A behavioural analysis of enforced delays in computerised programmed instruction

To evaluate the putative advantages of student self pacing in automated instruction,the studies in this thesis compare the effects of self-paced, and externally-paced, programmed instruction on student accuracy, retention, efficiency, and satisfaction. The results of the experiments show that self-pacing reduced accuracy, retention, and workrates compared to external pacing and indicated that learners often make poor choices about optimum learning conditions. They also show that small changes in the learning environment can result in consistent and substantial changes in learner performance, and that behaviour analysts have an important role to play in the design and implementation of instructional material.

Case studies in learning disability: implications for instruction

A significant number of children with learning disabilities may hold negative attributions about themselves which not only impact on their willingness to learn but put themselves at risk of developing depression. A multi-disciplinary assessment team found evidence for the existence of at least two distinct patterns of learning disability. It was concluded that interventions must focus not only on content areas but on the individual attributions the child holds about his or her ability and potential.

Can an online tutorial pass the test for library instruction? An evaluation and comparison of library skills instruction methods for first year students at Deakin University

An online, interactive tutorial, Smart Searcher, was introduced at Deakin University as part of the Iibrary's information skills program in late 2000. As liaison librarians responsible for library skills training we wanted to compare and evaluate this mode of instruction with our normal face-to-face delivery of library instruction. This study found that students with face-to-face instruction did, in fact, gain higher posttest mean scores than students completing the online tutorial. Also, students attending these library sessions felt more confident about their library skills than those in the online tutorial only session.

Exploration of Year 10 students' conceptual change during instruction

This article reports on a classroom-based case study of a group of six Year 10 students, within a class of 23 students. The study implemented constructivist-informed teaching and learning approaches within a classroom setting in the topic of optics and documented any changes in the conceptual understanding students had about seven central concepts of geometrical optics over a teaching sequence lasting nine weeks.

Re-envisioning literacy instruction with adolescents: multiliteracies, multimodality and new technologies

Engaging students' lifeworlds and the concerns of their communities in globalised, semiotic and information societies is imperative in New Times. As youth continue to exhibit their proficiency with new literacies emerging from Internet communication technologies (leTs), education-particularly curriculum and instruction-remains largely focused around monomodal, print-only literacy practices, often ignoring students' hybrid multiple voices. This paper reports on two curricular interruptions to the progressive reading and writing workshop that acknowledged adolescents' engagement with digital technologies and their new multimodalliteracy practices in a year eight public classroom within a small urban academy of technology.

Using programmed formulas in Excel

A NESTED formula that converted a numerical mark to a letter grade which is used at Deakin to create letter grades of High Distinction, Distinction, Credit, Pass, and Fail is outlined. Spreadsheet programming can handle words as well as formulas and numbers. Spreadsheet programming = well-formed formulas + logic + mathematics operations + learning.

Supporting first year student supporters : an online mentoring model for supplemental instruction leaders

Supplemental Instruction (SI), or Peer Assisted Study Sessions (PASS) as it is commonly known in Australia, involves experienced senior student Peer Leaders who provide regularly scheduled peer learning sessions with students enrolled in university courses. Commonly implemented on first year subjects, the sessions integrate “how to learn” with “what to learn”, helping students achieve better grades and helping raise student retention rates. This paper discusses the challenges of supporting SI Leaders who are geographically dispersed across multiple campuses and considers the theoretical and empirical literature that informs the development of an online mentoring model.

Response of the child with autism to preferred prosody during instruction

It has been found that incorporating preferences leads to improvements in target skills for children with autism. No studies have been found, however, that assess the preferences of children for prosody of teacher instruction. Prosody has been defined by fluency of speech, modification of pitch and stress of syllables. This research assessed the preference for, and effectiveness of, prosody of instruction by teachers of children with autism. The preferences of children with autism for monotone, conversational and enthusiastic voice prosodies were assessed. The children's teachers made recording of their own voice reading a story passage in the three selected prosodies. The children with autism were requested to listen to these recordings and select a preferred prosody over thirty three trials. Chi square analyses were conducted to determine the significant preferences from these trials. The selections of prosody of the children with autism were compared with the selections of typical children of the same age. Significant preferences were found for three children with autism and seven typical children. The three children with autism with significant preferences were observed in their classrooms. Teachers were cued with flashcards to use the different prosodies and the children's responses were recorded. An additional twenty instructions were recorded in which the teachers were not given a cue for voice prosody Chi square and Fisher's exact tests indicated that children's preferences did not influence their responses to prosody during classroom instruction. In other words the response in class was not related to prosody preference. Overall children were more likely to not respond to the monotone prosody. The enthusiastic and conversational prosodies were equally effective. Therefore it was concluded that continued and varied use of enthusiastic and conversational prosodies during classroom instruction would be effective for children with autism. It was recommended that future research focus on evaluating the effectiveness of variety of prosody for children with autism.

Naval instruction : a comparative research study

Naval training communities use a systems approach to training. This study considers the question "what is effectiveness in naval training?" Instructor courses of five navies were observed and naval instructors surveyed. Conclusions and recommednations are drawn from the data. It is proposed that most problems of effectiveness identified can be overcome without investment in technology or significant system changes.

Apoptosis goes on a chip : advances in the microfluidic analysis of programmed cell death

Recent years have brought enormous progress in cell-based lab-on-a-chip technologies, allowing dynamic studies of cell death with an unprecedented accuracy. As interest in the microfabricated technologies for cell-based bioassays is rapidly gaining momentum, we highlight the most promising technologies that provide a new outlook for the rapid assessment of programmed and accidental cell death and are applicable in drug discovery, high-content drug screening, and personalized clinical diagnostics.

Time to review religious instruction in schools

Religious education in government schools is a hot topic in Australia. Whenever we have conducted consultations with diverse religious communities the most frequent request we have received is for education about diverse religions to be included in the curriculum from the first years of schooling.

Consciousness-raising tasks versus deductive approach : two form-focused instruction types in teaching grammar to Iranian high school EFL learners

Consciousness-raising (CR) task is a new way of teaching grammar developed in communicative contexts although little has been written on the effectiveness of CR tasks in EFL setting. The present study is an attempt to investigate the impact of CR tasks in Iranian EFL setting by comparing them with deductive, grammar lessons common in the Iranian schools. The subjects of this study were 80 EFL pre-university male students who were randomly assigned to an experimental group and a control one. The control group received three ordinary teacher-fronted, deductive lessons, a common way of teaching methodology in Iran, on three grammatical structures (adverb placement, indirect object placement and the use of relative clause). The experimental group, however, was treated with three ‘consciousness-raising’ (CR) tasks dealing with the same target structures. The results showed that in the short-run, CR tasks were as effective as deductive approach in promoting the learners’ grammatical knowledge while in the long-run, the CR group maintained their gains more effectively than the deductive group. The conclusion is that CR tasks can function more effectively than deductive approach if the following conditions are met: (a) performing the consciousness-raising tasks in learners’ L1; (b) providing the learners with feedback whenever they encounter a problem in solving the tasks; (c) grouping the learners in such a way that at least one learner in each group would be more proficient than the other members to help the less proficient ones understand and discover the rules more effectively.