Algorithmization in Learning and Instruction
Author: Lev Nakhmanovich Landa
Publisher:
Published: 1974
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author: Lev Nakhmanovich Landa
Publisher:
Published: 1974
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKAuthor: Lev Nakhmanovich Landa
Publisher: Educational Technology
Published: 1974
Total Pages: 760
ISBN-13: 9780877780632
DOWNLOAD EBOOKMathematical models in education.
Author: Lev Nakhmanovich Landa
Publisher:
Published: 1976
Total Pages: 496
ISBN-13: 9780877780632
DOWNLOAD EBOOKAuthor: Lev Nakhmanovich Landa
Publisher: Educational Technology
Published: 1976
Total Pages: 540
ISBN-13: 9780877780878
DOWNLOAD EBOOKAuthor: Vernon S. Gerlach
Publisher:
Published: 1975
Total Pages: 67
ISBN-13:
DOWNLOAD EBOOKThe concept of algorithm, as used in teaching and learning, is defined. Characteristics of algorithms are identified and described. The elements (operator, discriminator, syntactic structure) are described and illustrated. Methods of representing algorithms are portrayed. Differences between identification algorithms, transformation algorithms, and search algorithms are discussed. Use of algorithms in instruction and training are suggested. Several research and development tasks are proposed. (Author).
Author: Vernon S. Gerlach
Publisher:
Published: 1973
Total Pages: 17
ISBN-13:
DOWNLOAD EBOOKDuring the past decade, scholars in Germany, Great Britain, and the Soviet Union have published a substantial amount of material dealing with the application of algorithms and algorithmic procedures to instruction. This paper reviews the most significant European concepts, describes what is being done in the USA, and identifies problems worthy of serious research endeavors. An algorithm is a list of unambiguous elementary instructions specifying a sequence of discriminations and operations which will yield the solution to any problem of a class. Algorithms may vary in the degree to which they are deterministic. Likewise, problems may vary in the degree to which they are amenable to solution by algorithms or algorithmic procedures. A concise taxonomy of algorithms based on these characteristics is presented. The applicability of algorithmic concepts to various types of problems is discussed and illustrated by means of concrete examples. (Author).
Author: Kalervo N. Gulson
Publisher: U of Minnesota Press
Published: 2022-05-17
Total Pages: 196
ISBN-13: 1452964726
DOWNLOAD EBOOKA critique of what lies behind the use of data in contemporary education policy While the science fiction tales of artificial intelligence eclipsing humanity are still very much fantasies, in Algorithms of Education the authors tell real stories of how algorithms and machines are transforming education governance, providing a fascinating discussion and critique of data and its role in education policy. Algorithms of Education explores how, for policy makers, today’s ever-growing amount of data creates the illusion of greater control over the educational futures of students and the work of school leaders and teachers. In fact, the increased datafication of education, the authors argue, offers less and less control, as algorithms and artificial intelligence further abstract the educational experience and distance policy makers from teaching and learning. Focusing on the changing conditions for education policy and governance, Algorithms of Education proposes that schools and governments are increasingly turning to “synthetic governance”—a governance where what is human and machine becomes less clear—as a strategy for optimizing education. Exploring case studies of data infrastructures, facial recognition, and the growing use of data science in education, Algorithms of Education draws on a wide variety of fields—from critical theory and media studies to science and technology studies and education policy studies—mapping the political and methodological directions for engaging with datafication and artificial intelligence in education governance. According to the authors, we must go beyond the debates that separate humans and machines in order to develop new strategies for, and a new politics of, education.
Author: Charles M. Reigeluth
Publisher: Routledge
Published: 1983-11-01
Total Pages: 494
ISBN-13: 1136778276
DOWNLOAD EBOOKInstructional Design Theories and Models is a thorough yet concise overview of eight of the most comprehensive and best-known attempts to integrate knowledge about effective and appealing instruction. Chapters were written by the original theorists to provide a more accurate and behind-the-scenes look at the theories' development. Instructional Des
Author: Charles M. Reigeluth
Publisher: Psychology Press
Published: 1983
Total Pages: 494
ISBN-13: 0898592755
DOWNLOAD EBOOKFirst Published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.
Author: A J Romiszowski
Publisher: Routledge
Published: 2016-01-08
Total Pages: 430
ISBN-13: 1136548564
DOWNLOAD EBOOKThis book deals with large-scale or macro-level instructional design, which is referred to by other authors variously as curriculum development, course design, training system design or instructional systems design. The emphasis throughout the book is on the application of a systems approach, which implies both a way of thinking about the problem and a methodology for seeking and developing solutions. Thus the approach of the book is problem-oriented. The successful problem-solver requires more than a technique or procedure. He requires experience of similar problems, some general principles that he can apply to the class of problems and a great deal of creativity to develop an optimal method of solving each problem. This book brings together the theories and practical experience that have been built up by instructional technologists over the last two decades, the techniques that are currently most used for the analysis of problems in education and for their solution, and a range of new ideas specially developed by the author to encourage the creative element (so often missing from educational materials). This book is intended for anyone involved in instructional design. It is designed on a ‘grid’ structure to facilitate the reader’s choice of chapters. Those who wish to gain a general overview may concentrate on the chapters at the theory base and analysis levels. Those more practically concerned with course design will find much of use in the synthesis and evaluation levels. Those who wish simply to discover ‘what’s new’ in this book and its treatment of instructional design will find what they are seeking principally in the analysis and evaluation levels.