Sentence examples for instructional field from inspiring English sources

Birding is a fascinating pursuit – and the instructional field guides it rests on are fascinating too.

The district must trim an additional $1.2 million for next school year, and proposals include charging for bus service, canceling instructional field trips and eliminating music and art teachers in elementary schools.

The process of development of these DPs is described and examples of use are reported and discussed in order to advance the instructional design field and inform the development of CSCL systems.

Influenced by the field of instructional design and airplane-emergency-card instructions, the Australian graphic designer Lauren Bugeja began to create recipes using virtually text-free pictograms for a student project at the University of Technology in Sydney.

Concept inventories seem to have been first developed as an instructional tool in the field of undergraduate physics, where they had a pivotal impact in advancing the field of physics education research.

The study investigated the extent to which two types of instructional materials and learner field dependence independence affected learners' cognitive load, time spent on task, and problem-solving performance in a complex system with a computer-modeling tool.

This separation of a statistics dimension also becomes evident in practical approaches in the instructional educational science's field of research methodology.

To explore the potential of problem posing as an instructional strategy, we conducted field studies in the two CS application courses (Data Structures (DS) and Artificial Intelligence (AI)), in which we provided a semi-structured problem posing situation to students.

Considerations that remain critical to the field of instructional design, as they apply to learning online, are described and used to guide a review of the literature to find directions to fulfill the goal of the study.

In this context, instructional design in architecture field is acknowledged by proposing student centered processes which encourage the students to be interactive, process oriented, open minded, initiative, self-controlling participant, and collaborative.

The tools that are suggested here are drawn from professional writings in the field of instructional and performance technology, tempered by the author's own experience in observing what works and what does not work.