The Design and Development of SPOC in Common Basic Lessons of Computer Based on the Enforcing Comprehensive Teaching Model

2019 ◽  
Vol 09 (03) ◽  
pp. 360-364
Author(s):  
璟 李
Keyword(s):  
Teaching Model ◽  
Design And Development ◽  
Computer Based

Design and development process of patient-centered computer-based support system for patients with schizophrenia spectrum psychosis

2008 ◽  
Vol 33 (2) ◽  
pp. 113-123 ◽  
Author(s):  
Maritta Välimäki ◽  
Minna Anttila ◽  
Heli Hätönen ◽  
Marita Koivunen ◽  
Tiina Jakobsson ◽  
...  
Keyword(s):  
Support System ◽  
Development Process ◽  
Design And Development ◽  
Patient Centered ◽  
Schizophrenia Spectrum ◽  
Computer Based

Interactivity and Computer-Based Instruction

1996 ◽  
Vol 24 (3) ◽  
pp. 225-233 ◽  
Author(s):  
William D. Milheim
Keyword(s):  
Learning Environments ◽  
Instructional Materials ◽  
Instructional Designers ◽  
Design And Development ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Instructional Component

Interactivity is one of the most important factors in the design and development of effective computer-based instructional materials. The following article describes this instructional component, its overall purpose in various learning environments, benefits that can be gained from its utilization, and its specific use within computer-based instruction. A number of strategies are also provided to assist instructional designers in their utilization of this significant program element.

scholarly journals DESIGN AND DEVELOPMENT MULTIMEDIA LEARNING’S PHYSICS 1

2019 ◽  
pp. 108-123
Author(s):  
Norbaizura Nordin
Keyword(s):  
Diagnostic Test ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Processes ◽  
Teaching Model ◽  
Problem Analysis ◽  
Design And Development ◽  
Learning Materials ◽  
Computer Equipment

The development of Newton's Law of Motion courseware multimedia is based on the problem analysis from the diagnostic test students enrolled in the course of Physics 1. This courseware is developed based on the ASSURE model by using computer equipment and authoring software: Macromedia Authorware 7.0, Macromedia Flash MX 2004 and Abode Photoshop 6.5. The design of this courseware is based on Gagne’s teaching model and learning theory: Behaviorism, Cognitive, and Constructivism. The findings of the development multimedia courseware are discussed in terms of design for teaching and learning Physics 1. The study of design and development of multimedia courseware is important in order to improve the effectiveness of teaching and learning processes as well as to increase the collection of multimedia learning materials.

A Teaching Model for the College Algebra Flipped Classroom

2015 ◽  
pp. 513-536
Author(s):  
Lori Ogden ◽  
Laura J. Pyzdrowski ◽  
Neal Shambaugh
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
College Algebra ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Student Survey ◽  
Design And Development ◽  
Survey Responses

A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.

A Teaching Model for the College Algebra Flipped Classroom

2014 ◽  
pp. 47-70 ◽  
Author(s):  
Lori Ogden ◽  
Laura J. Pyzdrowski ◽  
Neal Shambaugh
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
College Algebra ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Student Survey ◽  
Design And Development ◽  
Survey Responses

A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.

Looking up in anger: translation practice in the CALL lab

ReCALL ◽  
1996 ◽  
Vol 8 (1) ◽  
pp. 20-23 ◽  
Author(s):  
George Talbot
Keyword(s):  
Best Practices ◽  
Teaching Model ◽  
Traditional Practice ◽  
Translation Practice ◽  
Computer Based ◽  
The University

Final-year translation teaching in the Italian department at the University of Hull involves modules using a computer-based methodology from Italian into English. These modules are taught using Translt-TIGER and TransLit-TIGER, in the forms in which they are commercially available. The aim of our courses is to use technology in order to enhance the quality of training in translation. The modules are conceived of as a move beyond traditional practice towards a type of teaching model which may be more relevant to best practices in the translation profession. Indeed it may well hasten more students beyond the noise of interlanguage to the quiddities of idiom.

Sign in / Sign up

Export Citation Format

Share Document