搭配型先进教学的教师个性化进修系统的开发

当今,许多教师和研究人员对发展教学专业性方面特别感兴趣。各国政府也特别重视和鼓励这一方面的研究和实践。但是,在发展教师的专业性方面,教育领域和教师群体中仍存在很多的问题和意见分歧。从本文中韩国忠南的中学教师的教师专业性的研究结果来看,很多教师都想在课堂上教好,而且希望促进和提高教师在教学中的专业性。源于此,ITEN (国际教师联网,http://www．iten．kr)开发了为搭配型先进教学的教师个性化自我进修系统。此系统分为,教学关注区域、教学观察区域、模仿优秀教学案例进行教学实践的区域,以及进行创意性教学和反思性专栏的区域等四个领域。在这些区域教师可以使用相互比较的优秀的和不好的教学录像。此系统(ISSUE:合格教育者个性化自我进修系统)将有助于教师专业性的开发和发展,而且通过教学可以自动地混合教学。     

Advancements in instructional design theory: Contextual module analysis and integrated instructional strategies

In the past decade, research and theoretical advancements in both cognitive science and instructional technology have led to updates in instructional design theory. In this article, we review two areas in which the updates make important contributions: information analysis for higher-order cognition, and instructional strategies to improve acquisition of such higher-order processes. From our reviews of the literature, we propose procedures for conducting a contextual module analysis and designing integrated instructional strategies. An additional purpose of the article is to demonstrate the need for researchers in educational technology to lead in the discovery of theories contributing to acquisition of higher-order cognition.     

Developing and Implementing Self-Instructional Modules for Counselor Training

This article proposes the development of self-instructional modules as one way to individualize counselor training. The advantages and constraints of self-instructional modules are discussed and the three basic components of a self-contained module are illustrated. Learning outcomes may be affected not only by adequate construction of a module but also by the personal variables of the individual learner. In order to provide choices for individual differences, the development of alternate learning activities is recommended. Suggestions are included for implementing a self-instructional module as an individual instructional unit or as part of a course or a workshop.     

Are instructional design elements being used in module writing?

This paper discusses the elements of instructional design (ID) and technical design in module writing. An evaluation instrument was developed to evaluate the modules written by course lecturers from the School of Distance Education, Universiti Sains Malaysia. In the study, fifty modules (12%) were selected from the Arts, Science and Engineering courses. The findings of the evaluation showed that instructional modules were weak in a number of elements. The study recommended that multimedia and distance learning strategies should be integrated in the learning activities. Post-test and pre-test may be considered to make the learning modules more self-contained, self-instructional, and interactive. Courses on distance learning theories, instructional design and development, media selection, media attributes, multimedia production, media integration, utilisation and management in distance and open learning may help course writers to write better modules. The Centre needs to have a standard guideline for module writing. The present guidelines need to be improved to include other ID and technical elements in module writing.     

Web网络技术的教学系统研究与应用

介绍了一个基于Web网络教学系统的设计与实现，研究了课件系统的体系结构和功能模块．该系统分为教师模块、学生模块和管理员模块3个逻辑模块．介绍了支持Web网络教学实现的组件技术，结合实例重点介绍了“数据结构”课件系统中4个逻辑模块中完成主页浏览、布置批改作业、讨论答疑和自主学习子系统开发过程及实现方法．     

Instructional Tools in Educational Measurement and Statistics (ITEMS) for School Personnel: Evaluation of Three Web-Based Training Modules

In the current No Child Left Behind era, K‐12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web‐based instructional modules in educational measurement and statistics to help school personnel acquire the “assessment literacy” required for these roles. Our first module, “What's the Score?” was administered in 2005 to 113 educators who also completed an assessment literacy quiz. Viewing the module had a small but statistically significant positive effect on quiz scores. Our second module, “What Test Scores Do and Don't Tell Us,” administered in 2006 to 104 educators, was even more effective, primarily among teacher education students. In evaluating our third module, “What's the Difference?” we were able to recruit only 33 participants. Although those who saw the module before taking the quiz outperformed those who did not, results were not statistically significant. Now that the research phase is complete, all ITEMS instructional materials are freely available on our Website.     

An NCME Instructional Module on Item‐Fit Statistics for Item Response Theory Models

Drawing valid inferences from item response theory (IRT) models is contingent upon a good fit of the data to the model. Violations of model‐data fit have numerous consequences, limiting the usefulness and applicability of the model. This instructional module provides an overview of methods used for evaluating the fit of IRT models. Upon completing this module, the reader will have an understanding of traditional and Bayesian approaches for evaluating model‐data fit of IRT models, the relative advantages of each approach, and the software available to implement each method.     

基于活动理论的计算机文化基础课程教学设计

Word字处理软件是计算机文化基础课程中一个实用性、操作性很强的教学单元,如果以活动教学设计理论为指导,针对Word字处理软件的图文混排教学过程进行教学设计,可以探索活动教学设计理论在实用性、操作性课程中有效教学的基本规律。     

Developing and evaluating instructionally sensitive assessments in science

The purpose of this article is to address a major gap in the instructional sensitivity literature on how to develop instructionally sensitive assessments. We propose an approach to developing and evaluating instructionally sensitive assessments in science and test this approach with one elementary life‐science module. The assessment we developed was administered to 125 students in seven classrooms. The development approach considered three dimensions of instructional sensitivity; that is, assessment items should: represent the curriculum content, reflect the quality of instruction, and have formative value for teaching. Focusing solely on the first dimension, representation of the curriculum content, this study was guided by the following research questions: (1) What science module characteristics can be systematically manipulated to develop items that prove to be instructionally sensitive? and (2) Are the instructionally sensitive assessments developed sufficiently valid to make inferences about the impact of instruction on students' performance? In this article, we describe our item development approach and provide empirical evidence to support validity arguments about the developed instructionally sensitive items. Results indicated that: (1) manipulations of the items at different proximities to vary their sensitivity were aligned with the rules for item development and also corresponded with pre‐to‐post gains; and (2) the items developed at different distances from the science module showed a pattern of pre‐to‐post gain consistent with their instructional sensitivity, that is, the closer the items were to the science module, the larger the observed gains and effect sizes. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 691–712, 2012     

“教育技术学”网络课程整体规划设计与开发研究

网络课程是通过网络表现的某门学科的教学内容及实施的教学活动的总和。在依据网络课程开发基本原则的基础上,针对“教育技术学”网络课程的使用者特征与教育技术学的教学要求,该文从“教育技术学”网络课程的界面设计、整体结构框架设计,以及各模块功能的开发等方面阐述了本“教育技术学”网络课程的整体规划设计与开发过程。     

Solutions for Overconfidence: Evaluation of an Instructional Module for Counselor Trainees

Overconfidence in clinical judgment is a common problem among counselors that undermines the validity of the counselors' assessments and, by implication, the quality of client services. The authors evaluated an instructional module designed to reduce overconfidence among counselor trainees who completed an assessment task that exposed them to some of the complexities and pitfalls of clinical judgment. Although all counselor trainees were generally overconfident at both pretest and posttest, the module led to reductions in overconfidence only for the trainees who were exposed to it. It is suggested that counseling programs need to teach trainees to reflect critically on their inferential processes to improve the quality of their assessments.     

Applying the ARCS model to the design and development of computer-based modules for manufacturing engineering courses

This paper describes how a multimedia design team at Wayne State University, working on an engineering education project funded by the National Science Foundation, incorporated Keller's ARCS (attention, relevance, confidence, and satisfaction) model into the design and development of a computer-based instructional (CBI) module for a college engineering course in economics. A discussion of how and why the components were incorporated into the traditional instructional design phases of definition, design, development, implementation, and evaluation is presented. where she earned her doctorate this year, and coleader of a multimedia team in the design and development of CBI modules for a manufacturing engineering education project funded by NSF.     

整体化有序设计单元教学探讨

整体化有序设计单元教学致力于以单元为模块,在设计教学时既做到目标为本、统揽全局,又实现有序操作、步步落实。它旨在改变"说做相悖"的经验式备课方式、"重细节轻整体"的教学思维、"做中学"与"用心想"双峰对峙的教师培养和学习模式,其五个操作步骤为:钻研课程标准,分析教材;整合单元内容,编制目标;分析学习起点,洞察学情;预设评估要求,拟订量规;选择教学策略,形成方案。     

“市场调查与预测”教学模式初探

本文根据"市场调查与预测"的课程性质与特征,结合笔者的教学实践经验,对课程的教学改革思路与教学改革模式进行探索,并提出了教学改革与创新的具体措施。     

Impact of a Computer-Based Physics Instruction Program on Pupils' Understanding of Measurement Concepts and Methods Associated with School Science

A set of instructional materials was developed for the teaching of measurement, as part of a classroom innovation for science instruction. This project involved collaborative groupings with the computer as an instructional tool for learners to interact with. A computer-based physics instruction module was developed from a physics course dealing with the concept of measurement. This paper presents the results of an empirical evaluation undertaken over a 6-week period with 118 subjects (ages 12–17) randomly selected Form I pupils in Nakuru district, Kenya. Analysis of the quantitative data showed that the intervention promoted pupils' understanding of measurement concepts and skills, in that the subjects in the treatment groups demonstrated better at the posttests than their counterparts in the true control group. Also, the learning protocols differed markedly in favor of the subjects exposed to the treatment.     

Artificial intelligence tools for grammar and spelling instruction

In The Netherlands, grammar teaching is an especially important subject in the curriculum of children aged 10–15 for several reasons. However, in spite of all attention and time invested, the results are poor. This article describes the problems and our attempt to overcome them by developing an intelligent computational instructional environment consisting of: a linsuistic expert system, containing a module representing grammar and spelling rules and a number of modules to manipulate these rules; a didactic module; and a student interface with special facilities for grammar and spelling. Three prototypes of the functionality are discussed: BOUWSTEEN and COGO, which are programs for constructing and analyzing Dutch sentences; and TDTDT, a program for the conjugation of Dutch verbs.     

An Instructional Module on Mokken Scale Analysis

Mokken scale analysis (MSA) is a probabilistic‐nonparametric approach to item response theory (IRT) that can be used to evaluate fundamental measurement properties with less strict assumptions than parametric IRT models. This instructional module provides an introduction to MSA as a probabilistic‐nonparametric framework in which to explore measurement quality, with an emphasis on its application in the context of educational assessment. The module describes both dichotomous and polytomous formulations of the MSA model. Examples of the application of MSA to educational assessment are provided using data from a multiple‐choice physical science assessment and a rater‐mediated writing assessment.     

Transfer of Learning on Similar Metric Conversion Tasks

Abstract

It was hypothesized that Ss who demonstrate mastery of linear metric conversion tasks on which they have received explicit instruction will demonstrate mastery of other linear metric conversion tasks, metric volume conversion tasks, and metric mass conversion tasks with no explicit instruction. Ninety-nine pre-service elementary teachers were presented with a tutorial instructional module on basic terminology of the metric system. The module and all tests were mediated by an IBM 1500 Computer-Assisted Instruction system located in Penn State University’s CAI Laboratory. The results supported each hypothesis of the investigation.     

Instructional Efficiency of Tutoring in an Outreach Gene Technology Laboratory

Our research objective focused on examining the instructional efficiency of tutoring as a form of instructional change as opposed to a non-tutoring approach in an outreach laboratory. We designed our laboratory based on cognitive load (CL) theory. Altogether, 269 twelfth-graders participated in our day-long module Genetic Fingerprinting. In a quasi-experimental design, the control group (n?=?121) followed the non-tutoring approach previously used, while the treatment group (n?=?148) followed the newly developed tutoring approach. Each tutor was in charge of two student work groups and recorded the tutoring activities requested by the tutees throughout the day. We measured the students’ invested mental effort (as an index of CL), cognitive achievement (in a pre-post-follow-up design), and the students’ cooperation in their work groups as well as calculated the student instructional involvement (as a motivational variable). Additionally, we examined which aspects of the hands-on phases were of particular relevance to the students’ invested mental effort. Unexpectedly, the combined mental effort and cognitive achievement data indicated that our implemented tutoring approach resulted in a lower instructional efficiency despite the relevance of tutoring for students’ mental effort invested during the experimental phases. Most of the tutor assistance was unnecessarily requested for performing the procedural steps and using the equipment. Our results indicate an assistance dilemma and consequently underscore the necessity for effective tutor preparation in outreach laboratories.