While drill software reinforces concepts, tutorial software allows self-paced learning but may contradict constructivism by delivering direct instruction instead of hands-on learning. Developing high-quality tutorial software is challenging due to difficulties in programming, inclusion of suitable graphics, and determining what/how to teach and sequencing of lessons.
This document outlines a training program for faculty at the Community College of Baltimore County to become effective facilitators for distance learning courses. The program will train instructors from various disciplines in skills like online student engagement, interactive teaching techniques, and using the course management system. Trainees will progress through stages of learning about distance education technologies and pedagogies, experimenting with implementing activities in their own online course, collaborating with peers, and eventually becoming leaders who can train other instructors. The effectiveness of the training will be evaluated through surveys of facilitators and students.
Retrieval Practice and Study Planning in MOOCsDaniel Davis
This document describes research into translating traditional classroom self-regulated learning strategies of retrieval practice and study planning into massive open online courses (MOOCs). The researchers conducted experiments in MOOCs to test whether these interventions increased learner engagement and performance. They found that learners engaged less with the self-regulated learning interventions than with core course content. Retrieval practice cues did not significantly impact exam scores. Study planning increased engagement and outcomes for learners who actively used the tool, but not on average across participants. The results suggest that theory needs to be activated through engaging interfaces and that small interventions may have small effects in MOOCs.
A willingness to bring new teaching strategies into your lesson plan is one o...JeanisilCereno2
The document discusses several teaching strategies that can be used in the classroom, including classroom management strategies, flexible seating, formative and summative assessments, active learning, differentiated instruction, personalized learning, universal design for learning, response to intervention, using classroom technology, and math games. An effective teacher is willing to incorporate new teaching strategies and technologies into their lessons to provide students with the highest quality education possible.
The document discusses several innovative instructional strategies for teaching and learning, including programmed instruction, cooperative learning, team teaching, and computer-assisted instruction. Programmed instruction breaks learning down into small sequential units and provides feedback, while cooperative learning emphasizes group work and interaction. Team teaching involves pooling teacher resources and expertise to jointly teach students. Computer-assisted instruction applies programmed learning principles through computer technology. Microteaching allows teachers to practice specific skills by teaching small units to small groups of students. These innovative strategies aim to make learning more effective by incorporating psychological principles.
Here are the key points about the role of teachers in CAI/CAL:
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- Design and develop appropriate CAL modules/programs based on curriculum.
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- Provide support and clarify doubts when students face difficulties in understanding concepts.
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- Use CAI/CAL as a supplement rather than replacement for traditional teaching. Optimize use of both methods.
- Act as facilitators and guides rather than only information providers during CAI/CAL sessions.
So in summary, teachers play an important role
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3. Simulation software allows students to experience realistic situations through role-playing and exploring the consequences of decisions.
4. CAI has advantages like individualized instruction and tracking student progress, but also disadvantages like potential equipment issues.
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1. OUTLINE :
Process
Technologies
A. What Are Process Technologies
B. Application For Individual
Instruction
C. Application For Small-Group
Instruction
D. Application For Large-Group
Instruction
2. OUTLINE :
Process
Technologies
A. What Are Process Technologies
B. Application For Individual
Instruction
C. Application For Small-Group
Instruction
D. Application For Large-Group
Instruction
1. Galbraith, definition, “the
systematic application of scientifics
or other organized knowledge to
practical tasks.”
2. Importance of Practice and
Feedback
3. Organization of This Chapter
3. OUTLINE :
Process
Technologies
B. Application For Individual
Instruction
C. Application For Small-Group
Instruction
D. Application For Large-Group
Instruction
Programmed Instruction
Programmed Tutoring
Personalized System of
Instruction
Learning Centers
A. What Are Process Technologies
4. OUTLINE :
Process
Technologies
B. Application For Individual
Instruction
C. Application For Small-Group
Instruction
D. Application For Large-Group
Instruction
Cooperative Learning
Games
Simulation
Simulation Games
A. What Are Process Technologies
5. OUTLINE :
Process
Technologies
B. Application For Individual
Instruction
C. Application For Small-Group
Instruction
D. Application For Large-Group
Instruction
Mastery Learning
Programmed Teaching
A. What Are Process Technologies
6. Introduction
In Chapter One, we provided a definition to
technology that differentiated between hard
technologies products such as computers and
satelites – and soft technologies-process or ways
of thingking about problem. In This chapter
focuses on technology as a process.
Galbraith, definition, “the systematic application
of scientifics or other organized knowledge to
practical tasks.”
7. The behaviorist perspective propose that individuals learn what they
do – that is, learning is a process of trying various behaviors and
keeping those that lead to favorable results.
Cognitivists propose that learners build up and enrich their mental
schemata when their minds are actively engaged in struggling to
remember or apply some new concept or principle.
The sociopsychological perspective stresses the importance of
interpersonal communication as the social basis for knowledge
acquisition
Importance of Practice and Feedback
8. Organizing of This Chapter
1. Application for Individual Instruction
a. Programmed instruction
b. Programmed tutoring
c. Personalized system of instruction
d. Learning centers
2. Application for Small-Group Instruction
a. Cooperative learning
b. Games
c. Simulation
d. Simulation games
3. Application for Large-Group Instruction
a. Mastery learning
b. Programmed teaching
9. Advantages Limitation
Self Pacing
Practice and feedback
Reliable
Effective
Program Design
Tedious
Lack of Social
Interraction
Programmed Instruction
Application :
10. Developed by B.F. Skinner.
Skinner’s initial inventions vere elaborate
machines that would mechanically present
chunks, of “frames”, of information; wait
for a response to be written or a button to
be pressed; then compare the response
with the correct answer. If the answere was
correct, the machine would display the
next frame. Research and practical
experience soon indicated, however, that
students learned just as well when the
sequence - information, question,
response, answer – was presented in book
form.
Linear Branching
1
2
3
4
5
6
1
2 2a
33a
4
5
6
7
6a
7a
Programmed Instruction
11. Advantages
Self Pacing
Programmed Instruction
Programmed instruction allows
individuals to learn at their own pace
at a time and place of their choice
12. Advantages
Practice and feedback
Programmed Instruction
It requires the learner to participate
actively in the learning process and
provides immediate feedback for each
practice attempt
13. Advantages
Reliable
Programmed Instruction
This technology provides a reliable
form of learning, in that the
instructional routine is embodied in
print so that it can be mass produced
and experienced by many people in
exactly the same form.
16. Limitation
Tedious
Programmed Instruction
The repetition of the same cycle and
plowing through an endless series of
small steps taxes the attention span
and patience of many students. It can
be tedious.
17. Limitation
Lack of Social
Interraction
Programmed Instruction
Most programmed materials are
meant to be used by one individual at
the time.
18. Advantages Limitations
Self-pacing
Practice and feedback
Reliable
Effective
Labor intensive
Development cost
Programmed Tutoring
Application :
19. Programmed Tutoring
Programmed tutoring is a
one-to-one method of
instruction in which the
responses to be made by
the tutor are programmed
in advance in the form of
carefully structured
printed instructions.
20. Advantages Limitations
Self-pacing
Practice and feedback
Reliable
Effective
Labor intensive
Development cost
Programmed Tutoring
Programmed tutoring shares with
programmed instruction the
characteristic of individualized
pacing.
21. Advantages Limitations
Self-pacing
Practice and feedback
Reliable
Effective
Labor intensive
Development cost
Programmed Tutoring
The use of a live tutor as a mediator
adds immensely to the flexibility of the
feedback system, and it adds another
major advantage over printed self-
instructional material by employing
social reinforces in the form of praise
rather than just simple knowledge of
result.
22. Advantages Limitations
Self-pacing
Practice and feedback
Reliable
Effective
Labor intensive
Development cost
Programmed Tutoring
Compared with unstructured
tutoring, programmed tutoring has
higer reliability because there is a
predetermined pattern to the
tutor’s action.
23. Advantages Limitations
Self-pacing
Practice and feedback
Reliable
Effective
Labor intensive
Development cost
Programmed Tutoring
The effectiveness of programmed
tutoring has been well established
through the evaluation studies
carried out by its originator,
Douglas Ellson.
24. Advantages Limitations
Self-pacing
Practice and feedback
Reliable
Effective
Labor intensive
Development cost
Programmed Tutoring
Programmed tutoring depends on
the availability of volunteer tutors.
In school, tutoring is usually done
by peers, older students, or
parents.
25. Advantages Limitations
Self-pacing
Practice and feedback
Reliable
Effective
Labor intensive
Development cost
Programmed Tutoring
The success of programmed
tutoring depends on the design of
the tutoring guides; their
development requires an
investment of time and expertise.
26. Advantages Limitation
Self-pacing
Mastery
Effective
Development cost
Behaviorist
commitment
Self-discipline
Personalized System of Instruction
Application :
27. Personalized System of Instruction
The Personalized System of
Instruction (PSI), one of the best-
known individualized instruction
system, can be described as a
template for managing instruction.
The esential idea of PSI is that the
learning materials are arranged in
sequential order and the student must
demonstrate mastery of each unit
before being allowed to move on to
the next.
28. Advantages Limitation
Self-pacing
Mastery
Effective
Development cost
Behaviorist
commitment
Self-discipline
Personalized System of Instruction
PSI allows students to progress at their own
rate and to take full responsibility for
determining when, where, and how they
study.
29. Advantages Limitation
Self-pacing
Mastery
Effective
Development cost
Behaviorist
commitment
Self-discipline
Personalized System of Instruction
The main claim of PSI is that it prevents the
“accumulation of ignorance”. Student are
not allowed to go on to advanced units until
they show that they have mastered the
prerequisites.
30. Advantages Limitation
Self-pacing
Mastery
Effective
Development cost
Behaviorist
commitment
Self-discipline
Personalized System of Instruction
The effectiveness of PSI has been
documented in a large number of studies
comparing PSI and conventional versions of
courses
31. Advantages Limitation
Self-pacing
Mastery
Effective
Development cost
Behaviorist
commitment
Self-discipline
Personalized System of Instruction
PSI demands a great deal of time in
planning and developing materials,
since it is essentially an
organizational framework and does
not come with a given set of
materials.
32. Advantages Limitation
Self-pacing
Mastery
Effective
Development cost
Behaviorist
commitment
Self-discipline
Personalized System of Instruction
The instructor adopting PSI must
also be willing to adopt its
behaviorist structure, including
specification of precise performance
objectives, derivation of tests from
these objectives, and selection or
design of material that leads learners
efficiently to those objectives.
33. Advantages Limitation
Self-pacing
Mastery
Effective
Development cost
Behaviorist
commitment
Self-discipline
Personalized System of Instruction
Dealing with the freedom of PSI can
be a problem for students, especially
younger learners who may need
practice in the required self-
discipline.
35. Learning Centers
Learning center with many station
are found in business, industry,
medical facilities, and the armed
forces.
Learning centers are independent
stations set up throughout the
classroom where children can go to
actually engage in some learning
activity. Children choose the center
they wish to work in and decide on the
amount of time to spend there.
36. Advantages Limitations
Self-pacing
Active learning
Teacher role
Cost
Management
Student resonsibility
Student isolation
Learning Centers
Center encourage students to take
responsibility for their own learning and
allow them to learn at their own pace,
thus minimizing the possibility of failure
and maximizing the likeihood of success.
37. Advantages Limitations
Self-pacing
Active learning
Teacher role
Cost
Management
Student resonsibility
Student isolation
Learning Centers
Learning centers provide for student
participaton in the learning experience,
for student response, and for immediate
feedback to student response..
38. Advantages Limitations
Self-pacing
Active learning
Teacher role
Cost
Management
Student resonsibility
Student isolation
Learning Centers
Learning centers allow the teacher to play
more of a coaching role, moving around
the classroom and providing individual
help to students when they need it.
39. Advantages Limitations
Self-pacing
Active learning
Teacher role
Cost
Management
Student resonsibility
Student isolation
Learning Centers
The equipment and materials used in the
center, entali costs.
40. Advantages Limitations
Self-pacing
Active learning
Teacher role
Cost
Management
Student resonsibility
Student isolation
Learning Centers
Teachers who manage learning centers
must be very good at classroom
organization and management.
41. Advantages Limitations
Self-pacing
Active learning
Teacher role
Cost
Management
Student resonsibility
Student isolation
Learning Centers
Any form of independent study will be
successful only insofar as students are
able and willing to accept responsibility
for their own learning.
42. Advantages Limitations
Self-pacing
Active learning
Teacher role
Cost
Management
Student resonsibility
Student isolation
Learning Centers
Learning cnters need not be limited to
individual student use; small groups can
be assigned to work together. If students
do work alone, other provisions must be
made to provide for the social dimension
of learning
43. Learning Together Model
Team-Assisted Individualization (TAI)
Computer-Assisted Cooperative Learning
Cooperative Learning
44. Cooperative Learning
Cooperative learning has gained momentum in both formal and nonformal education
from two converging forces: first, the practical realization that life outside the classroom
requires more and more collaborative activity, from the use of teams in the workplace to
everyday social life, and second, a growing awareness of the value of social interaction
in making learning meaningful.
Today’s notion of cooperative learning entails a deeper level of interaction, based on the
principle that articulating and negotiating your ideas with others forces you to process
information in a way that improves meaningfulness and retention. This new concept of
cooperative learning can be defined as the instructional use of small groups so that
students work together to maximize their own and each other’s learning.
Two particular formats will be elaborated as example of cooperative learning
technologies: Johnson and Johnson’s Learning Together model and Slavin’s Team-
Assisted Individualization (TAI)
45. Learning Together Model
Johnson and Johnson have determined that feedback about your performance-
knowing what is working well and what is not – is a critical factor in successful
learning.
Johnson and Johnson’s interdependent learning group, also known as the
Learning Together model, requires four basic elements:
1. Positive interdependence.
2. Face-to-face helpong interaction.
3. Individual accountability.
4. Teaching interpersonal and small-group skills.
Cooperative Learning
46. Team-Assisted Individualization (TAI)
Robert Slavin and his colleagues have developed a different format for
cooperative learning, Team-Assisted Individualization (TAI), which was
developed for mathematics instruction in grades three to six. TAI was
specifically intended to avoid some of the problems encountered with
individualized programmed instruction.
TAI follow this pattern:
1. Teaching group
2. Team formation
3. Self-instructional materials
4. Team study
5. Team scores and team recognition
Cooperative Learning
47. Computer-Assisted Cooperative Learning
Computer assistance can alleviate some of the logistical obstacles to using
learning methods, particularly the tasks of managing information, allocating
different individual responsibilities, presenting and monitoring instructional
material, analyzing learner responses, administering tests, and scoring and
providing remediation for those tests.
Group-oriented programs of this sort can also deal with the logistical problems
of assisting a number of groups simultaneously, as is necessary in the single-
computer classroom. The software manages a rotation of the teams so that
there is little time lost waiting in line.
Cooperative Learning
48. A game is an activity in which participants follow
prescribed rules that differ from those of real life as
they strive to attain a challenging goal.
The distinction between play and reality is what makes
game entertaining.
Games
49. Attaining the goal usually entails competition –
individual against individual, as in chess; group
against group, as in basketball; or individual against a
standard, as in golf (with “par” as the standard).
On the other hand, striving to attain a challenging goal
does not necessarily have to involve competition.
Communication games, fantasy games, and encounter
games exemplify a whole array of activities in which
participants agree to suspend the normal rules of
interpersonal communication to pursue such goals as
self-awareness, empathy, sensitivity, and leadership
development.
Games
50. Advantages
Attractive
Novel
Atmosphere
Time on task
Limitations
Competition
Distraction
Poor design
Games
51. Simulation and Discovery Learning
Role Plays
Simulators
Advantages - Limitations
Simulations
52. A simulation is an abstraction or
simplification of some real-life or
process. In simulations, participants
usually play a role that involves them in
interactions with other people or with
elements of the simulated environtment.
Simulations
53. Simulations
Simulation and Discovery Learning
One particular value of simulation is that it implements
the discovery method as directly and clearly as
possible.
In discovery learning, the learner is led toward
understanding principles through grappling with a
problem situation.
Through simulations, we can offer learners and human
relation as well as in areas related to the physical
sciences, where laboratories have long been taken for
granted
54. Simulations
Role Plays
Role play refers to a type of simulation in which the
dominant feature is relatively open-ended interaction
among people. In essence, a role play ask someone to
imagine that he or she is another person or is in a
particular situation; the person then behaves as the
other person would or in the way the situation seems to
demand.
The purpose is to learn something aout another kind of
person or about the dynanics of an unfamiliar situation.
55. Simulations
Simulators
One familiar example of a simulator is the flight trainer,
a mock-up of the interior of the cockpit complete with
controls and gauges..
58. A simulation game combines the attributes of a
simulation (role playing, a model of reality) with the
attributes of a game (striving toward a goal, specific
rules).
Simulation Games
59. Simulation Games
Applications
Instructional simulation games are
found in curriculum applications that
require both the repetitive skill
practice associated with game and
the reality context associated with
simulations.
Societal procsses (e.g., Ghetto,
Democracy), cultural conflicts (e.g.,
Bafa Bafa), historical eras (e.g.,
Empire, Manchester), and ecological
systems (e.g., Extinction) are
popular topics.
60. Simulation Games
Cooperative Simulation Games
In recent years, sports psychologist and
educational psychologist have developed
new theories questioning the value and
necessity of competition in human
development.
Cooperative games challenge the body and
imagination but that depend on cooperation
for success.
61. Mastery Learning
The mastery learning approach grows
out of the theory that students differ in
the amount of time needed to master
each objective, not in their inherent
ability to learn the subject matter.
They have developed a specific
technology, known as Learning for
Mastery (LFM), that incorporates
specific procedure to implement
mastery learning.
The heart of LFM is the teach-test-
reteach-retest cycle.
62. Programmed Teaching
Programmed teaching, also known as Direct Instruction, is an attempts to apply
the principles of programmed instruction in a large-group setting.
Programmed teaching lessons are designed to generate high rates of
responding by all students. To avoid inattention or mere imitation of other
student’s responses, all are required to respond vocally at the same time, at a
hand signal by the instructor. When the teacher detects an error, he or she
follows the procedures specirfied in the protocol to correct and remediate the
error.
Programmed teaching has been used successfully in numerous experimental
programs in North America and many other parts of the world, including the
Philippines, Indonesia, and Liberia in the primary grades.
63. Print References
Heinich, R., dkk. 1993. Instructional Media And Technologies For Learning. New
Jersey. Prentice-Hall, Inc.