scholarly journals COMET’s Education and Training for the Worldwide Meteorological Satellite User Community: Meeting Evolving Needs with Innovative Instruction

2019 ◽  
Vol 8 (7) ◽  
pp. 311 ◽  
Author(s):  
Patrick Dills ◽  
Amy Stevermer ◽  
Tony Mancus ◽  
Bryan Guarente ◽  
Tim Alberta ◽  
...  
Keyword(s):  
English Language ◽  
Weather Prediction ◽  
Climate Science ◽  
Knowledge Retention ◽  
Instructional Materials ◽  
Instructional Designers ◽  
Training Materials ◽  
Subject Matter Expertise ◽  
Satellite Meteorology ◽  
And Training

Since 1989, the COMET<sup>&#xAE;</sup> Program&#x2019;s staff of instructional designers, scientists, graphic artists, and web developers has been creating targeted, effective, and scientifically sound instructional materials for the geosciences in multiple languages and formats. The majority of COMET training materials and services are available via COMET&#x2019;s online training portal, MetEd. MetEd hosts over 500 self-paced English-language lessons, which are freely available to registered users. The lessons cover a broad array of topics, including satellite meteorology, numerical weather prediction, hydrometeorology, oceanography, aviation weather, climate science, and decision support. Nearly 300 lessons have been translated to other languages. NOAA NESDIS, EUMETSAT, the Meteorological Service of Canada, and the US National Weather Service all provide funding and subject matter expertise for satellite training efforts at COMET. The COMET team is focused on helping our sponsors refine their learning objectives and produce instructional material that is focused on learner engagement, knowledge retention, and measurable performance improvement. The COMET Program has continually transformed its instructional approach to better meet the shifting needs of learners. Our satellite remote sensing educational and training materials provide sound foundational knowledge for existing and new satellite products paired with increasing opportunities to apply that knowledge.

Producing Accessible Video-Based Training on Assistive Technology

1997 ◽  
Vol 13 (3) ◽  
pp. 44-53 ◽  
Author(s):  
Ron Thorkildsen ◽  
William Lowry
Keyword(s):  
Assistive Technology ◽  
Development Process ◽  
Instructional Materials ◽  
Instructional Designers ◽  
Group Training ◽  
Persons With Disabilities ◽  
Training Materials ◽  
Present Information ◽  
Based Instruction ◽  
Instructional Formats

In this article we describe the development of a set of video-based training materials designed to present information on the availability and use of assistive technology (AT). The purpose of the article is two-fold: (a) to briefly describe the instructional materials, and (b) to describe the processes used to make the materials accessible to persons with disabilities. Describing the instructional materials provides information for potential users of the materials, and describing the development process provides information for instructional designers about the decisions made and processes used to make the materials accessible. The materials were designed for use in group training or stand alone training, and for in-service or pre-service2 audiences. Designing accessible training materials in a variety of instructional formats presented a challenge. The materials had to be sufficiently self-explanatory for stand-alone use while providing presentation materials for group-based instruction, in a format that could be used by persons who have visual and/or hearing disabilities. Steps taken to meet this challenge are presented in the article. We also make recommendations for increasing accessibility when developing video-based instructional materials.

scholarly journals Creating and Promoting Digital Content for Inclusive Higher Education: The Conceptual Framework

2018 ◽  
Vol 23 (2) ◽  
pp. 102-110 ◽  
Author(s):  
A.A. Margolis ◽  
V.V. Rubtsov ◽  
S.V. Panyukova ◽  
V.S. Sergeeva
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Academic Staff ◽  
Instructional Materials ◽  
Digital Content ◽  
University Admissions ◽  
Persons With Disabilities ◽  
Training Materials ◽  
Different Types ◽  
And Training

Developing inclusive higher education implies creating and promoting among students and academic staff information and training materials adapted for different types of disabilities as well as rules and regulations concerning university admissions, instruction, employment and support of persons with disabilities. These materials may be created and distributed openly through the Federal Library of Information and Resources on Inclusive Higher Education. The paper focuses on the importance of establishing such resource and describes the conceptual framework for developing and spreading information and instructional materials specially adapted for individuals with hearing and visual impairments which are crucial to the quality and accessibility of higher education. The paper also outlines the structure and functioning of this open information system.

scholarly journals Protocol for a scoping review to identify and map in-service education and training materials for midwifery care in sub-Saharan Africa from 2000 to 2020

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e047118
Author(s):  
Joanne Welsh ◽  
Mechthild M Gross ◽  
Claudia Hanson ◽  
Hashim Hounkpatin ◽  
Ann-Beth Moller
Keyword(s):  
Scoping Review ◽  
Maternal Mortality Ratio ◽  
Newborn Care ◽  
Education And Training ◽  
Sub Saharan Africa ◽  
Midwifery Care ◽  
Training Materials ◽  
Service Training ◽  
Sub Saharan ◽  
And Training

IntroductionMaternal and neonatal mortality are disproportionally high in low-and middle-income countries. In 2017 the global maternal mortality ratio was estimated to be 211 per 100 000 live births. An estimated 66% of these deaths occurred in sub-Saharan Africa. Training programmes that aim to prepare providers of midwifery care vary considerably across sub-Saharan Africa in terms of length, content and quality. To overcome the shortfalls of pre-service training and support the provision of quality care, in-service training packages for providers of midwifery care have been developed and implemented in many countries in sub-Saharan Africa. We aim to identify what in-service education and training materials have been used for providers of midwifery care between 2000 and 2020 and map their content to the International Confederation of Midwives’ Essential Competencies for Midwifery Practice (ICM Competencies), and the Lancet Midwifery Series Quality Maternal and Newborn Care (QMNC) framework.Methods and analysisA search will be conducted for the years 2000–2020 in Cumulative Index of Nursing and Allied Health Literature, PubMed/MEDLINE, Social Sciences Citation Index, African Index Medicus and Google Scholar. A manual search of reference lists from identified studies and a hand search of literature from international partner organisations will be performed. Information retrieved will include study context, providers trained, focus of training and design of training. Original content of identified education and training materials will be obtained and mapped to the ICM Competencies and the Lancet Series QMNC.Ethics and disseminationA scoping review is a secondary analysis of published literature and does not require ethical approval. This scoping review will give an overview of the education and training materials used for in-service training for providers of midwifery care in sub-Saharan Africa. Mapping the content of these education and training materials to the ICM Competencies and The Lancet Series QMNC will allow us to assess their appropriateness. Findings from the review will be reflected to stakeholders involved in the design and implementation of such materials. Additionally, findings will be published in a peer-reviewed journal, and used to inform the design and content of an in-service training package for providers of midwifery care as part of the Action Leveraging Evidence to Reduce perinatal morTality and morbidity (ALERT) study, (https://alert.ki.se/) a multi-country study in Benin, Malawi, Tanzania and Uganda.Trial registration numberPACTR202006793783148; Post-results.

Classroom Instruction for Young Spanish Speakers

1974 ◽  
Vol 41 (1) ◽  
pp. 16-19
Author(s):  
Joyce Evans ◽  
A. E. Guevara
Keyword(s):  
Mexican American ◽  
English Language ◽  
Cultural Background ◽  
Spanish Speakers ◽  
Instructional Materials ◽  
Bilingual Instruction ◽  
Spanish Speaking ◽  
Spanish Speaker ◽  
American Children ◽  
Certified Teacher

Bilingual instruction for the education of Mexican American children, particularly instruction in Spanish, is a problem in many parts of the country. Instructional materials developed specifically for the Spanish speaking child are not always available and a literal translation of English language materials into Spanish may be inadequate and/or inaccurate. Programs designed for the Spanish speaker and taught by a certified teacher who is bilingual are preferable. When this is not immediately possible, temporary solutions or arrangements can be implemented within schools and/or preschool centers in order to build upon the child's native language and cultural background.

scholarly journals DEVELOPING INSTRUCTIONAL MATERIALS OF ENGLISH MORPHOLOGY FOR ENGLISH DEPARTMENT COLLEGE-LEARNERS

2015 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Chothibul Umam
Keyword(s):  
English Language ◽  
Language Education ◽  
Field Testing ◽  
Instructional Materials ◽  
Word Choice ◽  
Course Content ◽  
Instructional Process ◽  
Material Development ◽  
State College ◽  
Materials Used

<p>The role of knowledge on English Morphology for the students of English Language Education (henceforth ELE) cannot be neglected. However, the preliminary observations done by the researcher during the instructional process of English Morphology at the State College for Islamic Studies (STAIN) Kediri Indonesia, for three academic years shows that most of the students still get difficulty in understanding the course content.  The researcher, therefore, is of the opinion that the instructional materials used in the classes need to be developed. The adaptation version of Borg &amp; Gall (1983) model of R &amp; D  covering preliminary observation, designing preliminary product, expert validation, product revision, field testing or try out, and revision to produce final product is used to develop an instructional material on English Morphology. The products mostly concern on 1) the course content, 2) the exercises, and 3) the level of language difficulty or word choice. The researcher expects that the final product of this study could be used as a handbook for the students in studying English Morphology.</p><p><strong>Keywords:</strong> <em>instructional materials, material development, English morphology</em></p>

scholarly journals Fostering the Teaching of English Language in Nigeria Primary Schools: the Need for Teachers’ Continuous Professional Development and Training

2020 ◽  
Vol 3 (12) ◽  
pp. 149-154
Author(s):  
Obateru, Oluwatoyin Tolu
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Primary Schools ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
Training Programme ◽  
Reliability Coefficient ◽  
Ex Post ◽  
And Training

This article highlights how English language teachers professional development and training programmes fosters teachers’ professional competences in the teaching of the subject. English Language is vital in developing communication and social skills in learners as it does empower learners to compete favorably with their peers around the world. The ex-post factor approach of the survey design was adopted in the study. A random sampling technique was used to select twenty primary schools in Oyo state, Nigeria, with 168 English teachers who were currently undergoing the SUBEB/UBEC teacher professional development programme (2018). Two instruments: Teacher Teaching Competence Scale (TTCS) with Cronbach’s Alpha reliability coefficient of 0.68 and the Teachers Checklist Observation Scale (TCOS) with Scott Pi reliability coefficient of 0.71 were used for data collection. The data collection lasted for a period of fourteen weeks. Data collected were analysed using descriptive statistics and correlation at 0.05 level of significance. Results revealed that teacher’ attendance and exposure to a professional development and training programme; does enhance their professional teaching competences. It is therefore expedient that stakeholders in the education sector; especially governmental agencies, sponsor and encourage practicing primary teachers in attending and participating in professional development programmes; incentives should also be given to these teachers. This will go a long way at ensuring that these teachers look forward to attending such programmes at any time in the future

scholarly journals THE EVALUATION OF DISTANCE LEARNING IN PANDEMIC ERA: CASE STUDY OF FINANCIAL EDUCATION AND TRAINING AGENCY OF MAKASSAR

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Azwar Iskandar ◽  
Achmat Subekan
Keyword(s):  
Evaluation Model ◽  
Financial Education ◽  
Learning Gain ◽  
Training Performance ◽  
Implementation Evaluation ◽  
Training Materials ◽  
Effectiveness Of Training ◽  
Knowledge And Attitude ◽  
And Training

The objectives of this research are to: (i) evaluate the trainees’s satisfaction on trainers and training performance; (ii) evaluate learning gain or improvement of trainees’s skills, knowledge, and attitude after training; and (iii) know the significant obstacles that can reduce the effectiveness of training. Using the Kirkpatrick Evaluation Model through questionnaire, interview, and descriptive statistics method, this research reveals that: (i) the overall aspect of the implementation evaluation was assessed by participants in the good category although it could not meet the level of expectations of participants that could be seen from the ratio of the average total perception to reality below 100%. On the other hand, the trainers aspect has been able to meet the expectations of participants where the overall level of trainers performance has been assessed by participants and entered into the category of very good; (ii) the results of the evaluation analysis at Level 2 (learning gain) show that most participants graduate with good predicate and get an up/up score so that it can be said that participants have gained additional knowledge after attending the training; (iii) although in general the evaluation results showed good results, there are still some obstacles faced by participants in attending the training. In terms of organizing, participants generally complained about inadequate internet quality in some areas. Meanwhile, in the trainers aspect, participants generally give feedback that teachers can multiply case studies and raise the latest issues in the confectionery of problems related to training materials.

Building Quality Online Courses

2018 ◽  
pp. 309-331
Author(s):  
Veronica Outlaw ◽  
Margaret L. Rice ◽  
Vivian H. Wright
Keyword(s):  
Learning Styles ◽  
Online Courses ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Design Development ◽  
Proposed Model ◽  
Online Course Development ◽  
And Training

The authors have personally experienced the burdens of creating online courses without the assistance of trained instructional designers. Many faculty are employed in conditions where they develop online courses without the proper knowledge and training of many essential aspects that should accompany the development of an online course (e.g., design, development, learning styles, copyright, design principles, accessibility, incorporating technology, and technical skills) (Singleton et al., 2013; Speck, 2000; Wickersham et al., 2007). The authors propose and describe the use of a detailed online course development and delivery model (Outlaw & Rice, 2015) that was created to provide distance education units with a systematic approach to course development. The proposed model nourishes the partnerships between faculty and designers to improve the quality of online courses, while providing the support faculty need to successfully create online courses. The authors discuss a model that provides consistency in efforts to create efficient workflows to develop online courses.

scholarly journals Supplementary Resources Materials in English Language Classrooms: Development and Implementation

2018 ◽  
Vol 32 (1) ◽  
pp. 251-260
Author(s):  
Tek Mani Karki
Keyword(s):  
English Language ◽  
Group Discussion ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Teacher Needs ◽  
Language Classrooms ◽  
Major Factors ◽  
Teaching Learning ◽  
English Language Classrooms

Supplementary resource materials are additional but more useful in English language teaching (ELT). The teacher needs to supplement materials to promote motivation, which is one of the key factors influencing learning. However, there is a lack of study what supporting materials the teachers are using in English language classrooms for teaching learning purposes. This paper attempts to explore the supplementary teaching materials selected and used in ELT classrooms of community schools in Nepal. The information was collected through observations, interviews and focus group discussion. It was found that non-technical visual supplementary teaching materials were used more than technical and audio/audio visual ones. Most of the materials were used for reading and writing purposes. Teachers’ knowledge about technology, carefulness in using appropriate instructional materials/techniques, infrastructure and existing facilities of schools, are the major factors that affect to use the supplementary materials successfully in classrooms.

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