Your search found 131 results.

Descriptors:
Foreign Countries; Video Technology; Distance Education; Program Effectiveness; Study Centers; Instructional Materials; Instructional Effectiveness; Adoption (Ideas); Developing Nations; Adult Education; Educational Policy; Educational Development; Vocational Education; Instructional Design; Program Descriptions; Student Surveys; Student Attitudes; Participant Satisfaction; Instructional Material Evaluation; Masonry; Building Trades; Correctional Education; Statistical Analysis; Questionnaires; Multimedia Instruction

Abstract:
As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness of video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials. Specifically, this paper aims to assess learners' acceptance and satisfaction with the materials. It also aims to determine whether levels of learner satisfaction and acceptance differ according to study centres. Data were collected from 71 respondents at three study centres using a self-completion questionnaire comprising 17 Likert-type items. The data were analyzed using descriptive statistics, ANOVA, and Scheffe's post hoc test at a 0.05 level of significance. Learners appeared positive about their learning experiences with the use of video-based instructional materials to learn practical skills at a distance as they rated highly all the items assessing their acceptance and satisfaction. Results of item-by-item ANOVA regarding learner acceptance indicated that the respondents, categorized according to study centres, exhibited similar levels of acceptance for nine of the ten items. For learner satisfaction, there were no statistically significant differences for six of the seven items. Thus, learners of different study centres exhibited about the same level of acceptance and satisfaction. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Materials; Vocational Education; Distance Education; Performance Tests; Achievement Tests; Theory Practice Relationship; Government Role; Youth; Young Adults; Males; Developing Nations; Educational Development; Printed Materials; Instructional Effectiveness; Comparative Analysis; Video Technology; Blended Learning; Foreign Countries; Teaching Methods; Educational Technology; Educational Television; Performance Based Assessment; Multiple Choice Tests; Masonry; Building Trades; Nontraditional Education

Abstract:
Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one such alternative is the focus of this paper. The study sought to examine the instructional effectiveness of video-based instructional materials vis-a-vis traditional print-based instructional materials for teaching distance learners of a Block-Laying and Concreting practical skills programme. An experimental design was used and participants were randomly assigned to two treatment groups: Users of video-based instructional materials or users of print-based instructional materials. A researcher-designed performance test and an achievement test of 20 multiple-choice items were used to collect data from 34 participants who used print-based instructional materials and 35 participants who used video-based instructional materials to learn practical skills. The instruments were based on the instructional objectives of lessons on mortar and wall finish. Pilot test data for the achievement test yielded Cronbach's alpha of 0.84. Descriptive statistics and t-test at a 0.05 level of significance were used to analyse the data. The results indicated that the two instructional materials were pedagogically equivalent in terms of theoretical knowledge acquired. Practical skills acquired, however, were significantly higher among users of video-based instructional materials. Finally, users of video-based instructional materials displayed significantly superior craftsmanship. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Architectural Education; Architecture; Investigations; Masonry; Ecology; Design; College Students; Aesthetics; Teamwork; Building Design

Abstract:
This article describes a design/build exercise conducted in an Architectural Materials and Methods class to achieve three interrelated objectives: (1) to apply physically the semester's theoretical focus on the constituent process and languages of architecture investigations, (2) to capitalise on the physical and aesthetic properties of concrete masonry to explore fabrication and detailing in the design process, and (3) to examine preconceptions about solo work and team work in architectural education and practice. What makes this project unique among other design/build projects is its emphasis on Concrete Masonry Units (known as CMU in the USA) and their visual, tactile and functional properties. The junior and senior students were allowed three building elements: an 8' cube of space, an unlimited number of concrete blocks, and the visual ecology of a site. The structural vocabulary that Frank Lloyd Wright developed consisted of a three-dimensional field of lines through which the solid elements of the building were located, enabling the voids to be integral to the whole and equally meaningful. Using these elements, students were asked to design/build temporary structures in a field next to the airport hangar on campus. The pedagogical objective was to adopt Wright's creative spirit, as opposed to quoting his architectural language. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Masonry; Apprenticeships; Construction Industry; Course Descriptions; Program Descriptions; Training; Safety; Certification; Educational Policy; State Policy; Public Agencies; Building Trades; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design

Abstract:
The graduate of the Bricklayer apprenticeship training is a journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) produce a better quality product than the minimum acceptable by industry standard; (4) use and maintain tools and equipment to the standards of competency and safety required in the trade; (5) understand and apply the principles of sound and safe construction; (6) know the characteristics and proper use of masonry materials; (7) interpret plans and specifications, do layout work and calculate material quantities; (8) lay, install and repair masonry units of all materials including all types of stone; (9) relate to the work of other tradesperson in the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Bricklayer Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Construction Industry; Masonry; Apprenticeships; Course Descriptions; Trade and Industrial Education; Postsecondary Education; Technical Institutes; Building Trades; Competency Based Education; Construction Materials; Construction (Process); Equipment Utilization; Foreign Countries; Job Skills; Occupational Safety and Health; Skilled Occupations; Vocational Education; Certification; Supervision

Abstract:
The graduate of the Bricklayer apprenticeship training is a journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) produce a better quality product than the minimum acceptable by industry standard; (4) use and maintain tools and equipment to the standards of competency and safety required in the trade; (5) understand and apply the principles of sound and safe construction; (6) know the characteristics and proper use of masonry materials; (7) interpret plans and specifications, do layout work and calculate material quantities; (8) lay, install and repair masonry units of all materials including all types of stone; (9) relate to the work of other tradesperson in the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Bricklayer Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Campuses; Masonry; Universities; Physical Environment; Facilities Management

Abstract:
Universities want a lot of things such as high quality students, excellent faculty, supportive alumni, high quality academic programs, a great football team, a beautiful campus, and a good reputation. They also want students to learn. One typically thinks of learning as taking place only in classrooms but research has confirmed that students establish relationships and learn from each other on campus in environments outside the classroom. Settings such as courtyards, patios, or a grassy knoll can contribute to the learning experience. A brick plaza, for example, can be a quaint space that provides seating, an opportunity to linger and meet with friends and, one day, memories of special days at one's alma mater. This article describes how bricks have cleaned up the University of Florida's large campus, creating friendly places for people to spend time with each other. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Water; Income; Females; Masonry; Family Life; Public Health; Rural Areas; Rural Education; Case Studies; Foreign Countries; Nongovernmental Organizations; Interviews; Social Status; Skill Development; Transportation; Gender Issues; Program Development

Abstract:
Water collection in rural areas of Uganda is left primarily to women and children. Katosi Women Development Trust, an NGO based in rural Uganda has focused on addressing the gender-linked issue of increased water sources near the home through the construction of rain water collection tanks. In an effort to improve the income of members as well as decrease costs of construction, 22 women were trained as masons for the ferro-cement tank design. A case study covering the successful development of the program as well as benefits and challenges was conducted within the case study community. Interviews with the women indicated that masonry skills have broken social barriers and doubled income for them, many of whom are the primary provider in the home. Increased income has been used for school fees, food and supplies, home construction projects, and other income generating activities. Women also identified improved social standing as a result of their skills and felt their work improved community health by increasing access to water and reducing the distance travelled for water collection. Challenges have included maintaining home life away from the home, a preference for male masons over females and acquiring transportation to the work site. Though challenges exist, women have determined that these benefits outweigh the challenges associated with their trade. (Contains 1 table, 2 figures and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Apprenticeships; Masonry; Building Trades; Construction Industry; Course Descriptions; Program Descriptions; Training; Safety; Certification; Educational Policy; State Policy; Public Agencies; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design

Abstract:
The graduate of the Concrete Finisher apprenticeship program is a certified journeyperson who will be able to: (1) perform tests to confirm concrete quality; (2) interpret building codes, plans and specifications as they apply to the trade; (3) place and finish concrete in a professional manner; (4) cut, patch, maintain and repair concrete structures; and (5) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Concrete Finisher Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Secondary School Curriculum; Time on Task; Competence; Course Objectives; Teaching Methods; Student Evaluation; Technological Literacy; Academic Standards; Job Skills; Federal Legislation; Educational Legislation; State Legislation; Profiles; Best Practices; Masonry

Abstract:
Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Masonry is an instructional program which prepares students to enter the field of masonry. Study in the course allows an individual to prepare for employment and/or continued education in the masonry field. Included in Masonry I are units of study in student orientation, leadership and employability skills, safety, basic tools and equipment, basic math, masonry units, mortar, concrete, and rigging. Included in Masonry II are units of study in orientation, advanced leadership and employability skills, safety, power tools and equipment, wall layout, drawings/specifications and estimating, bricks, concrete masonry, and stonemasonry and recast panels. This curriculum has been aligned to modules in the Contemn Learning Series as endorsed by the National Center for Construction Education and Research (NCC ER). Students who study this curriculum using the Contemn Learning Series materials under the supervision of an instructor who has been certified by the NCC ER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCC ER by the instructor and will receive documentation from NCC ER. Appended are: (1) Contemn Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Construction Materials; Educational Facilities; Masonry; School Maintenance; Water

Abstract:
Discusses the benefits in terms of moisture and therefore mold resistance of using masonry products for a building's envelope. Also describes maintenance steps to help combat moisture problems. (EV)

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