A Guide to Developing Self Instructional Materials
Author : S. N. Marson
Publisher :
Page : 156 pages
File Size : 41,65 MB
Release : 1986
Category : Instructional systems
ISBN :
Author : S. N. Marson
Publisher :
Page : 156 pages
File Size : 41,65 MB
Release : 1986
Category : Instructional systems
ISBN :
Author : Dan R. Minnick
Publisher : Int. Rice Res. Inst.
Page : 231 pages
File Size : 13,63 MB
Release : 1989
Category : Audio-visual materials
ISBN : 9711042126
Autotutorial or self-learning instruction as a learning methods: some relevant theories and concepts; A/I or self-learning materials: creation and use.
Author : Fred Lockwood
Publisher : Routledge
Page : 180 pages
File Size : 11,85 MB
Release : 2018-12-07
Category : Education
ISBN : 1135356378
Designed to help those who are planning to produce open or flexible learning materials, particularly trainers who must work on their own with little support or encouragement. All aspects of the design and production of materials is examined, including the role of audio and video cassettes.
Author : Marson S. N.
Publisher :
Page : 0 pages
File Size : 29,54 MB
Release : 1983
Category :
ISBN :
Author : Marson S. N.
Publisher :
Page : 154 pages
File Size : 26,17 MB
Release : 1983
Category :
ISBN :
Author : Brendan Connors
Publisher :
Page : 0 pages
File Size : 13,35 MB
Release : 1979
Category : Teachers
ISBN :
Author : Derek Rowntree
Publisher :
Page : 532 pages
File Size : 43,43 MB
Release : 1979
Category :
ISBN :
Author : A.J. Romiszowski
Publisher : Routledge
Page : 461 pages
File Size : 21,14 MB
Release : 2013-12-16
Category : Education
ISBN : 1134080948
This two-volume work on the development of instruction is planned as a companion to an earlier book - Designing Instructional Systems. The present work continues the micro-design stages of lesson and instructional materials development. Taken together, these two volumes give extensive coverage of practical techniques for the development of instruction. This title draws a distinction between instructional design and instructional development, although some authors seem to use the two terms synonymously. The structure of the content will enable the two volumes to be used conveniently as both initial reading or later reference material.
Author : National Research Council
Publisher : National Academies Press
Page : 102 pages
File Size : 23,70 MB
Release : 1997-03-12
Category : Education
ISBN : 0309175445
Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Author : L. Dee Fink
Publisher : John Wiley & Sons
Page : 317 pages
File Size : 15,73 MB
Release : 2003-06-17
Category : Education
ISBN : 0787971219
Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.