Development Of Course Materials Research Articles

Question Development in Two Online Graduate Teacher Education Courses

The authors conducted a self-study of the questions they developed for student discussion in their respective fully online graduate teacher education courses. Through individual and joint analyses of their decision-making processes and the resulting question content, the authors found that they had used both similar and different approaches to question development, influenced in part by their differing course content. Their deliberate decisions in developing questions for student discussion at times served, but in some cases constrained, course goals to have students address equity/diversity content candidly and in sufficient complexity. The authors found participating in a self-study with a colleague who had similar sociocultural perspectives useful for helping them undertake more exacting self-analyses that could lead to greater change in future development of course material.

An investigation of the technological pedagogical content knowledge of pre-service teachers

This study investigates whether pre-service teachers’ learning approach and gender are related to their technological knowledge, their technological content knowledge, their technological pedagogical knowledge and their technological pedagogical content knowledge. The sample of the study consisted of 239 pre-service teachers. It was found that an instructional technology and material development course had a positive effect on pre-service teachers’ technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge. Furthermore, technological knowledge, technological content knowledge, and technological pedagogical knowledge accounted for 82% of the variance in technological pedagogical content knowledge. Students having a deep learning approach and a deep surface learning approach had significantly higher technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge scores after the course than before the course, but there were no significant differences between surface learning approach students’ scores before and after the course.

Eleven Tips to Find Course Materials When Time is Limited

New faculty and others have limited time to develop new courses and course lectures. Using a short course on human factors and nuclear power as a case study, the author identified tips for finding course-related online resources, which can accelerate the development of course materials. The 11 resources include (1 and 2) course syllabi in the education resources sections of society web sites or otherwise posted on the web, (3) lecture material linked to those syllabi, (4) lectures on the web found using the topic name and “.ppt” extension, (5) graphics found using the Google image tool, (6) books on Amazon.com sorted by relevance, (7) key articles found using Google Scholar, (8) key articles found using databases such as Web of Knowledge and Scopus, (9) reports on industry specific web sites (e.g., Electric Power Research Institute), (10) standards on the International Standards Organization web site listed under technical committee work programs, and (11) videos on YouTube.

Using rubrics in economics

We detail the use of a technique which has the potential to better correlate class activities and learning objectives and reduce time spent in assessing learning while also addressing the issue of subjectivity in grading. Rubrics contain an explicit description of evaluation criteria and standards of competency which aid the development of course materials and support objective grading of assignments. We present an introduction to rubric use in economics, describing examples of their use as a student- and an instructor-centered (formative and summative) assessment tool in two very different types of courses: micro principles and quantitative methods.

Development of Attitudes towards Instructional Technologies and Material Development Course Scale (ATITMDCS): A Study of Validity and Reliability

Development of Attitudes towards Instructional Technologies and Material Development Course Scale (ATITMDCS): A Study of Validity and Reliability

MATERYAL GELİŞTİRMEDE MİKRO-ÖĞRETİM: ÖĞRETMEN ADAYLARININ YÖNTEM VE GERİBİLDİRİMLER ÜZERİNE GÖRÜŞLERİ

The aim of the current study is to determine the views of the teacher candidates related to the method implemented and the feedback provided in the Instructional Technologies and Material Development course. 20 teacher candidates enrolled in the department of Turkish Teacher Education participated in the study. Focus group interview is used as the data collection technique. The qualitative data obtained is analysed using descriptive analysis technique. As to the findings of the study, participants believed that the group works and micro teaching technique helped them in developing teaching skills and support their creativity. The participants found learning by doing and hands on learning beneficial for developing self confidence. The study also revealed that the teacher candidates perceived instructor feedback more beneficial than peer feedback.

A short history: The Newman student awards program.

This paper traces the Newman Award Fund programs from the first student medals awarded in 1986 to 13 recent awards in “for merit in the study of Architectural Acoustics” bringing the total to 225 medals awarded to students at over 55 schools of architecture, architectural engineering, and music to date. Any degree granting institution offering a basic course in architectural acoustics and opportunities for students to apply their knowledge in student theses, senior design projects, or research may nominate one graduating student for the Newman Medal from that school each year. In addition, every 2 or 3 years the Fund awards Theodore Schultz Grants to teachers and researchers in architectural acoustics for merit in the development of course materials, innovative course programs, or new texts. A third leg of the Fund program is the Wenger Prizes awarded to student teams for meritorious design in competitions sponsored each year by the ASA Technical Committee on Architectural Acoustics. This paper brings the perspectives and experiences of a charter member of the Newman Fund Advisory Committee as well as those of a more recent member of the Committee, who is a past Newman medalist in her own right. For Newman Fund updates visit www.newmanfund.org.

Instructional Technology and Material Development Courses Motivation Scale

The aim of this research is to develop to determine universitystudents’ motivations against Instructional Technology and Material Development Course. The pre-trial form of Instructional Technology and Material Development scale (İTMDS) containing 46 item was administered to 464 university students an explanatory factor analyzing was conducted so as to determine construct validity. On the data, items that were not significant according to the t value results were deleted from the scale and item total correlation were calculated. For concurrent validity “curiosity index was used and Pearson Correlations coefficient having relation with the lack of curiosity sub-dimension İTMDS was found.78. Consequently, The Croanbach alpha internal consistency coefficient of the ultimate scale containing 33 items and six sub-dimension (competency, internal and external support, realizing the needs, performance improving, aiming the success, realizing the hardships) was calculated as 87. All the analyses conducted made it clear that İTMDS was valid and reliable as scale to determine motivation against Instructional Technology and Material Development course

Integration of Team-Based Learning Strategies Into a Cardiovascular Module

To integrate components of team-based learning (TBL) into a cardiovascular module to increase students' responsibility for their own learning and actively engage students across 2 campuses in patient cases. An existing cardiovascular course module was modified by replacing 8 hours of lectures with self-directed learning (SDL) assignments and transforming case discussion sessions using TBL methodologies. Case discussions were delivered using TBL methods to increase engagement of all students across both campuses while maintaining a low faculty-to-student ratio in the classrooms. Readiness assurance quizzes were performed with each SDL assignment and TBL case session. Student and faculty satisfaction improved with the addition of SDL assignments and TBL cases without adverse effects on grades in the wake of the 14% decrease in lecture time. Total faculty time required increased primarily in the first year because of development of course materials. A modified TBL format was successfully integrated into a lecture-based cardiovascular module, resulting in improved student and faculty satisfaction with the course and no adverse effect on student performance.

Development of course material in a multi-author environment

<span>Software for text processing and presentation design is becoming increasingly sophisticated. Nevertheless, it is difficult to find a good solution for collaborative writing of technical course material, allowing the creation of high quality lecture notes and presentation slides from a single source. This article presents a new editing framework for the development of continuing professional development (CPD) teaching material. The courses are developed and delivered jointly by a team of academics, and comprise various engineering subjects. The described workflows, however, are equally applicable for any higher education course. The needs of authors are explored, and good teaching and learning practices are established. Based on these investigations, a catalogue of software requirements is created and compared with features of current commercial and open source applications. Despite the general trend to use graphical interfaces, it is concluded that the workflow has to be based on source files written in a markup language in order to fulfil all specifications. Although the Extensible Markup Language (XML) has become increasingly popular during the last decade, a LaTeX based solution is preferred. Reasons for that decision are discussed, and the developed editing framework is described in detail.</span>

Development of Course Materials in Pre-service Teacher Education Lecture Focused on Students' Inference Activity with Classroom Cases

Development of Course Materials in Pre-service Teacher Education Lecture Focused on Students' Inference Activity with Classroom Cases

Leeds keeps its trainers in tune through training

PurposeAims to describe the advantages resulting from the trainers and associate trainers in the IT section of Leeds City Council's learning and development unit having achieved the trainer‐assessment programme (TAP) certificate in training‐delivery skills.Design/methodology/approachContains information from the IT training manager and a learning and development adviser, who explain the reasons for the training and the training outcomes.FindingsArgues that there has been a noticeable improvement in the development of course materials since the adoption of the trainer‐assessment program and there is now a consistent approach to both the materials and the delivery. The program has enhanced the reputation and credibility of the learning and development unit, resulting in additional business, especially in relation to the development and delivery of bespoke IT courses. There has been continual growth in the number of courses run.Practical implicationsContends that the trainer‐assessment program provided an opportunity to establish a consistent delivery style among experienced trainers who previously held various qualifications.Originality/valueShows that, over a period of time, trainers' questioning techniques have become more skilful and the learning experience more innovative and professional.

Risk, Communication and Health Psychology

By Dianne C. Berry . Open University Press/McGraw-Hill Education , 2004 , PB £19.99 , 173pp . ISBN 0-335-21351-0 This book is one of the first to address the issue of communication of health risk in the context of a movement away from a paternalistic model of health-care in which doctors rarely involved patients in decision-making. In order for patients to become more empowered and truly involved in their own health-care and health-care decision-making, one needs to understand clearly the issues involved and the method of communicating health risk. Early chapters define and explain use of the term ‘risk’ in various disciplines, as well as how its meaning has changed over time, and how the public understands it. The chapter uses the example of the 1995 ‘pill scare’ to realistically move the reader into this complex subject matter. This chapter provides an excellent and quite comprehensive view of the subject in a relatively short amount of space. Each sentence appears to be full of useful information for a variety of audiences. For doctors, nurses and other health-care providers who wish to be more effective in communicating risk to their patients in an effort to empower them and create partnerships with them this text provides an excellent guide. For the researcher who seeks to explore issues related to how risk should be ideally be communicated, this text provides an in-depth conceptual framework that surely will be utilized greatly in the future. For the medical educator and those who train nurses and other health-care professionals, this book may serve as an excellent text as well as a guide to the development of course material on health communication in general as well as risk communication specifically. The second chapter is most useful in providing comprehensive operational definitions for risk. It further explains the concept of health risk from a variety of perspectives including that of the public. Chapter 3 tackles the very difficult concept of communicating probabilities clearly, concisely, and with examples that may easily be used in the classroom as well as in patient education. It challenges the traditional approach of communicating percentages in an effort to assist patients to understand risk. Further, it presents ways to overcome these issues. The remaining five chapters bring the reader through the concept of risk in a manner that is not only detailed and comprehensive, but builds on the previous chapters. These chapters cover the following topics: ‘understanding and influencing people's health behaviour’, ‘communicating information about health and treatment’, ‘patient information leaflets and the provision of written information’, ‘other risk scales and tools for aiding understanding of health-related information’. The author ends the book with a specific chapter entitled ‘Conclusions and Future Challenges’ which highlights among other issues the many ethical issues involved in risk communication. The author writes, ‘Effective risk communication is crucial if we want to improve health’. All concerned with patient care will surely agree after a reading of this text that will become a reference for years to come.

Création du logiciel d’alphabétisation bilingue pour les Sourds “Le français sur le bout des doigts”: évaluation de l’outil et de la démarche de développement

Designed for a literate, hearing clientele, traditional CALL tools do not necessarily meet the needs of deaf people, and are not adapted to their learning styles, especially in the area of literacy. Current developments lead us to believe that, in order for deaf people to subscribe to literacy campaigns and to ensure that such measures are efficient, two conditions must be met: Quebec Sign Language must be the language of instruction (Dubuisson et al., 1997) and the participation of deaf people must be felt at every stage of the development of course material. Research has shown that in architecture, for example, the participation of the target clientele in the design process of the product can lead to the emergence of significant solutions (Vezeau et al., 1999). In light of the quantity of Web systems and products that are hardly used or difficult to use, Rubin (1994) reminds us of the need to consider the user, and not only the machine or the system, in the development process. The main goal of our research is to establish design parameters (developmental process, type of software, and content) for CALL software aimed at deaf adults. Only the data relating to the developmental process will be presented here. We will analyze and discuss the responses obtained through interviews with deaf members of the development team, audiotapes (on which an interpreter recorded the words of the team members), and videotapes of meetings. The interpretation of this data will give way to a qualitative assessment of the efficiency of the approach in the development of material adapted to the needs of the target population.

Developing information skills training for National Health Service personnel: experiences at the Trent Institute for Health Services Research

The need for IT (Information Technology) and information skills training has been revisited by a new approach to clinical decision‐making in the National Health Service (NHS): evidence based practice. The Trent Institute for Health Services Research supports NHS staff in the Trent region either wishing to implement evidence based practice or to undertake research of their own by providing advice and training. A range of courses providing training in research skills has been developed. Included in this range are four half‐day information skills courses, developed by the Information Resources section of the Trent Institute: Literature Searching, Health information on the Internet, Introducing the Cochrane Library and Sources for clinical effectiveness. Aims and objectives for each course have been developed to facilitate the development of course materials and the evaluation of training. Evaluation questionnaires are completed by course participants and at the time of writing (November 1997), response has been positive. The information collected is being used to plan future courses for the next academic year, such as Training the Trainers courses.

Teaching Leadership for a Diverse Society: Strategies, Challenges, and Recommendations

This article reports on a project entitled "Teaching Leadership for a Diverse Society." This project, which was funded by the Dwight D. Eisenhower Leadership Development Program, focused on preparing college undergraduates for leadership roles in an increasingly diverse society through the development of course materials, teaching methods, and activities for incorporation into a required introductory course in the leadership studies major. As suggested by the title, this article is an attempt to share recommendations about the strategies which can be used to meet the challenges of this type of endeavor.

Trilingual education in the caucasus: Language policies in the new republic of Adyghe

Abstract The paper describes the programme to restore the Adyghe language in the Republic of Adyghe, in the Northern Caucasus, in the wake of its recent independence from the Soviet Union. The principal elements of the programme are described: teacher training, development of course materials, and assessment procedures. The difficulties are formidable. Russian is still the majority (70%) language, in a total population of 400,000, and Adyghe speakers are mostly concentrated in rural areas. A number of general conclusions are drawn which will probably hold true also, to a lesser or a greater degree, for the other small languages and nationalities that are attempting to reverse the negative effects on their languages of previous domination by Russia.

Teaching science communication: courses, curricula, theory and practice

Science communication teaching is a growing area in the UK, and a recent conference brought together teachers of existing and proposed courses to share information and experience. Their courses were of several types, from purely media skills courses for working scientists to theoretical and academic courses for undergraduate and postgraduate students in science, science studies and journalism. The conference stressed the value of skills but also of a theoretical background, and delegates welcomed contributions from fields such as the sociology of scientific knowledge and cognitive psychology. The conference established an electronic network, and formed a committee to maintain the group's interest and activities in the development of course materials and curricula.

Center for Excellence in Construction Safety

The National Institute for Occupational Safety and Health (NIOSH) has funded the establishment of a Center for Excellence in Construction Safety at West Virginia University. The overall objectives of the Center include: (1) The promotion of hazard control components in engineering curricula; (2) the promotion of hazard awareness and safety-related knowledge and skills specific to the construction industry; and (3) the promotion of the consideration of safety issues during project design for the purpose of reducing injury during construction. Specific tasks to be accomplished by the Center include: (1) The development of course materials and instruction on construction safety for civil engineering students at the undergraduate and graduate levels; (2) the promotion of such course materials for adoption by other civil engineering academic institutions; (3) the design and conduct of projects related to the improvement of current construction practices that would develop design parameters to reduce trauma during the construction phase; and (4) the establishment of techniques for the collection and dissemination of construction safety information, educational materials, developed guidelines, and design criteria to engineers, architects, contractors, and trade unions.

TARGETING SPILL PREVENTION AND CONTROL TRAINING TO THE RESPONSIBLE INDIVIDUAL

ABSTRACT In 1975, a contract was initiated between the Energy Research and Development Administration (now incorporated into the Department of Energy) and Texas A&I University at Corpus Christi (now Corpus Christi State University) to develop a training program for a broad-based cross section of citizens in oil spill control and cleanup. Development of course materials was completed and the first class held in October 1977; this one week course is presented about 20 times a year at Corpus Christi, Texas. This paper addresses the methods determined to be most efficient to train persons involved in various levels of an organization. Factors which in our experience may influence the effectiveness of this training include: location, methods of presentation, and composition of the class. The final portion of the paper relates these findings to our training program and the response of the students to this learning experience. These concepts may prove useful to management in efficiently allocating their resources so as to provide the highest level of expertise possible. In the final analysis, this should result in better pollution prevention or, when required, reduced costs of spill cleanup.