Paul Twelker

Assessment has become a required activity in higher education as well as countless other types of institutions that can no longer develop programs "by the seat of their pants".  The critical incident technique that was developed by John C.Flanagan about fifty years ago is a very useful tool in needs assessment and in the collection of data pertaining to problem areas that require attention. Information is provided in the manual that will enable an individual to: 1) gather the appropriate information required in the preparation and conduct of the technique, 2) to make the appropriate decisions regarding its use, and 3) analyze and interpret the data collected.

... When transfer to new problems has been the criterion, most of the studies have shown that a variety of problems produces the best performance if a moderate or high degree of learning is achieved on each problem (Callantine 8: Warren, 1955; Crafts, 1927; Dashiell, 1924 ...

Summary. 184 college students were taught to decipher coded sentences. Two variables were studied: (a) Rule: given or not given before the learner responded; (b) Knowledge of correct response (KCR); given or not given. A 2 × 2 linear hypothesis design was used to analyze the four main experimental groups. As hypothesized, KCR increased learning, retention, and transfer only when the rule was given. It was concluded that KCR can be beneficial when it is not redundant. Subjects who received rules or KCR rated the learning test as more enjoyable than subjects who received both rules and KCR or neither rules nor KCR.

The scene is a sixth-grade classroom. The children are working in small groups. A student teacher has just been asked by his supervising teacher to take charge of the class. It is his first day. His supervising teacher has stepped out of the room. Suddenly, a girl named Linda announces that there is a fight outside the room, and the class bolts for the door. The student teacher is faced immediately with a problem. Instruction has been disrupted, and his reaction may mean the difference between an orderly resumption of activities and chaos. A short while later, during a science discussion, Ron interjects some unlikely information-his grandfather told him that once it rained frogs for nine days. Should the student teacher give Ron a chance to explain, or should he pass the comment off as foolishness? Should student initiative to learn be encouraged by the teacher? If so, how? These and similar situations could have happened in any typical sixth-grade classroom. Actually, they were observed during a training session in a classroom simulation laboratory. The student teacher faced a classroom, simulated through the medium of sound motion pictures and printed materials. In Oregon, simulation as an instructional medium in teacher education has been under development since 1961. In that year, Bert Kersh, armed with NDEA Title VII support, built a simulation facility and initiated the development of a variety of simulated classroom situations.2 Essentially, a trainee undergoing the simulation experience is presented with problematic situations filmed so that the

This article examines the vintage years of simulation-gaming: 1964-1980. Four factors are examined that contributed to the innovation's success: diversity of the talent pool, the emerging technology of information dissemination, the systems approach to instructional development, and the emergence of humanistic psychology. The author's retirement from research and development in simulation-gaming and new role of college teacher provided the time to reflect on the difficulty of integrating experiential learning in the classroom.

... ABSTRACT: The Teaching Research Auto-mated Classroom (TRAC) is a facility designed to promote the study and implementation of innovative change. ... group room seating thirty; a rear-projection area which is used for displaying multiple images to the thirty-seat room, and ...

The systems approach in education is a management tool that allows individuals to examine all aspects of a problem, to interrelate the effects of one set of decisions to another, and to optimally use the resources at hand to solve the problem. Five systems approaches which have been used in the successful development of instruction at the classroom level can be identified; the Teaching Research Systems Approach, the Michigan State University Instructional Systems Development Model, the System Approach for Education Model, the Project MINERVA Instructional Systems Design Model, and the Banathy Instructional Development System Model. All of these models include actions that fall into the categories of problem definition and organization, systems analysis and development, and system evaluation. These actions are interrelated by feedback built into the model. Each of the different systems approaches, while addressing the same task in similar ways, perform with different descriptions and...

THIS ANNOTATED BIBLIOGRAPHY ONTHE INSTRUCTIONAL USES Cr SIMULATION IS INDEXED FOR THE CONVENIENCE OF THE USER. ONLY LIMITED ASPECTS OF MAN-MACHINE INSTRUCTIONAL SYSTEMS ARE CONSIDERED. ALTHOUGH MOST OF THE ITEMS ARE RELATED TO THE INSTRUCTIONAL USES OF SIMULATION, SOME ITEMS ARE RELATED TO THE DESIGN OF INSTRUCTIONAL SYSTEMS. THE BIBLIOGRAPHY LISTS THE VERY LATEST REFERENCES AVAILABLE AND PURPOSELY CMITS MANY OF THE OLDER ARTICLES. (HW)

Assessment has become a required activity in higher education as well as countless other types of institutions that can no longer develop programs "by the seat of their pants".  The critical incident technique that was developed by John C.Flanagan about fifty years ago is a very useful tool in needs assessment and in the collection of data pertaining to problem areas that require attention. Information is provided in the manual that will enable an individual to: 1) gather the appropriate information required in the preparation and conduct of the technique, 2) to make the appropriate decisions regarding its use, and 3) analyze and interpret the data collected.