Showing papers on "Instructional design published in 1970"
01 Mar 1970
TL;DR: This approach is the specification of desired instructional goals in terms of organizable domains of human performance criteria as well as adaptation of instruction on an individual basis so that these desired goals are attained by a maximum number of students.
Abstract: : The document considers three general classes of instruction models found in current educational practice. One particular model of instruction-a general model for individualization and adapting instruction to individual differences-is described, and its testing and measurement implications are discussed. Central to this approach is the specification of desired instructional goals in terms of organizable domains of human performance criteria as well as adaptation of instruction on an individual basis so that these desired goals are attained by a maximum number of students. (Author)
198 citations
01 Aug 1970
TL;DR: The teacher aide's role and the "Why" and "How" of the Teacher Aide Program.
Abstract: in ERIC ED 017-051 EPSB, U/A, U/C Van Schaick, S. "Composition-reading machine" Engl J 49: 237-41, Ap 1960. U/A, U/C Weisz, V.C. and H.J. Butler. "Training teachers' aides at Garland" Jun Col J 36:6-7, Ap 1966 U/A, U/C Weisz, Vera C. A Junior College's Approach to Training Auxiliary Personnel in Education. Washington, D.C.: Office of Economic Opportunity, 1968. 73 p. What is the Teacher Aide's Role? Chronicle Guidance Reprint Service, Moravia, N.Y. 13118 Reprint #R 147. The "Why" and "How" of the Teacher Aide Program. Central Michigan College, Mt Pleasant, 18 p. 1958 "Why not over here? Helping Hands" Times Educ Supp, Jan. 21, 1966 Wilcox, B.A. "What is the teacher aide's role?" Minn J Ed 47:9-10, My 1967 Williams, L. "A proposal for non-professional assistants for teachers" AviAK 49:25-7, Ja 1969 Williams, R.F. "Tomorrow will be different" Va J Ed 60:16-19, D 1966 U/C.
20 citations
01 Jan 1970
14 citations
01 Jan 1970
TL;DR: In this paper, the authors propose a method to solve the problem of gender discrimination in the workplace, and propose an approach based on self-defense and self-representation, respectively.
Abstract: DOCUMENT RESUME
13 citations
12 citations
TL;DR: In this issue, Professor Postlethwait sets forth the origin, methods, and rationale of the audiotutorial system, which he originated in his botany courses at Purdue.
Abstract: * First of two articles. In this issue, Professor Postlethwait sets forth the origin, methods, and rationale of the audiotutorial system, which he originated in his botany courses at Purdue. In next month's issue C. R. Meyer, of Macquarie University, Sidney, Australia, joins Professor Postlethwait in an account of a pioneering attempt to apply audio-tutorials to field biology in the high schools of New South Wales.
8 citations
TL;DR: TRDPR contains five phases: a pre-research phase to synthesize existing knowledge about phenomena involved in reading, learning to read, and reading instruction and to set the rationale for the development of a program criterion instrument; a research phase in which research on models of the reading process and learning to reading and on reading instruction itself will be conducted; an instructional system design and test phase; a delivery system design phase; and an implementation phase.
Abstract: DESCRIBES A U.S. Office of Education supported planning effort on reading, the Targeted Research and Development Program on Reading (TRDPR). TRDPR contains five phases: a pre-research phase to synthesize existing knowledge about phenomena involved in reading, learning to read, and reading instruction and to set the rationale for the development of a program criterion instrument; a research phase in which research on models of the reading process and learning to read and on reading instruction itself will be conducted to develop components for a reading instruction system; an instructional system design and test phase; a delivery system design and test phase; and an implementation phase. An overview of each of these phases and some of the program management aspects are described.
6 citations
01 Dec 1970
TL;DR: It was found that a disordering or scrambling of this analyzed sequence made little difference on the student's performance, and an index for quantifying the degree of conformity to the information processing sequence was developed, called the hierarchical sequence conformity index.
Abstract: : The sequence of instruction in a fixed set of highly controlled learning materials was investigated. Computer-assisted instruction (CAI) was used to administer the instructional materials and to collect the data. The role of some cognitive ability variables was also investigated. A survey of the literature showed that there were several ways of analyzing the task to determine its structure. This analysis then should prescribe the sequence of instruction. In general, it was found that a disordering or scrambling of this analyzed sequence made little difference on the student's performance. The methods for analyzing the task did not always yield the same sequence, depending upon who performed the analysis. The rationale for an information processing task analysis was outlined to overcome the shortcomings of the other analytic methods. The new method appeared to have good reliability of sequence determination (i.e., different persons derived the same sequence using this method). Several studies have indicated that students can effectively sequence the learning task for themselves. In order to determine how their selected sequences affected their performance, it was necessary to quantify their different sequences. An index for quantifying the degree of conformity to the information processing sequence was developed. This index was called the hierarchical sequence conformity index.
5 citations
01 Nov 1970
TL;DR: The report describes the prototype of a computer-based instructional management system designed to individualize instruction in an on-going school situation and various applications of the model are examined including the use of the system as: a program of instructional management, a tool for research and evaluation, and a vehicle for administrative management of a school.
Abstract: The report describes the prototype of a computer-based instructional management system designed to individualize instruction in an on-going school situation. The model consists of three basic components: a set of instruments and techniques for assessing student needs, a bank of learning packets related to assessed needs, and a computer-based system for relating individual needs to available curriculum options. The development and operation of each of these components is detailed. Various applications of the model are examined including the use of the system as: a program of instructional management, a tool for research and evaluation, and a vehicle for administrative management of a school. Techniques for dissemination of the prototype are also explored.
01 Dec 1970
TL;DR: The goal was to establish a methodological continuum from simple concept learning through the learning of a complex system of concepts and rules, to a set of instructional design procedures which permit transfer of this knowledge into practice.
Abstract: : The report summarizes the major results and conclusions of a program of research concerned primarily with the relationship of cognitive abilities to learning. The major purpose of this research was to develop theorems of instruction related to the interaction of task variables and individual difference variables, and to develop them in a manner relevant to the instructional designer's task. The goal was to establish a methodological continuum from simple concept learning through the learning of a complex system of concepts and rules, to a set of instructional design procedures which permit transfer of this knowledge into practice. On the basis of the studies, a model for research is recommended, conitive processes relevant for concept and rule learning are defined, a hypothesis construction model of simple concept learning is outlined, along with proposed theoretical considerations for more complex concept learning, and specific recommendations for instructional design utilizing differences in intellectual abilities are made.
TL;DR: In this article, a theoretical framework for classroom teachers in developing systematic instructional sequences to accommodate learning differences is presented. But the goal of such sequences is to match each child's capabilities with an instructional mode which will allow him to assimilate information.
Abstract: This theoretical framework provides some guidelines for classroom teachers in developing systematic instructional sequences to accommodate learning differences. Instruction can thus begin immediately and teaching does not depend on the child attaining a particular level of development for which the traditional curriculum is designed. The objective of such sequences is to match each child's capabilities with an instructional mode which will allow him to assimilate information. Each child regardless of his developmental status would be working toward the acquisition of similar skills and understandings.
01 Jan 1970
01 Dec 1970
TL;DR: In this article, it is argued that fundamental changes in instructional planning, design, and implementation are required to make schools more responsive to the needs of individual learners, and suggested that the desired changes are possible through the use of processes growing out of a four-stage teaching model operating on the total instructional climate of schools.
Abstract: It is argued that fundamental changes in instructional planning, design, and implementation are required to make schools more responsive to the needs of individual learners. It is suggested that the desired changes are possible through the use of processes growing out of a four-stage teaching model operating on the total instructional climate of schools. The resulting instructional systems would make use of multidisciplinary teams of instructional agents drawing on and contributing to a growing scientific and technological base for instructional practice, and would lead to the development of a new field called instructional technology. Suggestions are outlines for changes in the roles of teachers, psychologists, and guidance personnel, as well as for the kind of technological support required for such instructional systems.
01 Jan 1970
01 Feb 1970
TL;DR: It is shown that bright students do better with discovery learning, but that average or below average students learn more from expository instruction, so programs may use discovery techniques within the context of more carefully structured, ordered programs.
Abstract: EDRS Price MF-40.65 HC-$3.29 *Computer Assisted Instruction, Curriculum Design, *Curriculum Development, Discovery Learning, *Instructional Design, *Instructional Systems, Learning Processes, Teacher Developed Materials Two issues inhibit full utilization of computer-assisted instruction (CAI). The first of these issues concerns authorship of CAI programs. should it be left with classroom teachers or given to specially trained instructional design teams? The latter approach is preferable for "mainline" systems (those systems that are specifically designed to teach a complete course), and the former is better for "adjunct" systems (those that supplement a teacher's regular course). Instructional software design teams can provide a full range of information, such as documentation and justification, a management plan for development, and heuristics for quality control that are useful for supplemental programs but almost indispensable for full-scale or mainline systems. The second issue concerns whether CAI should emphasize discovery learning or carefully controlled programs (expository instruction). Studies have shown that bright students do better with discovery learning, but that average or below average students learn more from expository instruction. For slower students, programs may use discovery techniques within the context of more carefully structured, ordered programs. (JK) CURRENT ISSUES IN THE UNITED STATES REGARDING CAI Technical Memo No. 3