&<br />ACTIVE<br />COLLABORATIVE<br />LEARNING IN THE CLASSROOM<br />Complemented with e-Learning<br />Leandre Andres S. D...
Character Survey<br />Creative<br />Intelligent<br />Preoccupied with<br />Lateral Thinker<br />and Sex<br />Sin<br />
SITUATIONER<br /><ul><li>Environment
Transportation
Communication
Education</li></li></ul><li>ABNKKBSNPLAKO?!<br />
Para sa mga bagong e-teachers<br /> Nagtuturo <br />Turo nang Turo <br />Turong-turo<br />Ayaw Magturo<br />Walang maituro...
21st<br />C<br />ENTURY<br />HOLISTIC<br />ECLECTIC<br />ADAPTIVE<br />TEACHERS<br />RESPONSIVE<br />TIMELY<br />TIMELESS<...
If you don’t know where you’re going, 					any road will do.<br />-- The White Rabbit 	   (Alice in Wonderland)<br />
Pedagogy      =       paid    +    agogus<br />	                    (child)  +  (leader of)<br />Andragogy    =      aner ...
S<br />PEAK OUT<br />M<br />AKE THINGS HAPPEN<br />I<br />NVOLVE YOUR LEARNERS<br />L<br />EARN TO SHARE<br />E<br />XPRES...
Students are NOT materials to work on <br />but PERSONS to work with<br />
?<br />
Do You Still Have                   The Time To Prepare ?<br />
Are You Happy With What <br />   You Are Doing Right Now ?<br />
Are you Really 		Performing 	At 		Your Level Best ?<br />
Is It Worth Preparing Everyday ?<br />
Do You Think There Is Still<br />	Something Better You <br />		Can Actually Deliver ?<br />
We Learn <br />1       %      thru     TASTE<br />1.5    %      thru     TOUCH<br />3.5    %      thru     SMELL<br />11  ...
We Remember<br />10% of what we read<br />20% of what we hear<br />30% of what we see<br />50% of what we see and hear<br ...
Guiding PrinciplesALAN GLATHORN<br />What is a teacher?<br />- A guide, not a guard.<br />What is learning?<br />- A journ...
Guiding PrinciplesALAN GLATHORN<br />What is the process?<br />- Discovering ideas, not covering content.<br />What is the...
Your Powers as Teachers<br />Your Powers as Teachers<br />Legitimate Power<br /><br />Expert Power<br /><br />Reward Pow...
Anger<br />Fear<br />Disgust<br />Sick <br />Surprise<br />Happiness<br />Sadness<br />Interest<br />Determination<br />In...
Teacher  Typologies<br /><ul><li> Sniper
 Sherman Tank
 Exploder
 Complainer
 Clams
 Super-Agreeable
 Bulldozer
 Balloons
 Megaphone
 Space Cadet</li></li></ul><li>Differences in Attitudes Towards Work<br />Clock Watcher<br />Lazy<br />Incompetent<br />So...
Imagination List<br />* What shape is a wish?<br />* What does happiness look like?<br />* What color is today?<br />* Wha...
What is Educational Technology?<br />Not a collection of machines and devices<br />Not a product <br />Not a software <br ...
Educational TechnologyAn evolving definition<br />A combination of the processes and tools involved in addressing educatio...
What is Educational Media ?<br />
VISUAL DISPLAYS<br />Non - Projected <br />Projected <br />
What is the requirement for the Information Age?<br />
Required Literacy Skills in the Information Age<br />
Information Literacy<br /><ul><li>An understanding and set of abilities enabling individuals to ‘recognize when informatio...
Enables learners to engage critically with content and extend their investigations, become more self-directed, and assume ...
As Teachers or Educators <br />we need to be <br />CREATIVE<br />
I<br />8<br />I over ate<br />
Money<br />Birth<br />Cash on Delivery<br />
Standing<br />MISS<br />One big misunderstanding<br />
Space for one more<br />
10<br />10<br />The Heat<br />10<br />10<br />The heat is intense<br />
noon Sunday<br />Sunday After noon<br />
No one there.<br />
Worry<br />------------------------<br />Worry over nothing<br />
Jan Feb Mar<br />DUE<br />3 months over due<br />
Prior Planning <br />             prevents       				    <br />                        Poor Performance<br />
Mastery Stage<br />Consolidation Stage<br />Beginning Survival<br />Developmental Stages in Teaching<br />
Teaching is 99% perspiration    	and 1% INSPIRATION<br />
Teaching is ¼ preparation   	and ¾ theater<br />
Variety is the spice of teaching<br />Familiarity breeds boredom <br />John Amos Comenius<br />
What to Teach<br />How to Teach<br />
SCIENCE<br />C.+<br />ART<br />
IMPACT<br />
VISION:<br />To teach<br />MISSION:<br />To teach well<br />
Instructional Episodes<br />
Preparatory Activity<br />5 - 10 Minutes<br />Developmental Activity<br />30 - 40 Minutes<br />Concluding/Closure Activity...
Effective Teaching Strategies<br />
Teacher : Teaching Strategies<br />Students : Learning Experiences<br />
My Teaching Approach<br />
Approaches<br />Philosophical Orientation<br />=<br />
Student/Learner Centered<br />Teacher/Course/Learning Centered<br />
(5-10)<br />Closure Activity<br />(30-40)<br />Development Activity<br />(5-10)<br />Preparatory Activity<br />Methodologi...
Strategies<br />=<br />Specific Activities<br />Strategies<br />Expository<br />Enabling<br />
Spending Your Weekend<br />_____   Washing/Laundry<br />_____    Ironing Clothes<br />_____    Marketing<br />_____    Goi...
Learning Content: Synoptic Gospel<br />?<br />Learning Experiences:<br />Diad<br />Question & Answer<br />Puzzle<br />Matr...
Learning Content: Literary Forms<br />?<br />Learning Experiences:<br />Lecture<br />Reporting<br />Recitation<br />Pantom...
Learning Content: Leaf Venation<br />Learning Experiences:<br />?<br />Illustration/Visual Prompting<br />Graded Recitatio...
Brainstorming then Reporting<br />
Demonstration<br />* Process<br />* Product<br />
Field Trip<br />
Project<br />Construction<br />Enjoyment<br />Learning<br />
Role Playing<br />Dramatization<br />Socio-Drama<br />
Discussion Web<br />Discussion Web<br />Discussion Web<br />Discussion Web<br />
Discussion Web<br />Discussion Web<br />Discussion Web<br />Discussion Web<br />Church<br />State<br />Which is <br />sove...
Discussion Web<br />Yes<br />No<br />We appreciate different cultures &<br />their contributions to Mathematics<br />“Why ...
REFLECTIVE JOURNAL<br />Reflective Journal<br />    What happened?	 How do I feel about it?	       What did I learn?<br />
SYNTHESIS JOURNAL<br />Synthesis Journal<br />What I Did.    What I Learned.    How I Can Use It .<br />SYNTHESIS JOURNAL<...
DOUBLE – ENTRY JOURNAL <br />Double - Entry Journal<br />Quotation - A phrase or sentence                            I esp...
DIALECTIC JOURNAL<br />Why do I find this quotation interesting or important?<br />Quotation<br />Page<br />
Metacognitive Journal<br />  What I learned.<br />How I learned it.<br />METACOGNITIVE JOURNAL<br />
Learning Log<br />  Note-Taking<br />  Note-Making<br />   LEARNING LOG<br />
SPECULATION  ABOUT<br />EFFECTS JOURNAL<br />Speculation About Effects Journal<br />What Happened.<br />What Could Happen ...
Storyboard<br />STORYBOARD<br />
Why Integrate Technology?<br />Technology is everywhere and therefore should be in education<br />Research has shown how a...
Research Results on the benefits using technology in Education<br /><ul><li>Motivation</li></ul>		- Gaining Learner attent...
Linking learners to information sources and learning tools
Helping learners visualize problems and solutions
Tracing learner progress</li></li></ul><li>Research Results on the benefits using technology in Education<br /><ul><li>Sup...
Research Results on the benefits using technology in Education<br /><ul><li>Increased Teacher Productivity</li></ul>		- Fr...
Research Results on the benefits using technology in Education<br /><ul><li>Required skills for the information Age</li></...
Theoretical Foundations<br />Learning Theories and Integration Models<br />
What is Learning?<br />Learning is the human mechanism of incorporating new knowledge, behaviors, and skills into one’s in...
Constructing an Instructional Event<br />
What is Teaching<br /><ul><li>A systematized, planned sequence of events that facilitates the communication of an idea, co...
Requires an understanding of learning and an understanding of the individual and environmental factors that affect the lea...
Every teacher has his or her own teaching style, cognitive style and dominant intellegence</li></li></ul><li>Teaching Styl...
Teachers teach the way they like to learn, think, or do
A teacher must have an awareness of his or her own teaching strategies to be able to adjust it to meet the needs of the le...
Instructional problems: results in a conflict between how one component of the teaching-learning process interact; teachin...
Primary modalities for learning for learning: auditory, visual, kinesthetic and tactile
Dunn and Dunn Learning Style Inventory
Impact to the Teaching-Learning Process: </li></ul>	- understanding the dominant learning styles of the students and then ...
Learning Style (Dunn and Dunn)<br />
Intelligence<br /><ul><li>Refers to the Inherent capability of a learner to understand and learn
Intelligence Quotient (IQ) – a quantitative measure of Intelligence, was thought to be a definite way to measure this capa...
Theory of Multiple Intelligence (Dr. Howard Garner)
Every individual possesses several different and independent capacities for solving problems and creating products
Impact to the Teaching-Learning Process:</li></ul>- Understanding the multiple capacities of the students will change the ...
Multiple Intelligence (Garner)<br />
Learning ABOUT Computers<br />vs<br />Learning WITH Computers<br />
Learning ABOUT Computers<br />Computer Literacy<br />Specific knowledge of computer technology and terminology and using p...
Learning WITH Computers<br /><ul><li>Curriculum Technology Integration
Use of curriculum-based software (courseware) and other related technology tools to facilitate learning about any subject ...
Integrated or correlated with a particular lesson or topic in the curriculum and facilitated its use inside the classroom<...
Education’s purpose is to replace an empty mind with an open one.<br />- Malcolm Forbes<br />
Why e-Learning?<br />The World Wide Web has a vast resource of updated information for learning<br />Student Centered Lear...
e-Learning Requirements<br />An Internet-Ready  Computer System<br />Desktop, Laptop/Notebook<br />Web Browser<br />Intern...
e-Learning Defined<br />General<br />Any learning activity enabled by the use of Information and Communications Technology...
Key Issues in e-Learning<br />
INSTITUTIONAL IMPLEMENTATION<br />School-Wide<br />
eLearning in the Philippines<br />First Generation<br />The first generation of DE in the Philippines that was documented ...
eLearning in the Philippines<br />First Generation<br />The University of the Philippines Los Banos managed a radio statio...
eLearning in the Philippines<br />Second Generation<br />Seeing the potential of distance education, various professional ...
eLearning in the Philippines<br />Second Generation<br />The face to face session became a venue for:<br />Formally schedu...
eLearning in the Philippines<br />Third  Generation<br />With ICT starting to grow in the Philippines, the third generatio...
eLearning in the Philippines<br />Third  Generation<br />Alternative educational methods started to flourish on how lesson...
eLearning in the Philippines<br />Fourth  Generation<br />This generation is what we have right now as the term e-Learning...
eLearning in the Philippines<br />Fourth  Generation<br />These are the characteristics  of the fourth generation of Dista...
Philippine Government Agencies involved in eLearning<br />Department of Education (DepEd)<br />Commission on Higher Educat...
Department of Education<br />Mission:<br />“To provide quality basic education that is equitably accessible to all and lay...
Department of Education<br />The Department of Education supports the integration of information and Communications Techno...
Commission on Higher Education<br />The Commission on Higher Education is the governing body covering both public and priv...
Commission on Higher Education<br />Pursuant to RA 7722, the CHED is mandated to undertake the following tasks: <br />Prom...
Commission on Higher Education<br />The Commission on Higher Education issued a Memorandum Order on the Updated Policies a...
Commission on Higher Education<br />Open Learning (OL) is a philosophy of learning that is learner-centered and flexible, ...
Commission on Higher Education<br />Components of Open and Distance Learning :<br />Curriculum Development<br />Materials ...
Technical Educational Skills Development Authority  (TESDA)<br />TESDA is mandated to <br />Integrate, coordinate and moni...
Technical Educational Skills Development Authority  (TESDA)<br />Overall, TESDA formulates manpower and skills plans, sets...
Technical Educational Skills Development Authority  (TESDA)<br />Today, TESDA has evolved into an organization that is res...
Commission on Information and Communications Technology<br />The CICT shall be the "primary policy, planning, coordinating...
Commission on Information and Communications Technology<br />To foster the widespread use and application of emerging ICT<...
National Computer Center<br />Today, NCC lends its full support to the administration’s ICT thrust by forging strategic al...
e-Learning Organizations<br />Philippine Society of Distance Learning<br />Philippine eLearning Society<br />
Philippine Society of Distance Learning<br />The goal of the society is "to pursue the spirit of community among distance ...
Philippine Society of Distance Learning<br />3.    to stimulate collaboration among local and foreign professionals and pr...
Philippine elearning Society<br />Philippine eLearning Society (PeLS) was founded on July 30, 2003 in Manila with the obje...
Philippine elearning Society<br />PeLS serves as a venue for: <br />Promoting research on the effective use of eLearning, ...
1955 - 1974	-	 Boomers <br />1975- 1984 	- 	GEN X<br /> - 2009 	-	GEN Y<br />
CHANGES<br />“The illiterates of the 21st century will not be those who cannot read and write but those who cannot learn, ...
eLearning Development and Implementation<br />Instructional Design<br />Content Development<br />Interactivity<br />Techno...
Instructional Design<br />the process of developing a course<br />the actual design of this course<br />
Instructional Design<br />PLANNING<br />DEVELOPMENT<br />IMPLEMENTATION<br />EVALUATION<br />Frame conditions<br />Learnin...
Content Development<br />What is the added value of developing contents with new media?<br />How can I define the appropri...
Interactivity<br />What possible interactions can be integrated in eLearning and what should you be aware of while plannin...
Interactivity<br />What forms of feedback are there, and what rules do tutors need to bear in mind when writing feedback? ...
Interactivity<br />Organizational tutoring<br />Technical tutoring<br />Content-related tutoring<br />Moderation/tutoring ...
Interactivity<br />Asynchronous tools of communication such as e-mail and discussion forums <br />Synchronous tools of com...
Technology<br />The computer is the central medium of eLearning. It plays an important role, but not the only important on...
eLearning Project Management<br />clear about the goals and the tasks of the project<br />to structure the project careful...
eLearning Project Management<br />clear about the goals and the tasks of the project<br />to structure the project careful...
eLearning Project Management<br />GOAL<br />Time: This refers to the period from kick-off to final deadline of the project...
Project Cycle<br />Planning<br />Implementation<br />Evaluation<br />
Project Management<br />Project Goal<br />TIME<br />COST<br />QUALITY<br />
Project Management<br />Project Cycle<br />Planning<br />Implementation<br />Assessment<br />
Project Management<br />Project Cycle<br />Planning<br />Gathering ideas<br />Defining goals<br />Work Breakdown Structure...
Project Management<br />Project Cycle<br />Implementation<br />Instructional Design<br />Content Development<br />Interact...
Virtual Learning Community<br />What is a              Virtual Community ?<br />
Virtual Community<br />groups build wherever people with common interests meet <br />meet in the virtual space of the inte...
Virtual Community<br />Learning together, as part of a community, and knowing that other learners face the same challenges...
Virtual Community<br />Through regular use, the learners will get used to this new kind of knowledge assimilation and will...
Netiquette<br />“Always remember that there is a human being behind the computer.”You are writing to another person who ha...
Netiquette<br />Structured! Divide your message into short passages that facilitate reading. Write short and to the point,...
Netiquette<br />No capitals! CAPITALIZING A MESSAGE is interpreted as SHOUTING and should therefore be avoided.<br />Quoti...
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Teknokids Masters Are You Ready for eLearning

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Teknokids Masters Are You Ready for eLearning

  1. 1. &<br />ACTIVE<br />COLLABORATIVE<br />LEARNING IN THE CLASSROOM<br />Complemented with e-Learning<br />Leandre Andres S. Dacanay<br />University of Santo Tomas<br />Philippine eLearning Society<br />
  2. 2. Character Survey<br />Creative<br />Intelligent<br />Preoccupied with<br />Lateral Thinker<br />and Sex<br />Sin<br />
  3. 3. SITUATIONER<br /><ul><li>Environment
  4. 4. Transportation
  5. 5. Communication
  6. 6. Education</li></li></ul><li>ABNKKBSNPLAKO?!<br />
  7. 7. Para sa mga bagong e-teachers<br /> Nagtuturo <br />Turo nang Turo <br />Turong-turo<br />Ayaw Magturo<br />Walang maituro.<br />
  8. 8. 21st<br />C<br />ENTURY<br />HOLISTIC<br />ECLECTIC<br />ADAPTIVE<br />TEACHERS<br />RESPONSIVE<br />TIMELY<br />TIMELESS<br />
  9. 9. If you don’t know where you’re going, any road will do.<br />-- The White Rabbit (Alice in Wonderland)<br />
  10. 10. Pedagogy = paid + agogus<br /> (child) + (leader of)<br />Andragogy = aner + agogus<br /> (adult) + (leader of)<br />
  11. 11. S<br />PEAK OUT<br />M<br />AKE THINGS HAPPEN<br />I<br />NVOLVE YOUR LEARNERS<br />L<br />EARN TO SHARE<br />E<br />XPRESS NOT IMPRESS<br />
  12. 12. Students are NOT materials to work on <br />but PERSONS to work with<br />
  13. 13. ?<br />
  14. 14. Do You Still Have The Time To Prepare ?<br />
  15. 15. Are You Happy With What <br /> You Are Doing Right Now ?<br />
  16. 16. Are you Really Performing At Your Level Best ?<br />
  17. 17. Is It Worth Preparing Everyday ?<br />
  18. 18. Do You Think There Is Still<br /> Something Better You <br /> Can Actually Deliver ?<br />
  19. 19. We Learn <br />1 % thru TASTE<br />1.5 % thru TOUCH<br />3.5 % thru SMELL<br />11 % thru HEARING<br />83 % thru SIGHT<br />
  20. 20. We Remember<br />10% of what we read<br />20% of what we hear<br />30% of what we see<br />50% of what we see and hear<br />80% of what we see and say<br />90% of what we say as we do a thing<br />
  21. 21. Guiding PrinciplesALAN GLATHORN<br />What is a teacher?<br />- A guide, not a guard.<br />What is learning?<br />- A journey, not a destination.<br />What is discovery?<br />- Questioning the answer.<br />
  22. 22. Guiding PrinciplesALAN GLATHORN<br />What is the process?<br />- Discovering ideas, not covering content.<br />What is the goal?<br />- Open minds, not close issues.<br />What is the test?<br />- Being and becoming, not remembering and reviewing.<br />What is a school?<br />- Whatever we choose to make it.<br />
  23. 23. Your Powers as Teachers<br />Your Powers as Teachers<br />Legitimate Power<br /><br />Expert Power<br /><br />Reward Power<br /><br />Charismatic Power<br /><br />
  24. 24. Anger<br />Fear<br />Disgust<br />Sick <br />Surprise<br />Happiness<br />Sadness<br />Interest<br />Determination<br />In-love <br />I believe you<br />Mahal Kita<br />Galit ako sayo<br />Bahala Ka<br />
  25. 25. Teacher Typologies<br /><ul><li> Sniper
  26. 26. Sherman Tank
  27. 27. Exploder
  28. 28. Complainer
  29. 29. Clams
  30. 30. Super-Agreeable
  31. 31. Bulldozer
  32. 32. Balloons
  33. 33. Megaphone
  34. 34. Space Cadet</li></li></ul><li>Differences in Attitudes Towards Work<br />Clock Watcher<br />Lazy<br />Incompetent<br />Sociocentric<br />Manipulative<br />Tribalistic<br />Disorganized<br />Hypochondriac<br />
  35. 35. Imagination List<br />* What shape is a wish?<br />* What does happiness look like?<br />* What color is today?<br />* What does purple taste like?<br />* What does your self-image sound like?<br />* What does a rainbow feel like?<br />* What color is the smell of your favorite perfume?<br />* What is the distance of your life?<br />* What is your favorite sense?<br />* What color is your favorite song?<br />* What texture is your favorite perfume scent ?<br />* What does inspiration taste like?<br />* What is the shape of violin music?<br />* What is the texture of your faculty room?<br />* What is the texture of your dean’s office?<br />* What color is the fragrance of your co-teacher?<br />* What does a cloud sound like?<br />* What is the weight of your anger?<br />* What is the shape of your imagination?<br />* What is educational technology?<br />
  36. 36. What is Educational Technology?<br />Not a collection of machines and devices<br />Not a product <br />Not a software <br />Not about learning how to use a hardware and software<br />
  37. 37. Educational TechnologyAn evolving definition<br />A combination of the processes and tools involved in addressing educational needs and challenges with emphasis on applying the most current tools: computers, and their related technologies.<br />
  38. 38. What is Educational Media ?<br />
  39. 39. VISUAL DISPLAYS<br />Non - Projected <br />Projected <br />
  40. 40.
  41. 41.
  42. 42. What is the requirement for the Information Age?<br />
  43. 43. Required Literacy Skills in the Information Age<br />
  44. 44. Information Literacy<br /><ul><li>An understanding and set of abilities enabling individuals to ‘recognize when information is needed and have the capacity to locate, evaluate, and use effectively the needed information.
  45. 45. Enables learners to engage critically with content and extend their investigations, become more self-directed, and assume greater control over their own learning.</li></li></ul><li>Advantage <br />vs. <br />Disadvantage<br />
  46. 46. As Teachers or Educators <br />we need to be <br />CREATIVE<br />
  47. 47. I<br />8<br />I over ate<br />
  48. 48. Money<br />Birth<br />Cash on Delivery<br />
  49. 49. Standing<br />MISS<br />One big misunderstanding<br />
  50. 50. Space for one more<br />
  51. 51. 10<br />10<br />The Heat<br />10<br />10<br />The heat is intense<br />
  52. 52. noon Sunday<br />Sunday After noon<br />
  53. 53. No one there.<br />
  54. 54. Worry<br />------------------------<br />Worry over nothing<br />
  55. 55. Jan Feb Mar<br />DUE<br />3 months over due<br />
  56. 56. Prior Planning <br /> prevents <br /> Poor Performance<br />
  57. 57. Mastery Stage<br />Consolidation Stage<br />Beginning Survival<br />Developmental Stages in Teaching<br />
  58. 58. Teaching is 99% perspiration and 1% INSPIRATION<br />
  59. 59. Teaching is ¼ preparation and ¾ theater<br />
  60. 60. Variety is the spice of teaching<br />Familiarity breeds boredom <br />John Amos Comenius<br />
  61. 61. What to Teach<br />How to Teach<br />
  62. 62. SCIENCE<br />C.+<br />ART<br />
  63. 63. IMPACT<br />
  64. 64. VISION:<br />To teach<br />MISSION:<br />To teach well<br />
  65. 65. Instructional Episodes<br />
  66. 66. Preparatory Activity<br />5 - 10 Minutes<br />Developmental Activity<br />30 - 40 Minutes<br />Concluding/Closure Activity<br />5 - 10 Minutes<br />
  67. 67. Effective Teaching Strategies<br />
  68. 68. Teacher : Teaching Strategies<br />Students : Learning Experiences<br />
  69. 69. My Teaching Approach<br />
  70. 70. Approaches<br />Philosophical Orientation<br />=<br />
  71. 71. Student/Learner Centered<br />Teacher/Course/Learning Centered<br />
  72. 72. (5-10)<br />Closure Activity<br />(30-40)<br />Development Activity<br />(5-10)<br />Preparatory Activity<br />Methodologies<br />=<br />Procedural Dimension of Teaching<br />
  73. 73. Strategies<br />=<br />Specific Activities<br />Strategies<br />Expository<br />Enabling<br />
  74. 74. Spending Your Weekend<br />_____ Washing/Laundry<br />_____ Ironing Clothes<br />_____ Marketing<br />_____ Going to Church<br />_____ Malling<br />_____ Swimming<br /> _____ Watching a Movie<br /> _____ Surfing the Net<br /> _____ Doing Community Service<br /> _____ Checking 4 Sets of Testpapers<br />
  75. 75. Learning Content: Synoptic Gospel<br />?<br />Learning Experiences:<br />Diad<br />Question & Answer<br />Puzzle<br />Matrix Analysis<br />Gospel Reading <br />Writing a Reflection <br />Debate<br />Graded Recitation <br />Lecture-Discussion<br />Passage Interpretation<br />
  76. 76. Learning Content: Literary Forms<br />?<br />Learning Experiences:<br />Lecture<br />Reporting<br />Recitation<br />Pantomime<br />Small-Group Discussion <br />Quiz <br />Demonstration<br />Critiquing<br />Aggrupation & Categorization<br />Game Show<br />Journal Writing<br />
  77. 77. Learning Content: Leaf Venation<br />Learning Experiences:<br />?<br />Illustration/Visual Prompting<br />Graded Recitation<br />Note-Taking<br />Research<br />Visit To The Botanical Garden <br />Classification Via Matrix Construction<br />Experimentation<br />Leaf Tracing & Coloring<br />Album Making<br />Leaf Mounting<br />Making A Terrarium<br />Reporting<br />Quiz<br />
  78. 78. Brainstorming then Reporting<br />
  79. 79. Demonstration<br />* Process<br />* Product<br />
  80. 80. Field Trip<br />
  81. 81. Project<br />Construction<br />Enjoyment<br />Learning<br />
  82. 82. Role Playing<br />Dramatization<br />Socio-Drama<br />
  83. 83. Discussion Web<br />Discussion Web<br />Discussion Web<br />Discussion Web<br />
  84. 84. Discussion Web<br />Discussion Web<br />Discussion Web<br />Discussion Web<br />Church<br />State<br />Which is <br />sovereign?<br />The Church <br />over the State<br />or the State<br />over the Church?<br />
  85. 85. Discussion Web<br />Yes<br />No<br />We appreciate different cultures &<br />their contributions to Mathematics<br />“Why do we need to know this?”<br />Is it true that the youth today enjoy learning Mathematics?<br />We learn how social factors influence <br />the study & dev’t. of Math<br />“Why did these Mathematicians <br />develop this formula?”<br />Real world applications of <br />Mathematics are explored<br />“Was there a purpose for finding <br />the area of a trapezoid?”<br />Many are failing<br />Many are failing according to statistics<br />It Sharpen our minds <br />to think logically<br />Difficult to understand<br />
  86. 86. REFLECTIVE JOURNAL<br />Reflective Journal<br /> What happened? How do I feel about it? What did I learn?<br />
  87. 87. SYNTHESIS JOURNAL<br />Synthesis Journal<br />What I Did. What I Learned. How I Can Use It .<br />SYNTHESIS JOURNAL<br />
  88. 88. DOUBLE – ENTRY JOURNAL <br />Double - Entry Journal<br />Quotation - A phrase or sentence I especially like.<br />My thoughts about the quotation.<br />
  89. 89. DIALECTIC JOURNAL<br />Why do I find this quotation interesting or important?<br />Quotation<br />Page<br />
  90. 90. Metacognitive Journal<br /> What I learned.<br />How I learned it.<br />METACOGNITIVE JOURNAL<br />
  91. 91. Learning Log<br /> Note-Taking<br /> Note-Making<br /> LEARNING LOG<br />
  92. 92. SPECULATION ABOUT<br />EFFECTS JOURNAL<br />Speculation About Effects Journal<br />What Happened.<br />What Could Happen Because of This.<br />
  93. 93. Storyboard<br />STORYBOARD<br />
  94. 94. Why Integrate Technology?<br />Technology is everywhere and therefore should be in education<br />Research has shown how and where computer-based methods are effective<br />
  95. 95. Research Results on the benefits using technology in Education<br /><ul><li>Motivation</li></ul> - Gaining Learner attention<br /> - Engaging the learner through production work<br /> - Increasing perceptions of control<br /><ul><li>Unique Instructional capabilities
  96. 96. Linking learners to information sources and learning tools
  97. 97. Helping learners visualize problems and solutions
  98. 98. Tracing learner progress</li></li></ul><li>Research Results on the benefits using technology in Education<br /><ul><li>Support for new instructional approaches</li></ul> - Cooperative Learning<br /> - Shared intelligence<br /> - Problem solving-higher level skills<br />
  99. 99. Research Results on the benefits using technology in Education<br /><ul><li>Increased Teacher Productivity</li></ul> - Freeing time to work with students by helping their production and record keeping task<br /> - Providing more accurate information more quickly<br /> - Allowing teachers to produce better looking, more “student-friendly” materials more quickly<br />
  100. 100. Research Results on the benefits using technology in Education<br /><ul><li>Required skills for the information Age</li></ul> - Technology/Computer Literacy<br /> - Information Literacy<br /> - Visual Literacy<br />
  101. 101. Theoretical Foundations<br />Learning Theories and Integration Models<br />
  102. 102. What is Learning?<br />Learning is the human mechanism of incorporating new knowledge, behaviors, and skills into one’s individual repertoire<br />Understanding learning becomes more complicated when a teacher integrates technology into an instructional event<br />
  103. 103. Constructing an Instructional Event<br />
  104. 104. What is Teaching<br /><ul><li>A systematized, planned sequence of events that facilitates the communication of an idea, concept or skill to a learner
  105. 105. Requires an understanding of learning and an understanding of the individual and environmental factors that affect the learner
  106. 106. Every teacher has his or her own teaching style, cognitive style and dominant intellegence</li></li></ul><li>Teaching Style<br /><ul><li>Teachers differ in their own style of teaching: a function of one’s personal preferences
  107. 107. Teachers teach the way they like to learn, think, or do
  108. 108. A teacher must have an awareness of his or her own teaching strategies to be able to adjust it to meet the needs of the learners
  109. 109. Instructional problems: results in a conflict between how one component of the teaching-learning process interact; teaching styles vs. learning style</li></li></ul><li>Learning Style<br /><ul><li>Refers to conditions under which we best learn
  110. 110. Primary modalities for learning for learning: auditory, visual, kinesthetic and tactile
  111. 111. Dunn and Dunn Learning Style Inventory
  112. 112. Impact to the Teaching-Learning Process: </li></ul> - understanding the dominant learning styles of the students and then designing components of the instructional event consistent with their styles will make instruction significantly more effective to those learners<br />
  113. 113. Learning Style (Dunn and Dunn)<br />
  114. 114. Intelligence<br /><ul><li>Refers to the Inherent capability of a learner to understand and learn
  115. 115. Intelligence Quotient (IQ) – a quantitative measure of Intelligence, was thought to be a definite way to measure this capability within a specified range
  116. 116. Theory of Multiple Intelligence (Dr. Howard Garner)
  117. 117. Every individual possesses several different and independent capacities for solving problems and creating products
  118. 118. Impact to the Teaching-Learning Process:</li></ul>- Understanding the multiple capacities of the students will change the limited assumption of a teacher towards her students’ potentials and capacities. Such reevaluation should change the teacher’s plan for instruction to accommodate these various propensities to maximize student learning.<br />
  119. 119. Multiple Intelligence (Garner)<br />
  120. 120. Learning ABOUT Computers<br />vs<br />Learning WITH Computers<br />
  121. 121. Learning ABOUT Computers<br />Computer Literacy<br />Specific knowledge of computer technology and terminology and using productivity tools isolated to the basic subject areas being taught in schools<br />Application of Computer Literacy: personal, scholarly or professional productivity enhancing current work tasks<br />
  122. 122. Learning WITH Computers<br /><ul><li>Curriculum Technology Integration
  123. 123. Use of curriculum-based software (courseware) and other related technology tools to facilitate learning about any subject area such as math, science, social studies or language arts
  124. 124. Integrated or correlated with a particular lesson or topic in the curriculum and facilitated its use inside the classroom</li></li></ul><li>Educational TechnologyAn evolving definition<br />A combination of the processes and tools involved in addressing educational needs and problems with emphasis on applying the most current tools: computers, and their related technologies.<br />
  125. 125. Education’s purpose is to replace an empty mind with an open one.<br />- Malcolm Forbes<br />
  126. 126. Why e-Learning?<br />The World Wide Web has a vast resource of updated information for learning<br />Student Centered Learning<br />Extended Interaction Beyond the Classroom<br />Higher Level Thinking through Web based activities (Webquests)<br />Computer Based Student Assessment and Analysis of Performance<br />Automatic Correction of exams<br />Online Gradebook<br />
  127. 127. e-Learning Requirements<br />An Internet-Ready Computer System<br />Desktop, Laptop/Notebook<br />Web Browser<br />Internet Access<br />Modem, Cable (DSL), Leased Line<br />Local Area Network<br /> Web Site with Learning Content<br />Interactivity <br />Digital Drop Box, Discussion Board, Chat, Video Conferencing, Assessment<br />
  128. 128. e-Learning Defined<br />General<br />Any learning activity enabled by the use of Information and Communications Technology (ICT) <br />As Applied to e-LeAP<br />Learning Management System (LMS)<br />Account to log-in<br />Online or Web-based Learning <br />Use of the Internet and the World Wide Web in learning activities<br />
  129. 129. Key Issues in e-Learning<br />
  130. 130. INSTITUTIONAL IMPLEMENTATION<br />School-Wide<br />
  131. 131. eLearning in the Philippines<br />First Generation<br />The first generation of DE in the Philippines that was documented was the Farmers’ School on the Air (FSA). The first FSA aired in Iloilo in 1952 over a one-kilowatt radio station with 150 students. The program was entitled Tips on Farming and Community Development that was broadcasted for 6 months. The purpose of this program was to improve the standard of living of Filipino farmers.<br />
  132. 132. eLearning in the Philippines<br />First Generation<br />The University of the Philippines Los Banos managed a radio station DZLB as radio for instruction in the schools-on-the-air (SOA) format. Their objective is to educated farmers, out-of-school-youth, and housewives living in the rural areas. Starting 1967, DZLB has aired more that 32 SOA topics and has graduated over 14,000 students in this mode of learning.<br />With this mode of delivery, the power of broadcasting manage to educate people living in rural areas. <br />
  133. 133. eLearning in the Philippines<br />Second Generation<br />Seeing the potential of distance education, various professional groups and universities started offering graduate degree programs in distance education mode. Several models were considered as blended learning a combination of print based learning materials with face to face tutorial sessions. However, during the face to face consultation, distance education students simply ask for consultation on clarifications and do not focus on the subject matter or content.<br />
  134. 134. eLearning in the Philippines<br />Second Generation<br />The face to face session became a venue for:<br />Formally scheduled consultation between the university and students<br />Place for students to undertake various transactions with the university; and<br />Venue for socialization among DE students<br />
  135. 135. eLearning in the Philippines<br />Third Generation<br />With ICT starting to grow in the Philippines, the third generation was the convergence of many factors: 1) growing need for flexible learning anytime, anywhere 2) increased availability and access to new ICT and 3) growing demand of geographically scattered professional seeking access to flexible, lifelong learning opportunities.<br /> <br />
  136. 136. eLearning in the Philippines<br />Third Generation<br />Alternative educational methods started to flourish on how lessons could be best delivered via distance mode. Audio and video production supplemented the printed learning materials as one way to enhanced learning among DE students.<br />
  137. 137. eLearning in the Philippines<br />Fourth Generation<br />This generation is what we have right now as the term e-Learning, in which in general definition that any learning activity enabled by the use of ICT is considered eLearning. Also with the emergence of mobile phones, several professional groups are now working on the delivery of learning materials via mobile phones (m-learning) and not to mention when everything is computerized in school and the birth of ubiquitous learning or u-learning.<br />
  138. 138. eLearning in the Philippines<br />Fourth Generation<br />These are the characteristics of the fourth generation of Distance education in the Philippines and so far no one knows of the future of education in the coming years.<br />
  139. 139. Philippine Government Agencies involved in eLearning<br />Department of Education (DepEd)<br />Commission on Higher Education (CHED)<br />Technical Educational Skills Development Authority (TESDA)<br />Commission on Information and Communications Technology (CICT)<br />National Computer Center (NCC)<br />
  140. 140. Department of Education<br />Mission:<br />“To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good”.<br />
  141. 141. Department of Education<br />The Department of Education supports the integration of information and Communications Technology in the curriculum of basic Education. Just recently, they held a consultation of the Five-Year information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan). With their vision “21st Century Education for All Filipinos, Anytime, Anywhere”. This means an ICT-enabled education system that transforms students into dynamic life long learners and values-centered, productive and responsible citizens. <br />
  142. 142. Commission on Higher Education<br />The Commission on Higher Education is the governing body covering both public and private higher education institutions as well as degree-granting programs in all tertiary educational institutions in the Philippines. The CHED was established in May 18, 1994 through Republic Act 7722 or the Higher Education Act of 1994.  <br />
  143. 143. Commission on Higher Education<br />Pursuant to RA 7722, the CHED is mandated to undertake the following tasks: <br />Promote quality education<br />Take appropriate steps to ensure that education shall be accessible to all<br />Ensure and protect academic freedom for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high level professionals, and the enrichment of historical and cultural heritage. <br />
  144. 144. Commission on Higher Education<br />The Commission on Higher Education issued a Memorandum Order on the Updated Policies and Guidelines on Open Learning and Distance Education and define the following terms as part of Article II:<br />Open Learning and Distance Education (OL/DE)are alternative systems of education. They emphasize the opening of opportunities by overcoming barriers that result from geographical isolation, personal or work commitments or conventional course structures which have often prevented people from realizing their educational goals.<br />
  145. 145. Commission on Higher Education<br />Open Learning (OL) is a philosophy of learning that is learner-centered and flexible, enabling learners to learn at the time, place and pace which satisfies their circumstances and requirements.<br /> <br />Distance Education (DE) is a mode of educational delivery whereby teacher and learner are separated in time and space and instruction is delivered through specially designed materials and methods and supported by organizational and administrative structures and arrangements.<br />
  146. 146. Commission on Higher Education<br />Components of Open and Distance Learning :<br />Curriculum Development<br />Materials Development<br />Delivery Mode/Strategies<br />Student Assessment<br />Student Support Services <br />
  147. 147. Technical Educational Skills Development Authority (TESDA)<br />TESDA is mandated to <br />Integrate, coordinate and monitor skills development programs<br />Restructure efforts to promote and develop middle-level manpower<br />Approve skills standards and tests<br />Develop an accreditation system for institutions involved in middle-level manpower development<br />Fund programs and projects for technical education and skills development; and <br />Assist trainers training programs.<br />
  148. 148. Technical Educational Skills Development Authority (TESDA)<br />Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors.<br />
  149. 149. Technical Educational Skills Development Authority (TESDA)<br />Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.<br />
  150. 150. Commission on Information and Communications Technology<br />The CICT shall be the "primary policy, planning, coordinating, implementing, regulating, and administrative entity of the executive branch of Government that will promote, develop, and regulate integrated and strategic ICT systems and reliable and cost-efficient communication facilities and services." <br />
  151. 151. Commission on Information and Communications Technology<br />To foster the widespread use and application of emerging ICT<br /> To ensure the growth of the ICT industries<br />
  152. 152. National Computer Center<br />Today, NCC lends its full support to the administration’s ICT thrust by forging strategic alliances with the private sector, coordinating ICT activities, developing human capital, promoting ICT utilization in all sectors of the society, and advocating Philippine ICT services worldwide.<br /> <br />Planning Policies & Standards Development Program Coordination Consultancy Services Education & Research <br />
  153. 153. e-Learning Organizations<br />Philippine Society of Distance Learning<br />Philippine eLearning Society<br />
  154. 154. Philippine Society of Distance Learning<br />The goal of the society is "to pursue the spirit of community among distance educators at a higher level of academic discourse." <br /> <br />Specific objectives include: <br />to promote the growth and development of distance learning through knowledge exchanges, policy formulation, and advocacy;<br />to promote professionalism in the practice of distance learning in the Philippines; <br />
  155. 155. Philippine Society of Distance Learning<br />3. to stimulate collaboration among local and foreign professionals and practitioners of distance learning; <br />to sponsor scientific meetings and training programs in distance learning on its own or in collaboration with other institutions, including government; <br />to sponsor scientific meetings and training programs in distance learning on its own or in collaboration with other institutions, including government; <br />to publish and disseminate research results, policy papers, and other scientific materials on distance learning in the Philippines. <br />
  156. 156. Philippine elearning Society<br />Philippine eLearning Society (PeLS) was founded on July 30, 2003 in Manila with the objective of promoting substantive content, appropriate pedagogy, and appropriate use of technology for eLearning, guided by ongoing research activities. To date, PeLS have a total number 450 members nationwide.<br />
  157. 157. Philippine elearning Society<br />PeLS serves as a venue for: <br />Promoting research on the effective use of eLearning, <br />Sharing of eLearning experiences, <br />Developing standards of excellence, <br />Promoting interoperability of eLearning systems, <br />Encouraging collaboration in the development of substantive content, <br />Cooperating with international eLearning groups, and<br />Promoting public awareness and appreciation of the nature and uses of eLearning.<br />
  158. 158.
  159. 159.
  160. 160. 1955 - 1974 - Boomers <br />1975- 1984 - GEN X<br /> - 2009 - GEN Y<br />
  161. 161.
  162. 162.
  163. 163.
  164. 164.
  165. 165.
  166. 166.
  167. 167.
  168. 168.
  169. 169.
  170. 170. CHANGES<br />“The illiterates of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn, and relearn” <br />- Alvin Toffler<br />
  171. 171.
  172. 172.
  173. 173.
  174. 174.
  175. 175.
  176. 176.
  177. 177.
  178. 178.
  179. 179.
  180. 180.
  181. 181.
  182. 182.
  183. 183. eLearning Development and Implementation<br />Instructional Design<br />Content Development<br />Interactivity<br />Technology<br />Project Management<br />Virtual Learning Communities<br />
  184. 184. Instructional Design<br />the process of developing a course<br />the actual design of this course<br />
  185. 185. Instructional Design<br />PLANNING<br />DEVELOPMENT<br />IMPLEMENTATION<br />EVALUATION<br />Frame conditions<br />Learning content / learning media<br />Course Management<br />Formative Evaluation<br /> Learning activities<br />Learner characteris- tics<br /> Technological Management<br /> Summative Evaluation<br />Learning content & objectives<br />Interaction and Tutoring<br />Tutoring of Participants<br /> Confirmative Evaluation<br />Learning scenarios & methods<br />
  186. 186. Content Development<br />What is the added value of developing contents with new media?<br />How can I define the appropriate media format for my course?<br />How should online- and offline contents be structured and designed?<br />How do I tell the technician what the content should look like?<br />
  187. 187. Interactivity<br />What possible interactions can be integrated in eLearning and what should you be aware of while planning interaction in an eLearning package? <br />Why is tutoring an important tool of eLearning, and what are the requirements and tasks a tutor needs to fulfill? <br />What are the tools a tutor can use to fulfill these tasks? What are their specific features, and how can they be used? <br />
  188. 188. Interactivity<br />What forms of feedback are there, and what rules do tutors need to bear in mind when writing feedback? <br />What are the factors defining a culture, and what are distinguishing features of cultures? <br />
  189. 189. Interactivity<br />Organizational tutoring<br />Technical tutoring<br />Content-related tutoring<br />Moderation/tutoring of groups<br />Learning counsel<br />Coaching<br />
  190. 190. Interactivity<br />Asynchronous tools of communication such as e-mail and discussion forums <br />Synchronous tools of communication: chat, virtual classrooms etc. <br />
  191. 191. Technology<br />The computer is the central medium of eLearning. It plays an important role, but not the only important one. However, if important elements of computer-related infrastructure are missing, eLearning is possible, only in a very limited manner.Simplifying a little, we could say that eLearning requires at least two computers. One of them is used by the institution that provides the course (here, learning content is drawn up and/or stored as well as transmitted), and one on the receiving end, used by the course participant to access the content.<br />
  192. 192. eLearning Project Management<br />clear about the goals and the tasks of the project<br />to structure the project carefully from the very beginning. <br />Continuous reports of all members of the project team on the current status and the respective updating of the original planning make sure that the progress status is evident at any point in time.<br />Keeping the progress transparent does require some extra effort and discipline on the part of all members of the project team, but it greatly helps to make out risks at an early stage.<br />
  193. 193. eLearning Project Management<br />clear about the goals and the tasks of the project<br />to structure the project carefully from the very beginning. <br />Continuous reports of all members of the project team on the current status and the respective updating of the original planning make sure that the progress status is evident at any point in time.<br />Keeping the progress transparent does require some extra effort and discipline on the part of all members of the project team, but it greatly helps to make out risks at an early stage.<br />
  194. 194. eLearning Project Management<br />GOAL<br />Time: This refers to the period from kick-off to final deadline of the project. <br />Cost: The cost of the project need to be calculated (or estimated) in advance and checked continually during project realization. <br />Quality: This factor indicates what the results of the project should look like. Quality and function of the "end-product" of a project are the most important sub-criteria.<br />
  195. 195. Project Cycle<br />Planning<br />Implementation<br />Evaluation<br />
  196. 196. Project Management<br />Project Goal<br />TIME<br />COST<br />QUALITY<br />
  197. 197. Project Management<br />Project Cycle<br />Planning<br />Implementation<br />Assessment<br />
  198. 198. Project Management<br />Project Cycle<br />Planning<br />Gathering ideas<br />Defining goals<br />Work Breakdown Structure<br />Milestones<br />Cost Estimate<br />
  199. 199. Project Management<br />Project Cycle<br />Implementation<br />Instructional Design<br />Content Development<br />Interactivity<br />eLearning Technology<br />Assessment<br />Tool<br />Quality<br />
  200. 200. Virtual Learning Community<br />What is a Virtual Community ?<br />
  201. 201. Virtual Community<br />groups build wherever people with common interests meet <br />meet in the virtual space of the internet – and not F-to-F<br />communicate by way of computer networks <br />discuss mutual interests, share knowledge and information and get to know each other<br />use various means of communication for the exchange between their members: mailing lists, newsgroups, chat channels and forums<br />open to the public; any interested person may access it and make contributions <br />other spaces are protected: the interested party has to become a member of a community that meets for special purposes, get a password, and only then may enter communication.<br />
  202. 202. Virtual Community<br />Learning together, as part of a community, and knowing that other learners face the same challenges and problems increases the motivation of participants in e-learning courses. The participants constitute a group, an online learning community.<br />
  203. 203. Virtual Community<br />Through regular use, the learners will get used to this new kind of knowledge assimilation and will start to appreciate the advantages of e-learning such as free time management, independency of place, and self-directed learning. <br />
  204. 204. Netiquette<br />“Always remember that there is a human being behind the computer.”You are writing to another person who has his own feelings and thoughts on the topic. Therefore you should write the message in a manner you wouldn’t mind receiving it yourself.<br />Thoughtful! After writing your message, read it at least once before sending it. Think about whether you really expressed your original intention and whether the addressee will understand what you mean.<br />Clear layout! Choose a fitting title that precisely sums up the content of your message.<br />
  205. 205. Netiquette<br />Structured! Divide your message into short passages that facilitate reading. Write short and to the point, express your point in simple words.<br />Grammatically correct! As a tutor, you are a role model. You should mind your orthography in messages to learners. However, in e-mail communication, typos and grammatical errors are no rare phenomenon, and you may tolerate them on the part of your participants (see next point!).<br />Tolerance! Be tolerant if other people make mistakes.<br />
  206. 206. Netiquette<br />No capitals! CAPITALIZING A MESSAGE is interpreted as SHOUTING and should therefore be avoided.<br />Quoting! If you are answering questions and quoting the message containing the question, be very careful to quote correctly and to relate to the original message. Use the quoting function of your e-mail software and don’t erase passages you might still need.<br />Names! Use your real name, e.g., in chats, and avoid pseudonyms. <br />
  207. 207. Communication Guidelines for Tutors<br />Intelligibility! Use simple words and no complicated figures of speech or technical terms. <br />Politeness! Always remain polite in your messages, even if the participant is “torturing” you with the same request for the umpteenth time. <br />Address! When addressing a participant, call him by his name. You can even call the members of a group by their names, if the group is not too big. (At the beginning of a course, you should try to be a little more formal and leave it to the participants to adopt more intimate ways of addressing one another.) <br />
  208. 208. Communication Guidelines for Tutors<br />Make sure! If you didn’t quite understand what a participant was asking for or meant to say, don’t hesitate to ask.<br />Paraphrasing! Sometimes, it is a worthwhile method to put the original message in one’s own words and to ask the sender whether he really meant it in that way. This helps avoid misunderstandings and ensuing conflicts.<br />Time limit! Always keep the time limit within which you should answer a message. Try to react as quickly as possible to questions of the learners. If you don’t have any time to answer the question right away, you should at least send a message saying that you received the question and intend to answer it as quickly as possible. <br />
  209. 209. Assignments and Exercises<br />The participants are to work on an assignment. How does our tutor break this news?<br />
  210. 210. Assignments and Exercises<br />subject: the next assignment<br />Dear participants,<br />Your next task consists in searching the internet for foreign language courses. As soon as you have discovered two offers that you deem interesting, please compare them and post the results in the forum. The objective of this exercise is to find interesting links in individual research. Building on your experience, we will discuss how to compare course offers on the net and what makes them user-friendly.<br />Your deadline is next Friday.<br />Good luck for your mission!<br />
  211. 211. Assignments and Exercises<br />Intelligent assignments and practice projects help participants of e-learning courses to develop a better grasp of the courses' contents and to acquire important competencies concerning the learning material as well as the handling of the computer as the learning medium.<br />Always assign sensible exercises that have a concrete and transparent goal.<br />Communicate this goal and the usefulness of the exercise to the learners, so they know what they are working for.<br />Adapt the nature of the assignment to the objective the learners are supposed to reach.<br />
  212. 212. Assignments and Exercises<br />
  213. 213. Prior Planning <br /> prevents <br /> Poor Performance<br />
  214. 214.
  215. 215. COMPOSITION OF THE PROJECT TEAM <br />PROGRAM SPONSORS<br />PROGRAM DIRECTOR<br />PROGRAM MANAGERS<br />TRAINING AND DEVELOPMENT MANAGERS<br />OPERATIONS AND SUPPORT MANAGER<br />QUALITY ASSURANCE MANAGERS<br />TECH. AND INFRA. MANAGER<br />COMMUNITY PORTAL COORDINATORS<br />Educational Technology and e-Learning Applications Coach (ETEACH) Committees<br />PROJECT-BASED DEVELOPERS<br />OPERATIONS AND SUPPORT STAFF<br />
  216. 216. “While we cannot guarantee the success of our efforts, we can be certain of the results of doing nothing..... And that is not an option.”<br />
  217. 217. Thank you very much.<br />
  218. 218. http://www.northtechnical.org/emints/cowan/logarithms/index.html<br />

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