Showing papers in "Innovations in Education and Training International in 1975"
TL;DR: In this article, the authors investigated changes in teaching behaviour after completing a self-instructional microteaching course, Effective Questioning, for 28 experienced teachers, and found significant and stable improvement on eight of the measures; two showed marginal changes; and four showed no change.
Abstract: Summary Changes in teaching behaviour after completing a self‐instructional microteaching course, Effective Questioning, were investigated for 28 experienced teachers. Fourteen measures of teaching behaviour were obtained from 20‐minute discussion lessons videotaped in each teacher's classroom before, immediately after, and four months after completing the microteaching course. There was significant and stable improvement on eight of the measures; two showed marginal changes, significant at one but not both of the post course testing sessions; and four showed no change. The changes included a large and significant reduction in the percentage of discussion time taken up by teacher talk (Tables 3 and 4). There was a close correspondence between these results and results obtained in America by Borg et al. (1970), (Table 6), with the materials on which the British course was based, as well as between the results from the videotapes and teachers’ own reports of the effect of the course on their teaching. Other...
21 citations
TL;DR: This paper investigated the effect of providing cueing systems on the amount learned by readers and found that a cued text studied for a brief period yielded significantly higher scores on a test of immediate comprehension when readers were instructed to use the SQ3R study method.
Abstract: Typographic cueing refers to the use of typography to distinguish different kinds of content in printed information. Experiments are reported in which the effect of providing cueing systems on the amount learned by readers was investigated. The results indicated that a cued text studied for a brief period yielded significantly higher scores on a test of immediate comprehension when readers were instructed to use the SQ3R study method.
19 citations
TL;DR: In this paper, five key but integrated functions are identified and described in detail: learning consultant, educational materials producer, manager of learning resources, educational systems developer, and educational planner, which not only serve to guide curriculum development for the preparation of educational technologists but also sensitise practitioners to emerging problems and possibilities.
Abstract: Implementation of the vision of education permanente is bound to produce changes in the roles and working contexts of educational technologists. Current and probable role models can be discerned which not only serve to guide curriculum development for the preparation of educational technologists but also sensitise practitioners to emerging problems and possibilities. Five key but integrated functions are identified and described in detail: learning consultant; educational materials producer; manager of learning resources; educational systems developer; and educational planner. The discernible educational technologist will focus on the optimal allocation of human, material and fiscal resources to produce desired educational outcomes. He may do so by developing theories, systems, techniques or materials to contribute to personal and cultural development through education.
9 citations
TL;DR: In this article, the apparent size of a typeface was judged by 14 subjects, in a paragraph printed with different interline spacing, and the results indicated that for half the subjects the amount of interline space did not affect their judgment of a given typesize but that the remaining subjects tended to report that a typesize set with additional interline spaces appeared to be larger than the same size of type set with the minimum possible line space.
Abstract: The apparent size of a typeface was judged by 14 subjects, in a paragraph printed with different interline spacing. The results indicated that for half the subjects the amount of interline space did not affect their judgment of a given typesize but that the remaining subjects tended to report that a typesize set with additional interline space appeared to be larger than the same size of type set with the minimum possible line space.
4 citations
TL;DR: The experience of the Schools Council Resource Centre Project (1970‐73) is examined in the context of recent international publication on the subject and a closer rapprochement between teachers, media producers and librarian is seen as an evolving necessity.
Abstract: The experience of the Schools Council Resource Centre Project (1970‐73) is examined in the context of recent international publication on the subject. The major objectives of resource centres in schools are examined with examples, and their implications for school administration and for area and national supportive services are discussed. A closer rapprochement between teachers, media producers and librarians is seen as an evolving necessity.
2 citations
TL;DR: The present article proposes a set of guidelines, emphasising the need for the teacher to derive the tasks in the objective from the main teaching points he intends to make, as contained in material that the students will have before them as the lesson proceeds.
Abstract: The literature on the writing of performance (i.e. behavioural) objectives has not spelled out sufficient guidelines for the teacher wishing to know how to use such objectives in the classroom, particularly at the Knowledge and Comprehension level. The present article therefore proposes a set of such guidelines, emphasising (1) the need for the teacher to derive the tasks in the objective from the main teaching points he intends to make, as contained in material that the students will have before them as the lesson proceeds, (2) the importance, for both teacher and students, of keeping the objective on continuous display, (3) the value of the teacher's regular cross‐referencing between the points he is developing and the related tasks on display, (4) the need for immediate feedback after the objective has been performed.
2 citations
2 citations
TL;DR: In this paper, the nature and scope of deliberate involvement of adults in formal and non-formal part-time learning activities in a region containing an abundance of institutions of formal education was investigated.
Abstract: What is the nature and scope of deliberate involvement of adults in formal and non‐formal part‐time learning activities in a region containing an abundance of institutions of formal education? Survey results indicate that 30 per cent, of adults were engaged in a deliberate learning activity. A further 18 per cent, wish to undertake part‐time deliberate learning. Institutions of formal instruction account for 30 per cent, of learning projects; community and cultural organisations, 27 per cent.; employers, 16 per cent.; interests and sports clubs, 9 per cent.; radio and TV, 2 per cent.; and self‐directed learning, 15 per cent. Reasons for learning vary but 60 per cent, of respondents are engaged in at least one job‐related project. Two‐thirds of the learners would like to earn a certificate or degree. Non‐learners gave varied reasons for non‐involvement, mostly associated with inability to do so, not lack of interest.
1 citations
TL;DR: In this paper, an account is given of the setting up of the Regional Resources Centre based on the University of Exeter, which was a three year research project designed to investigate the viability of a regional resources centre which would provide teachers with software designed according to their own specifications.
Abstract: An account is given of the setting up of the Regional Resources Centre based on the University of Exeter. Originally, this was a three year research project designed to investigate the viability of a regional resources centre which would provide teachers with software designed according to their own specifications. Some detail is provided of the financing of the project, the staff required, the services offered, the objectives to be met, the role of those innovators directly working with the schools in such a project (i.e. ” tutors “ in this report) and the relationships which developed between tutors and teachers throughout the project.
1 citations
TL;DR: A review of the main difficulties faced by education in general and resource centres in particular in the use of copyright material and an account of the work of the Council for Educational Technology in seeking solutions to the problems are reviewed.
Abstract: Copyright is one of the most complex branches of the law. It is also a subject surrounded by much confusion, a mass of half‐truths and a fair measure of folklore. Education can fairly be said to exist on a diet of copyright material and so the subject is of particular interest to all those engaged in education. This article is divided into three parts. First, a summary of the relevant provisions of the copyright ‐law which will help towards an understanding of what follows; second, a review of the main difficulties faced by education in general and resource centres in particular in the use of copyright material; and third, an account of the work of the Council for Educational Technology in seeking solutions to the problems.
1 citations
TL;DR: The future for the computer as an instructional tool in the school or home is becoming more and more a feasible and viable method of instruction One group which may benefit even more than others from this form of instruction are the handicapped and students with learning problems If more teachers and professionals are to be involved in research on computer assisted learning, there are quite a few considerations and problems they should be made aware of as discussed by the authors.
Abstract: The future for the computer as an instructional tool in the school or home is becoming more and more a feasible and viable method of instruction One group which may benefit even more than others from this form of instruction are the handicapped and students with learning problems If more teachers and professionals are to be involved in research on computer assisted learning, there are quite a few considerations and problems they should be made aware of The opinions and considerations briefed in this paper are based on the author's research over the last six years Presently, this research involves a pilot project using computer‐assisted learning at three schools: a school for the deaf, a school for multiple‐handicapped children and a school for children with learning problems In any form of research involving computer‐assisted learning there are many considerations that have to be taken into account Some of these are basic to any form of good educational research and will be discussed in bri