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Download PDF E-learning Tools and Technologies A consumer’s guide for trainers, teachers, educators, and instructional designers by William Horton and Katherine Horton
Sinopsis
Technology doesn’t make e-learning. People do. The right starting point for any exploration of technology is the people for whom the technology is needed. In this chapter, we introduce the cast of characters, help you find your role, and consider what each role requires. We then help you tailor your designs and strategies to the technologies learners already have. And when you’re feeling completely overwhelmed, we point out groups of people who can help you.
Content
- TOOLS AND TECHNOLOGIES FOR E-LEARNING
- HARDWARE AND NETWORKS
- TOOLS FOR ACCESSING E-LEARNING
- TOOLS FOR OFFERING E-LEARNING
- TOOLS FOR CREATING E-LEARNING CONTENT
- PICKING TOOLS AND TECHNOLOGIES
- EVOLUTION, TRENDS, AND BIG IDEAS
Download PDF First Steps in Academic Writing SECOND EDITION level 2 by Ann Hogue
Sinopsis
The kind of writing you will do in this class is called academic writing because it is the kind of writing you do in college classes. Every kind of writing has a particular purpose and a particular audience. The purpose of academic writing is to explain something or to give information about something. Its audience is your teacher and your classmates.
Academic writing requires certain skills. These skills include sentence structure (how to arrange words in a sentence), organization (how to arrange ideas in a paragraph), and, of course, grammar and punctuation. Each chapter of this book has sections with a lesson and practices for each skill. At the end of each chapter, you will write a paragraph using the skills you have just learned.
Content
- Introducing People
- listing-Order Paragraphs
- Giving lnstructions
- Describing a Place
- Stating Reasons and Using Examples
- Expressing Your Opinion
Download PDF Introduction to Academic Writing THIRD EDITION level 3 by Alice Oshima
Sinopsis
Academic writing is the kind of writing used in high school and college classes. Academic writing is different from creative writing, which is the kind of writing you do when you write stories. It is also different from personal writing, which is the kind of writing you do when you write letters or e-mails to your friends and family. Creative writing and personal writing are informal, so you may use slang, abbreviations, and incomplete sentences. However, academic writing is formal, so you should not use slang or contractions. Also, you should take care to write complete sentences and to organize them in a certain way.
Academic writing in English is probably di fferent from academic writing in your native language. The words and grammar and also the way of organizing ideas are probably d ifferent from what you are used to. In fact, the English way of writing may seem clumsy, repetitive, and even impolite to you. Just remember that it is neither better nor worse than other ways; it is just different.
This book will help you learn and practice the format, sentence structure, and organization appropriate for academic writing. We will begin by studying the paragraph.
Content
- Paragraph Format
- Narrative Paragraphs
- Paragraph Structure
- Descriptive Paragraphs
- logical Division of ldeas
- Process Paragraphs
- Comparison/Contrast Paragraphs
- Definition Paragraphs
- Essay Organization
Download PDF STATISTICS IN PSYCHOLOGY AND EDUCATION BY HENRY E. GARRETT
Sinopsis
In the measurement of mental and social traits or capacities most of the facts with which we deal fall into what are known as continuous series. A continuous series may be defined simply as a series which is theoretically capable of any degree of subdivision. JQ's, for example, are generally thought of as increasing by increments of 1 on a scale which extends from the idiot to the genius; however, there is actually no real reason at least theoretically why with more refined methods of measurement we should not be able to get IQ's of 100.8 or even 100.83. Nearly all capacities measured by mental and educational tests and scales, as well as such attributes as height, weight, cephalic index, etc., have been found to be continuous, so that within the range of the scale used, any measure integral or fractional may exist and have meaning. Whenever gaps occur in a truly continuous series, therefore, these are usually to be attributed to our failure to measure enough cases, or to the relative crudity of our measuring instruments, or to some other fact of the same sort, rather than to the fact that no measures exist within the gaps.
There are, however, measures which do not fall into continuous series. Thus a salary scale in a department store may run from $10 per week to $20 per week in units of 50 cents or $1.00; no one receives, let us say, $17.53 per week. Or, to take another example, the average family in a certain locality may work out mathematically to be 4.57 children, although there is obviously a real gap between four and five children. Series like these, which contain real gaps, are called discrete or discontinuous. It is probably fortunate—at least from the standpoint of the beginner in statistics—that nearly all of the measures which we make in psychology are continuous or can be treated as continuous. This considerably simplifies the problem, inasmuch as we may concern ourselves (for the present at least) almost entirely with methods of handling continuous data, postponing the discussion of discrete series to a later page.
Content
- The Tabulation of Measures into a Frequency Distribution
- Measures of Central Tendency
- Measures of Variability
- The Short Method of Finding the Average, AD, and SD(a)
- The Comparison of Groups
- The Calculation of the Percentiles in a Frequency Distribution
- When to Use the Different Measures of Central Tendency and Variability
- Summary of Formulas for Finding the Measures of Central Tendency and Variability
Download PDF What Great Teachers Do Differently Seventeen Things That Matter Most Second Edition by Todd Whitaker
Sinopsis
Any teacher can fill a bookshelf with books about education. Any teacher can study lists of guidelines, standards, principles, and theories. The best teachers and the worst teachers alike can ace exams in their undergraduate and graduate classes. The difference between more effective teachers and their less effective
colleagues is not what they know. It is what they do. This book is about what great teachers do that sets them apart. Clarifying what the best educators do, and then practicing it ourselves, can move us into their ranks.
This book is not meant to prescribe a narrow set of instructions. Instead, it frames the landscape of school from the perspective of great teachers. What do they see when they view their classrooms and the students in them? Where do they focus their attention? How do they spend their time and energy? What guides their decisions? How can we gain the same advantages? There is no one answer; if there were, surely we’d all have it by now. Education is extremely complex, and so is classroom teaching. But we can work toward understanding what the best teachers do. We can gain insight into how effective we are as educators. Most of all, we can continue to refine our skills. All of us have this in common with the best teachers: No matter how good we are, we still want to be better.
Content
- Why Look at Great?
- It’s People, Not Programs
- The Power of Expectations
- If You Say Something, Mean It
- Prevention versus Revenge
- High Expectations—for Whom?
- Who Is the Variable?
- Focus on Students First
- Ten Days Out of Ten
- Be the Filter
- Don’t Need to Repair—Always Do Repair
- The Ability to Ignore
- Random or Plandom?
- Base Every Decision on the Best People
- In Every Situation, Ask Who Is Most Comfortable and Who Is Least Comfortable
- Put Yourself in Their Position
- What About These Darn Standardized Tests?
- Make It Cool to Care
Download PDF Adobe® InDesign® CC Digital Classroom by Christopher Smith
Sinopsis
Adobe® InDesign® CC lets you create print and digital layouts for brochures, magazines, books, fl yers, marketing, and sales sheets. InDesign was originally conceived for creating print and PDF documents, but it is evolving into a tool for creating interactive and digital documents. With the Adobe InDesign CC Digital Classroom you will discover how to integrate InDesign with other Adobe Creative Cloud products and how you can create InDesign projects and export them for use on the nook, Kindle, or iPad®. The Adobe InDesign CC Digital Classroom helps you to understand all the essential capabilities of Adobe InDesign and to get the most out of InDesign. The goal of the Adobe InDesign CC Digital Classroom is to get you up-and-running right away, creating documents for print and digital environments. You can work through all the lessons in this book, or complete only specifi c lessons. Each lesson includes detailed, step-by-step instructions, along with lesson fi les, useful background information, and video tutorials.
Adobe InDesign CC Digital Classroom is like having your own expert instructor guiding you through each lesson while you work at your own pace. This book includes 13 selfpaced lessons that let you discover essential skills, explore new ones, and pick up tips that will save you time. You’ll be productive right away, with real-world exercises and simple explanations. Each lesson includes step-by-step instructions, lesson fi les, and video tutorials, all of which are available on the included DVD. The Adobe InDesign CC Digital Classroom lessons are developed by the same team of Adobe Certifi ed Experts who have created many of the offi cial training titles for Adobe Systems, participated in development of Adobe Certifi ed Expert exams, and have more than a decade of experience teaching InDesign so you can be confi dent that you will discover useful skills quickly and easily.
Content
- Lesson 1: InDesign CC Essential Skills
- Lesson 2: Working Smarter with Master Pages
- Lesson 3: Working with and Formatting Text
- Lesson 4: Using Styles to Save Time
- Lesson 5: Designing with Graphics
- Lesson 6: Organizing Information Using Tables
- Lesson 7: Designing with Color
- Lesson 8: Getting Creative with Effects
- Lesson 9: Working Efficiently with Advanced Document Features
- Lesson 10: Preparing Files for Output from InDesign
- Lesson 11: Getting Started with Digital Documents
- Lesson 12: Creating an ePub in InDesign
- Lesson 13: Adobe InDesign CC New Features
Download PDF The Complete Handbook of Coaching by Elaine Cox,Tatiana Bachkirova and David Clutterbuck
Sinopsis
Coaching could be seen as a human development process that involves structured, focused interaction and the use of appropriate strategies, tools and techniques to promote desirable and sustainable change for the benefit of the coachee and potentially for other stakeholders. Its popularity is indisputable, and across all economic sectors an increasing number of organizations are commissioning coaches to support their staff at different stages in their careers.
Coaching is therefore recognized as a powerful vehicle for increasing performance, achieving results and optimizing personal effectiveness. Because it has proved to be so effective, many companies and government departments invest in internal and external coaching for their employees. The work of independent coaches is flourishing, enabling clients to accomplish their goals, both professionally and personally.
As the field of coaching has developed, existing models of coaching have begun to be applied in wider contexts, used with diverse client groups and with different media. Coaching practitioners come from a variety of professions and often from multi-theoretical backgrounds. They constantly bring new dimensions to the field via the adaptation of concepts, ideas and practical tools developed in their 'home' traditions and through interdisciplinarity. It is possible to meet coaches whose philosophies and practices of coaching would have very little in common, although their aims and purposes may be similar.
Content
- The Psychodynamic Approach to Coaching
- Cognitive Behavioural Coaching
- The Solution-focused Approach to Coaching
- The Person-centred Approach to Coaching
- The Gestalt Approach to Coaching
- Existential Coaching
- Ontological Coaching
- Narrative Coaching
- The Cognitive-Developmental Approach to Coaching
- The Transpersonal Approach to Coaching
- The Positive Psychology Approach to Coaching
- Transactional Analysis and Coaching
- The NLP Approach to Coaching
- Skills and Performance Coaching
- Developmental Coaching
- Transformational Coaching
- Executive and Leadership Coaching
- The 'Manager as Coach'
- Team Coaching
- Peer Coaching
- Life Coaching
- Career Coaching
- Cross Cultural Coaching: A Paradoxical Perspective
- Mentoring in a Coaching World
- The Future of Coaching as a Profession
- Ethics in Coaching
- Coaching Supervision
- Coaching and Mental Health
- Continuing Professional Development for Coaches
Download PDF Behavior Analysis and Learning Fifth Edition - Pierce, Cheney
Sinopsis
W. Frank Epling, Ph.D. was coauthor of the rst two editions of Behavior Analysis and Learning . He was a great personal friend of ours, an excellent teacher, and a productive colleague. We hope that this fth edition is as good as Frank would accept, and we dedicate it to his memory. The goal of this textbook is to present and describe the philosophy, methods, ndings, principles, and applications of the natural science of behavior analysis. This fth edition presents the history, current status, and projections for the future of humans investigating what accounts for their behavior.
We have received a great deal of welcome positive feedback from readers of earlier editions, which we greatly appreciate. This fth edition retains much of the major organization, information, and unique features of the previous editions, yet, as with any revision, we have made several alterations in topics, presentation, and resources. We responded to user and reviewer comments and to the availability of much new information from the literature. Reviewers reported that, although this is a basic experimental analysis text, they enjoyed the applied human and nonhuman examples, and so we have expanded and continued this feature. A single college textbook cannot do justice to both basic and applied behavior analysis, and our focus has remained primarily basic so as to provide the fundamentals, where they came from, and how they may apply in diverse situations. It is our belief that, given a solid understanding of the behavior principles presented in this text, the reader will be equipped to analyze, design research or treatment, carry out an effective behavioral assessment, and be successful with the behavior management of most species.
Many readers indicated an appreciation of the use of Francis Mechner’s notation system as a clear depiction of the experimental contingencies and the independent variables that control behavior. Dr. Mechner remains active and thoughtful in producing creative and challenging research in behavior analysis (see Chapter 1 on thinking), and we have used his system since graduate school.
Users and reviewers also encouraged us to include more biobehavioral ndings, which we were pleased to do. For example, the reports of “mirror” neurons and their possible involvement in imitation and empathetic behavior have been expanded. We have also noted important research relating activity in the brain area called the nucleus accumbens to choice behavior, and the involvement of the amygdala in conditioned reinforcement. An elaboration of the evolution of the human vocal apparatus and verbal behavior contributes, we feel, to the synthesis of biology and behavior. Although we remain dedicated to behavior analysis as a discipline of its own, we appreciate the movement toward a synthesis of a science of behavior with neuroscience. Ultimately the brain is responsible for nearly all behavior (headless cockroach data being one exception), and eventually our knowledge of brain mechanisms together with understanding of the environmental features that contribute to behavioral contingencies will provide a means of prediction and control beyond what we may have thought possible.
The pedagogical features in the fth edition have proven successful and include the Focus On inserts, Advanced Sections , and On The Applied Side presentations. The placement of Advanced Sections at the end of chapters allows instructors to address basic material without the intrusion of more complicated issues. We now include sections on New Directions in behavior and neuroscience in most chapters to highlight the links between behavior analysis and direct observation of neural systems and processes. As in the past, we continue to provide Chapter Summaries , which we expect will improve students’ mastery of the material.
Content
- A Science of Behavior: Perspective, History, and Assumptions
- The Experimental Analysis of Behavior
- Reflexive Behavior and Respondent Conditioning
- Reinforcement and Extinction of Operant Behavior
- Schedules of Reinforcement
- Aversive Control of Behavior
- Operant–Respondent Interrelationships: The Biological Context of Conditioning
- Stimulus Control
- Choice and Preference
- Conditioned Reinforcement
- Correspondence Relations: Imitation and Rule-Governed Behavior
- Verbal Behavior
- Applied Behavior Analysis
- Three Levels of Selection: Biology, Behavior, and Culture
Download PDF Behavior Analysis and Learning by Cheney, Carl D., Pierce, W. David
Sinopsis
The experimental analysis of behavior is a
natural-science approach to understanding behavior regulation. Experimental
analysis is concerned with controlling and changing the factors affecting the
behavior of humans and other animals. For example, a behavioral researcher in a
classroom may use a computer to arrange corrective feedback for a student's
mathematical performance. The relevant condition that is manipulated or changed
by the experimenter may involve presenting corrective feedback on some days and
withholding it on others. In this case, the researcher would probably observe
more accurate mathematical performance on days when feedback was presented. This
simple experiment illustrates one of the most basic principles of behavior—the
principle of reinforcement.
The principle of reinforcement (and other behavior
principles) provides a scientific account of how people and animals learn
complex actions. When a researcher identifies a basic principle that governs
behavior, this is called an analysis of behavior. Thus, the experimental
analysis of behavior involves specifying the basic processes and principles that
regulate the behavior of organisms. Experiments are then used to test the
adequacy of the analysis.
Experimental analysis occurs when, for example, a
researcher notices that more seagulls fly around a shoreline when people are on
the beach than when the beach is deserted. After checking that changes in
climate, temperature, time of day, and other conditions do not affect the
behavior of the seagulls, the researcher offers the following analysis: People
feed the birds and this reinforces flocking to the beach. When the beach is
abandoned, the seagulls are no longer fed for congregating on the shoreline.
This is a reasonable guess, but it can only be tested by an experiment. Pretend
that the behavior analyst owns the beach and has complete control over it. The
experiment involves changing the usual relationship between the presence of
people and food. Simply stated, people are not allowed to feed the birds, and
food is placed on the beach when people are not around. Over time, the behavior
analyst notes that there are fewer and fewer seagulls on the beach when people
are present, and more and more gulls when the shoreline is deserted. The
behaviorist concludes that people regulated coming to the beach because the
birds were fed, or reinforced, for this behavior only when people were present.
This is one example of an experimental analysis of behavior.
Content
- A Science of Behavior: Perspective, History, and Assumptions
- The Experimental Analysis of Behavior
- Reflexive Behavior and Respondent Conditioning
- Reinforcement and Extinction of Operant Behavior
- Schedules of Reinforcement
- Aversive Control of Behavior
- Operante Respondent Interrelationships and the Biological Context of Conditioning
- Stimulus Control
- Choice and Preference
- Conditioned Reinforcement
- Correspondence Relations: Imitation and Rule-Governed Behavior
- Verbal Behavior
- Applied Behavior Analysis
- Three Levels of Selection: Biology, Behavior, and Culture
Handbook of Control Room Design and Ergonomics : A Perspective for the Future, Second Edition By Toni Ivergard, Brian Hunt-
Sinopsis
This Handbook of Control Room Design and Ergonomics was first published in 1989 by Taylor & Francis. The first edition, produced nearly 20 years ago, was based on rather classic approaches to ergonomics, as was the concept of design. However, in spite of this we noticed that this book, although long out of print, was still selling surprisingly well on the secondhand market. The first edition was based on solid practical research on control room work from most areas of industry. This information is still relevant and has inspired us to produce this new, extensively updated edition. This new edition has two functions. First, it covers more extensively the use of the control room and its related computer system beyond the traditional tasks of process monitoring and supervision. Second, it describes the use of the control system for optimising and developing the existing systems and processes. The control room can also be used for the purposes of education, learning, and simulation training. But at the utmost, the control room of the future should become a high-ceiling environment for creativity and innovation. By ‘high ceiling’ we mean an environment that has a high tolerance for error and is thus a suitable environment for learning from error. Over the past year, we have jointly and separately been researching in areas of relevance with a view to updating and rewriting this classic handbook. This second edition still aims to be a practical handbook of guidelines and cases.
The concept of ‘control rooms’ has changed and expanded enormously during the time between the first and second editions. In composing this new edition, we have catered to these developments. Accordingly, this new edition has a section describing this new situation and also includes a new taxonomy/paradigm. Nowadays, as their roles and functions have greatly expanded, it is often more appropriate to talk about control centres. A modern approach for looking at work in control rooms uses recent concepts of creativity and learning/developing environments. We have incorporated such concepts into the current text. Additionally, we have included new ideas and philosophies about organisational design and job design as these are applied to control room-related work. We therefore include and describe some creative organisational designs of the future. Learning organisations and learning at work are integral parts that utilise the information and communication technology (ICT) potential of modern control systems. In this respect, we have added some theoretical background about learning, learning in the workplace, and lifelong learning. Today, process control encompasses a new generation of computer systems that have enormous capabilities, including the potentials of new display technologies. In other words, advanced technologies are today, to a very large extent, integrated and interrelated with human factors and organisational development.
We consider some basics of ergonomics of controls and displays to be very important and for this reason we have retained these concepts and models. But we have added a major part related to all new innovations in large-scale information displays. These new features also influence the design and layout of the control room. They will also help the reader develop a better understanding and insight, particularly for relevant creative work. In the course of writing this second edition, we approached leading-edge companies for ideas and suggestions, and they generously assisted us in providing a number of exciting design examples. We are grateful for the helpful insights from these colleagues from industry. Concepts of knowledge management, data mining, and artificial intelligence (AI), including the use of logistics, queuing theory, and so forth, also have high potential in the creation of the control processes and control rooms of the future. Ideally, control room work of the future is no longer a tedious or boring, monotonous task solely focused on low vigilance of work processes. It is now a stimulating creative design for optimising system performance and shaping the future as part of business development efforts to improve competitiveness while conserving scarce resources and saving the environment.
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