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Cryer, Patricia – Programmed Learning and Educational Technology, 1985
Presents a model for structuring teacher workshops and discusses its implications for teaching methods used, duration of sessions, participation of those in attendance, and role changes of everyone involved. Based on Bloom's Taxonomy of Educational Objectives, this rationale for workshop structure explains each workshop stage to participants. (MBR)
Descriptors: Models, Organization, Participant Satisfaction, Participation
Msimuko, Arthur K.; Mtukwa, Joan Z. – Programmed Learning and Educational Technology, 1985
Discusses use of body parts, tribal marks, and external symbols as forms of nonverbal communication by Africans and describes the messages they convey; suggests ways to use nonverbal communication to facilitate learning in training situations; and describes how trainers and trainees subconsciously use nonverbal communication in a prejudicial,…
Descriptors: Classification, Cultural Awareness, Human Body, Intercultural Communication
Stuart, R. R. – Programmed Learning and Educational Technology, 1986
Discusses facilitative teaching, roles and relationships of teachers and students, and factors in the teaching environment that facilitate learning. Characteristics of facilitative teachers and factors that increase and decrease relevance of facilitation are outlined. Implications of facilitative teaching for training organizations, instructors,…
Descriptors: Adult Learning, Andragogy, Educational Environment, Models
Badley, Graham; And Others – Programmed Learning and Educational Technology, 1988
Three articles address various issues concerning staff development. Topics discussed include challenges facing professional development in higher education; who has responsibility for staff development; and implications for staff development based on a survey of Non-Advanced Further Education (NAFE) in England and Wales. (LRW)
Descriptors: Developed Nations, Elementary Secondary Education, Foreign Countries, Higher Education
