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This discussion looks at three papers presenting case studies for agricultural economics courses. Each case represents a real-world situation that allows for the application of economic principles to significant problems. Some ref...
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This discussion looks at three papers presenting case studies for agricultural economics courses. Each case represents a real-world situation that allows for the application of economic principles to significant problems. Some refinements are suggested to these teaching cases.
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This paper describes CAI system for the programming education. This system has drill & practice and problem-solving mode.The defect of the drill & practice is supplemented in the problem-solving mode. In addition, this drill & practice mode has a teaching logic, which presents the review tasks for understanding the tasks that the learner does not understand. In the drill &practice, the learner studies grammar and knowledge of the programming, and the problem-solving ability is obtained by the programming in the problem-solving mode. In the drill & practice, the teaching logic presents all tasks of the teaching material structure with the teaching task sequence. Afterwards, the teaching logic chooses and presents the tasks that should review by the erroneous answers to questions....
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This paper describes CAI system for the programming education. This system has drill & practice and problem-solving mode.The defect of the drill & practice is supplemented in the problem-solving mode. In addition, this drill & practice mode has a teaching logic, which presents the review tasks for understanding the tasks that the learner does not understand. In the drill &practice, the learner studies grammar and knowledge of the programming, and the problem-solving ability is obtained by the programming in the problem-solving mode. In the drill & practice, the teaching logic presents all tasks of the teaching material structure with the teaching task sequence. Afterwards, the teaching logic chooses and presents the tasks that should review by the erroneous answers to questions.
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This paper discusses the development of the dynamic teaching materials system and its evaluation tests. The system was developed in a research project realised jointly at Nagoya University in Japan and Brasilia University in Brazi...
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This paper discusses the development of the dynamic teaching materials system and its evaluation tests. The system was developed in a research project realised jointly at Nagoya University in Japan and Brasilia University in Brazil. The main purpose of creating this system was to find a way to make teaching materials dynamic, so they could be easily adapted to the necessities encountered by the teacher during classes. Another important point was to find a way to allow teachers to create, update and share multimedia interactive teaching materials themselves. The actual features of the system allow the teaching materials to evolve, but there are still many possibilities for improving the system.
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Journals published by the American Society of Agronomy (ASA) richly chronicle the growth and success of agronomic education. To commemorate the 100th anniversary of Agronomy Journal, we compiled this historical recognition of the ...
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Journals published by the American Society of Agronomy (ASA) richly chronicle the growth and success of agronomic education. To commemorate the 100th anniversary of Agronomy Journal, we compiled this historical recognition of the aggregate effort of our predecessors and colleagues. Their talented and dedicated legacy has played a significant role in feeding the world while protecting soil and water resources. By consulting our past we seek wisdom for the future, knowing that educational challenges of equal significance wait. The first volume (1909) included an article on instruction in soil physics and approximately 650 more education articles have since appeared. Most early articles focused on soils and crops course descriptions and their need for standardization. Then emphasis switched to teaching methods, aids, philosophies, student characteristics, evaluation, and curricula. Contributions from land-grant institutions have been most numerous, but other sources are becoming more common. The number of articles has steadily increased, as has author collaboration on articles, growing from only about 10% in early years to about 70% in recent editions. We hope our abbreviated summary of the past stimulates you into consulting the writings of your esteemed predecessors and that you find validation of your efforts toward making a difference in some future agronomic record. As global pressures increase the demands on agronomic education, history may provide a pattern for success. Past achievements suggest that agronomic education is well-founded and can be expected to impact the next century of learning as capably as it did its first century.
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Recently, teaching materials based on the Web browser such as the WBT are developed actively and used widly. And the other side, the development of teaching materials increase using computer graphics thechnology. It is very diffic...
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Recently, teaching materials based on the Web browser such as the WBT are developed actively and used widly. And the other side, the development of teaching materials increase using computer graphics thechnology. It is very difficult to use the 3D teaching materials prepared by others, because these materials have been developed for private use, that is for no reuse designed based on the reuse of it. Like this, the teacher must spend very much labor and time on the 3D teaching material development. Therefore, the authors performed the design of the general-purpose framework to develop and the 3D teaching material. By using this framework, the teacher is released from the burden of the preparation work of the part, which is not directly related to the 3D teaching materials such as an interface. Also, it is considered that development period can be shortened drastically by the reuse of materials prepared by others. This researce presents the framework for creating and using teaching materials using virtual space with connections, relations and communities on the network for multiple materials.
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This paper describes methods of teaching language based on empiricist approach. The description of each method is comprised of five parts: (1) the theoretical and/or philosophical premise upon which the method is based; (2) a list...
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This paper describes methods of teaching language based on empiricist approach. The description of each method is comprised of five parts: (1) the theoretical and/or philosophical premise upon which the method is based; (2) a list of the method's major characteristics; (3) a sample lesson plan or brief description of classroom activities; (4) a preliminary assessment of the proficiency orientation implicit in the method as described; and (5) a discussion of the method's possible drawbacks or commonly perceived shortcomings, particularly in terms of proficiency goals. The lesson plans outlined in this paper should give a fairly good idea of how instruction is generally organized in classrooms using these approaches..
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The teaching materials available in schools are not for the needs of students. The teaching materials used in schools are only copies of student books so that in the learning process, students do not get additional information. Th...
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The teaching materials available in schools are not for the needs of students. The teaching materials used in schools are only copies of student books so that in the learning process, students do not get additional information. The purpose of this development research is to develop android-based digital teaching materials on changing the shape of objects in grade V elementary school. This type of research is the development of the ADDIE research model. The research subjects were 2 learning media experts, 2 learning content experts, and 2 teachers. The test subjects were 10 students. The data collection method used is a questionnaire. The instrument used in collecting data is a questionnaire. The data analysis technique is descriptive qualitative and quantitative analysis. The results of the research are media validity is very good, material validity is very good, the practicality of practitioners/teachers is very good, and student practicality is very good. The results showed that android-based digital teaching materials on the topic of changing the shape of objects in class V elementary schools were categorized as suitable for use in the learning process on changing objects in class V elementary schools.
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Teaching materials are an integral part of learning. Teaching materials will always develop according to technological and scientific developments. IAI Al-Khairat lecturers need an activity to help them improve their ability to co...
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Teaching materials are an integral part of learning. Teaching materials will always develop according to technological and scientific developments. IAI Al-Khairat lecturers need an activity to help them improve their ability to compile the latest teaching materials. This mentoring activity for preparing teaching materials aims to assist lecturers in producing teaching materials that are by the characteristics of courses and students in the IAI Al-Khairat Pamekasan Madura environment. The development of teaching materials is one of the performance indicators used to evaluate the contribution of lecturers to the university's main performance indicators. Teaching materials in the main performance indicators can be used to show that the community uses them. Assistance in the development of teaching materials is carried out using the project-based learning method, where participants will produce drafts of course teaching materials. The subjects of this training activity were IAI Al-Khairat Pamekasan lecturers, totalling 30 lecturers. As a result of the training activities, lecturers can compile teaching materials on the subjects that are well taught and by the times. This activity concludes that the competence of lecturers in developing teaching materials is increasing.
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This paper has been written to supplement a session in "Teaching Acoustics" at the 2022 CAA conference. It contains materials extracted from 30 years of teaching to Architects at the University of Waterloo and Dalhousie University in Halifax.
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Recently, computer networks have been actively used at educational sites for WBT (Web-based teaching) and the like. Teachers are trying to develop teaching materials and actively use them in the classroom. The development of teach...
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Recently, computer networks have been actively used at educational sites for WBT (Web-based teaching) and the like. Teachers are trying to develop teaching materials and actively use them in the classroom. The development of teaching materials by 3D CG, actively utilizing the computer graphics functions, has also been started. However, since specialized knowledge and viewpoints are required in developing 3D teaching materials, this development is not easy compared to teaching materials development for WBT and the like. Nor is the environment for utilizing the materials unified. From this viewpoint, this paper proposes a framework for teaching materials development which facilitates the development of 3D teaching materials in the distributed sharing virtual space and realizes the collaborative utilization of multiple teaching materials on a network. The proposed scheme and the teaching materials developed by conventional methods are compared and the effectiveness of the proposed system in the development of teaching materials is discussed.
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