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Article
Publication date: 1 March 1999

Clifton P. Campbell

Instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skills. Focuses on printed forms of instructional

1599

Abstract

Instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skills. Focuses on printed forms of instructional materials and provides detailed information, including examples, on five types of job performance aids, three types of instruction sheets, and two types of modules. Checklists of considerations that affect the quality of finished products are also provided. Job performance aids (JPAs)provide procedural or factual guidance in the performance of tasks. They store essential details in a variety of functional forms for use just before or during task performance. Research shows that JPAs are a cost‐effective supplement or alternative to training. They reduce the time needed to master task performance and facilitate the transfer of learning from the training setting to the job. Instruction sheets assure that all trainees have the same complete and accurate information for performing practical work and for completing assignments. These sheets also help manage large groups of trainees with diverse abilities who are working simultaneously at several different tasks. Modules are carefully structured documents which facilitate self‐directed and self‐paced learning. While their components may vary, modules typically include learning objectives, an introduction, instructional content, directions, learning activities, and test questions with feedback answers. With modules, trainees assume personal responsibility for their progress. Regardless of the care used in their preparation, all types of instructional materials must be evaluated prior to general use. Presents a comprehensive quality control procedure for confirming effectiveness and value. This was prepared to enhance both formal classroom instruction and individual study. Figures, tables, checklists, appendices, and a glossary of keywords and terms, supplement the text in explaining the content.

Details

Journal of European Industrial Training, vol. 23 no. 2
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 16 May 2024

Sujin Butdisuwan, Sanjay Kataria, Amreen Taj and A. Subaveerapandiyan

This study investigates the perceptions and challenges faced by academic library professionals in utilising infographics as a communication tool. It aims to understand how…

Abstract

Purpose

This study investigates the perceptions and challenges faced by academic library professionals in utilising infographics as a communication tool. It aims to understand how infographics are perceived in libraries, their effectiveness in conveying information and the obstacles encountered during implementation.

Design/methodology/approach

The research employed a descriptive survey design, collecting data through a closed-ended questionnaire distributed electronically to 144 library and information science professionals. Stratified random sampling was used to ensure representation from various types of libraries. Pilot testing was conducted to validate the questionnaire, and data analysis was performed using statistical software.

Findings

Library professionals perceive infographics as valuable tools for conveying complex concepts quickly, promoting library events and appealingly presenting resources. They also believe that infographics simplify complex information and enhance the user experience. However, challenges include lacking design skills and resources, difficulty finding relevant data, integrating infographics into traditional library services and time constraints.

Originality/value

This study provides unique insights into the role of infographics in library communication, highlighting both their positive perceptions and critical challenges. It offers recommendations for enhancing the use of infographics, including training for library professionals, improved data management and integration into traditional library services. The study also suggests promoting best practices and exploring emerging technologies like 3D interactive infographics.

Article
Publication date: 4 February 2019

Elvir Munirovich Akhmetshin, Rinat Rivkatovich Ibatullin, Almaz Rafisovich Gapsalamov, Vladimir Lvovich Vasilev and Sergey Yurevich Bakhvalov

The purpose of this paper is to analyze how the audiovisual teaching aids are applied in the modern educational environment and to assess their application efficiency in the…

Abstract

Purpose

The purpose of this paper is to analyze how the audiovisual teaching aids are applied in the modern educational environment and to assess their application efficiency in the context of the secondary-level vocational education establishments.

Design/methodology/approach

A pedagogical experiment was conducted to confirm this hypothesis. At the preparatory stage, the authors have analyzed the teaching and learning process, as well as students learning at the secondary-level vocational education establishment. Statistical sample was 300 people.

Findings

Based on the research results, main mistakes made while applying the audiovisual teaching aids were identified, formulated and investigated. These mistakes were related to the insufficient methodological preparation. As these mistakes were eliminated, student achievements and learning skills have increased by 15–20 percent (experiment data). The average marks, obtained by students before and after eliminating the methodological mistakes, were taken in points (from 2 to 5) as achievement and learning skill criteria. Research conclusion is that audiovisual aids application quality can be improved only through the research on students’ educational and creative potential, their perception of various learning materials, and their preferences in the information structure, composition, types and forms.

Originality/value

Applying audiovisual teaching aids in the learning process is a challenge. This paper is driven by the need of new unique methods for applying audiovisual aids related to identifying the optimal temporal lesson structure, as well as the composition and the amount of auxiliary teaching materials, interactive communication level and ways to stimulate the emotional and creative activity of students.

Article
Publication date: 1 August 1996

Clifton P. Campbell

Research and experience have shown that job performance aids (JPAs) are a cost‐effective alternative or supplement to training. Based on job and task analysis information, they…

4450

Abstract

Research and experience have shown that job performance aids (JPAs) are a cost‐effective alternative or supplement to training. Based on job and task analysis information, they store essential details on performance in a variety of functional and durable forms for use just before or during task performance. Although most JPAs are in printed (hard copy) form, a series of illustrations or directions on an audio or video tape as well as information on a computer screen are also JPAs when they reduce the amount of information to be remembered, specify what actions to take, and indicate when to take each action. The five basic types of JPAs are procedural guide, worksheet, checklist, decision table and flowchart. Describes each type and provides preparation guidelines, along with examples. Also presents important information on layout and format, including the use of illustrations and how to provide emphasis, as well as on effective writing. A comprehensive four‐step quality control procedure describes how the effectiveness and value of JPAs can be confirmed.

Details

Journal of European Industrial Training, vol. 20 no. 6
Type: Research Article
ISSN: 0309-0590

Keywords

Book part
Publication date: 2 February 2023

Emily C. Bouck, Holly Long and Larissa Jakubow

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability…

Abstract

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.

Details

Using Technology to Enhance Special Education
Type: Book
ISBN: 978-1-80262-651-3

Keywords

Content available
Book part
Publication date: 2 February 2023

Abstract

Details

Using Technology to Enhance Special Education
Type: Book
ISBN: 978-1-80262-651-3

Article
Publication date: 1 June 1988

Sheau‐Hwang Chang

Our New Title Booklist is a special service provided by the Catalog Department of the Maxwell Library to inform the faculty, students, and staff at Bridgewater State College of…

Abstract

Our New Title Booklist is a special service provided by the Catalog Department of the Maxwell Library to inform the faculty, students, and staff at Bridgewater State College of the new materials acquired by the library each month (about 1,000 new titles every month). The main entry body of the Booklist is arranged in 32 very broad subject headings (fig. 1), most of which are based on LC Classification Schedules such as EDUCATION and HISTORY. But some headings are actually locations, for example, REFERENCE is used for our REFERENCE collection and CURRICULUM is used for textbooks, instructional aids, and the children's and young adult collections. Within individual subject headings, entries are arranged by call numbers (fig. 2). The cover page is a brief index that leads individual departments to their relevant subject headings (fig. 3).

Details

OCLC Micro, vol. 4 no. 6
Type: Research Article
ISSN: 8756-5196

Article
Publication date: 12 June 2017

Jordan P. Fullam

This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan…

Abstract

Purpose

This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences.

Design/methodology/approach

The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching.

Findings

Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps.

Practical implications

Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning.

Originality/value

Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

Details

Journal for Multicultural Education, vol. 11 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 29 January 2021

Chih-Hsien Hsia, Chin-Feng Lai and Yu-Sheng Su

The purpose of this study, we present a robot used in education. Influenced by the epoch of revolutionary digital technology, the methodology of education has gone boundless. The…

Abstract

Purpose

The purpose of this study, we present a robot used in education. Influenced by the epoch of revolutionary digital technology, the methodology of education has gone boundless. The robot programming sustainability and ability to solve problems is one an important skill that coding students require to learn programming. This educational have been integrated into curriculum instruction in clubs.

Design/methodology/approach

Robotics education has been regarded as a potential approach to enhance students' Science, technology, engineering, and mathematics learning competencies. The popular platform of robots diversifies educational practices by its advantages of reorganizational and logical forms. In this paper, we focus on the effects of applying blended instructional approaches to robot education on students' programming sustainability and ability.

Findings

The students of department of mechanical engineering at the University in Taipei city, who participate elective educational robot courses, prove through surveys that the problem-based leaning method with robot programming can effectively enhance students' interests and learning motivations in learning new knowledge and promote students' designing skills for a sustainable society.

Originality/value

In this paper, the authors focus on the effects of applying blended instructional approaches to robot education on students' programming sustainability and ability.

Details

Library Hi Tech, vol. 40 no. 4
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 1 January 1977

Gordan Pratt and Alina Vickery

This paper describes the use of a modified cassette recorder to present information and instruction to intermediaries and users of on‐line information retrieval systems using…

Abstract

This paper describes the use of a modified cassette recorder to present information and instruction to intermediaries and users of on‐line information retrieval systems using three media. The cassette recorder co‐ordinates (1) computer signals recorded from and displayed upon a visual display unit, (2) audio‐signals, that is voice commentary, relayed through a loud speaker, and (3) thirty‐five millimetre slides displayed on an overhead screen. The system was designed and developed for use in the Central Information Services, London University.

Details

Program, vol. 11 no. 1
Type: Research Article
ISSN: 0033-0337

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