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تطبيقات على الأعداد الحقيقية
يتكلم هذا العرض عن المجسمات مساحاتها وحجومها كتطبيق على الأعداد الحقيقية للصف الثاني الاعدادي
الراضيات للصف الثانى الاعدادى تطبيقات على الاعداد الحقيقية بوربوينت
الراضيات للصف الثانى الاعدادى تطبيقات على الاعداد الحقيقية
موقع ملزمتي - مذكرة حساب خامسة إبتدائي الفصل الدراسي الثاني
موقع ملزمتي - مذكرة حساب خامسة إبتدائي الفصل الدراسي الثاني
موقع ملزمتي - مراجعة ليلة الامتحان هندسة للشهادة الإعدادية الترم الثانى
موقع ملزمتي - مراجعة ليلة الامتحان هندسة للشهادة الإعدادية الترم الثانى
Recommended
تطبيقات على الأعداد الحقيقية
يتكلم هذا العرض عن المجسمات مساحاتها وحجومها كتطبيق على الأعداد الحقيقية للصف الثاني الاعدادي
الراضيات للصف الثانى الاعدادى تطبيقات على الاعداد الحقيقية بوربوينت
الراضيات للصف الثانى الاعدادى تطبيقات على الاعداد الحقيقية
موقع ملزمتي - مذكرة حساب خامسة إبتدائي الفصل الدراسي الثاني
موقع ملزمتي - مذكرة حساب خامسة إبتدائي الفصل الدراسي الثاني
موقع ملزمتي - مراجعة ليلة الامتحان هندسة للشهادة الإعدادية الترم الثانى
موقع ملزمتي - مراجعة ليلة الامتحان هندسة للشهادة الإعدادية الترم الثانى
عرض الحوار والتفاوض
This document discusses survey results with percentages allocated to different categories. It shows percentages for next steps, with the largest being 55%, followed by 38%, and the smallest being 7%. The document lists several bullet point items but does not provide enough context to summarize them meaningfully in 3 sentences.
Personality Development
1) Life presents problems and difficulties, but God also provides solutions. Every painful experience can lead to success if accepted and learned from.
2) It is easy to judge others but difficult to recognize our own mistakes. We should focus on improving ourselves rather than complaining about others.
3) Do not dwell on past mistakes or missed opportunities. Look forward and create a successful future.
Insteractional Plan
The instructional plan outlines the steps to teach learners how to write instructional objectives. It includes pre-instructional activities like providing models and discussing how to write objectives. The content presentation involves showing Gagne's description of learning outcomes and examples of writing goals. Learner participation has learners writing and sharing their own objectives for feedback. Assessment tests learning by having students write goals for different outcome types and follow through reinforces retention through models and activities.
Evaluation 63041
Will evaluate the overall effectiveness of the After the completion of the field test -observation
Evaluator lesson, the ease of use and the achievement of -surveys
the objectives.
-interviews
Course Map
The document outlines the steps an instructional designer would take to design an online course, including performing a needs analysis, identifying instructional goals and analyzing tasks, choosing appropriate teaching strategies and instructional media, and applying their design to teach the course using technologies like web conferencing. The overall goal is for trainees to be able to design online courses by applying instructional design principles.
Lesson Instructional Strategies
The document outlines an instructional plan for a lesson on need analysis in education. It includes 5 components: 1) pre-instructional activities like warm-ups and discussing objectives, 2) content presentation through a handout and teaching basic skills, 3) learner participation such as a case study and discussion, 4) assessment like a summary writing assignment, and 5) follow-through activities like keeping guides and an out-of-class assignment applying need analysis. The plan provides details on strategies and media used within each component to engage learners and facilitate understanding of need analysis.
Lesson Formative Evaluation
This formative evaluation plan outlines getting feedback from experts, individual learners, small groups of learners, and a field test group at various stages prior to fully implementing a new lesson on performing a needs analysis. Experts will review content, accuracy, and instructional quality 1-2 weeks before. Individual interviews will get early feedback from learners 1 week before. Small groups of 5-7 learners will provide feedback on "learnability" 3-4 days before. A field test group will evaluate "learnability" and "applicability" after the full design is complete, as the final pre-implementation check.
Evaluation of online learning
This document summarizes an evaluation of student performance in an online course on disseminating educational innovations. It finds that students sent a total of 332 messages to discussion boards, achieving nearly 100% participation. Most students posted at least one new discussion topic and responded to two or more other students' posts. The tutor's participation was limited to one initial post. Most student interaction occurred on the day of the lesson or within two days, with 85% of responses happening in the last 10 minutes of the session, showing room for improving time management.
Content Syndication
Content syndication allows content creators, publishers, and advertisers to benefit. Content creators make more money through licensing fees and larger audiences. Publishers can offer more content at affordable costs, increasing user engagement. Advertisers reach larger, targeted audiences in controlled environments. Users have easier access to more high-quality content.
Models of evaluation in educational technology
Moodle is an open source course management system used by universities, colleges, businesses and individual instructors to add web technology to courses. It is available for free online and used by over 30,000 educational organizations worldwide to deliver online and supplement face-to-face courses. Moodle allows for accessible and flexible teaching and learning through an internet-connected web browser from any location. While some advanced features require payment, the basic system is free to download and install.
Comparative And Non Comparative Evaluation In Educational Technology
The document summarizes two studies: a comparative study of students' perceptions of online learning components in a traditional classroom course, and a non-comparative study of whether introducing ICT strategies reduced teacher workloads. The comparative study surveyed 58% fourth-year and 39% third-year business students on their experiences with an online learning unit. It found overall student satisfaction and perceived benefits of the online units. The non-comparative study was based on surveys and interviews of school staff and found that effective use of ICT can help address workload issues if well-planned and supported, and has helped teacher efficiency.
Definition DE
Distance education at Sultan Qaboos University aims to provide flexible learning opportunities for students who are unable to attend traditional on-campus programs. Courses are delivered online through the university's learning management system, allowing students to complete assignments and engage with instructors and classmates regardless of their physical location. The distance education program offers a variety of undergraduate and graduate degrees that can be studied part-time or full-time.
class persentation
The document discusses satellite videoconferencing, noting that it allows for two-way visual and audio communication over distances. It requires an uplink dish to transmit signals to a satellite and a downlink dish to receive the signals. Videoconferencing offers advantages like enabling audio/video communication and high interaction, but has disadvantages such as potential high costs and needing technical support. Guidelines are also provided.
Learning thereoies & instructional design
The document discusses how to write effective training objectives using the SMART framework.
SMART is an acronym that stands for Specific, Measurable, Achievable, Relevant, and Time-bound. The document defines each letter and provides examples of how to apply it when writing training objectives.
It also notes that SMART is a framework for checking that objectives are well-written, rather than a process for writing them. Objectives should be specific about what the learner will be able to do, measurable, use active language, be relevant to the learner's needs, and include a time frame for achievement.
More Related Content
More from Yousuf Salim
عرض الحوار والتفاوض
This document discusses survey results with percentages allocated to different categories. It shows percentages for next steps, with the largest being 55%, followed by 38%, and the smallest being 7%. The document lists several bullet point items but does not provide enough context to summarize them meaningfully in 3 sentences.
Personality Development
1) Life presents problems and difficulties, but God also provides solutions. Every painful experience can lead to success if accepted and learned from.
2) It is easy to judge others but difficult to recognize our own mistakes. We should focus on improving ourselves rather than complaining about others.
3) Do not dwell on past mistakes or missed opportunities. Look forward and create a successful future.
Insteractional Plan
The instructional plan outlines the steps to teach learners how to write instructional objectives. It includes pre-instructional activities like providing models and discussing how to write objectives. The content presentation involves showing Gagne's description of learning outcomes and examples of writing goals. Learner participation has learners writing and sharing their own objectives for feedback. Assessment tests learning by having students write goals for different outcome types and follow through reinforces retention through models and activities.
Evaluation 63041
Will evaluate the overall effectiveness of the After the completion of the field test -observation
Evaluator lesson, the ease of use and the achievement of -surveys
the objectives.
-interviews
Course Map
The document outlines the steps an instructional designer would take to design an online course, including performing a needs analysis, identifying instructional goals and analyzing tasks, choosing appropriate teaching strategies and instructional media, and applying their design to teach the course using technologies like web conferencing. The overall goal is for trainees to be able to design online courses by applying instructional design principles.
Lesson Instructional Strategies
The document outlines an instructional plan for a lesson on need analysis in education. It includes 5 components: 1) pre-instructional activities like warm-ups and discussing objectives, 2) content presentation through a handout and teaching basic skills, 3) learner participation such as a case study and discussion, 4) assessment like a summary writing assignment, and 5) follow-through activities like keeping guides and an out-of-class assignment applying need analysis. The plan provides details on strategies and media used within each component to engage learners and facilitate understanding of need analysis.
Lesson Formative Evaluation
This formative evaluation plan outlines getting feedback from experts, individual learners, small groups of learners, and a field test group at various stages prior to fully implementing a new lesson on performing a needs analysis. Experts will review content, accuracy, and instructional quality 1-2 weeks before. Individual interviews will get early feedback from learners 1 week before. Small groups of 5-7 learners will provide feedback on "learnability" 3-4 days before. A field test group will evaluate "learnability" and "applicability" after the full design is complete, as the final pre-implementation check.
Evaluation of online learning
This document summarizes an evaluation of student performance in an online course on disseminating educational innovations. It finds that students sent a total of 332 messages to discussion boards, achieving nearly 100% participation. Most students posted at least one new discussion topic and responded to two or more other students' posts. The tutor's participation was limited to one initial post. Most student interaction occurred on the day of the lesson or within two days, with 85% of responses happening in the last 10 minutes of the session, showing room for improving time management.
Content Syndication
Content syndication allows content creators, publishers, and advertisers to benefit. Content creators make more money through licensing fees and larger audiences. Publishers can offer more content at affordable costs, increasing user engagement. Advertisers reach larger, targeted audiences in controlled environments. Users have easier access to more high-quality content.
Models of evaluation in educational technology
Moodle is an open source course management system used by universities, colleges, businesses and individual instructors to add web technology to courses. It is available for free online and used by over 30,000 educational organizations worldwide to deliver online and supplement face-to-face courses. Moodle allows for accessible and flexible teaching and learning through an internet-connected web browser from any location. While some advanced features require payment, the basic system is free to download and install.
Comparative And Non Comparative Evaluation In Educational Technology
The document summarizes two studies: a comparative study of students' perceptions of online learning components in a traditional classroom course, and a non-comparative study of whether introducing ICT strategies reduced teacher workloads. The comparative study surveyed 58% fourth-year and 39% third-year business students on their experiences with an online learning unit. It found overall student satisfaction and perceived benefits of the online units. The non-comparative study was based on surveys and interviews of school staff and found that effective use of ICT can help address workload issues if well-planned and supported, and has helped teacher efficiency.
Definition DE
Distance education at Sultan Qaboos University aims to provide flexible learning opportunities for students who are unable to attend traditional on-campus programs. Courses are delivered online through the university's learning management system, allowing students to complete assignments and engage with instructors and classmates regardless of their physical location. The distance education program offers a variety of undergraduate and graduate degrees that can be studied part-time or full-time.
class persentation
The document discusses satellite videoconferencing, noting that it allows for two-way visual and audio communication over distances. It requires an uplink dish to transmit signals to a satellite and a downlink dish to receive the signals. Videoconferencing offers advantages like enabling audio/video communication and high interaction, but has disadvantages such as potential high costs and needing technical support. Guidelines are also provided.
Learning thereoies & instructional design
The document discusses how to write effective training objectives using the SMART framework.
SMART is an acronym that stands for Specific, Measurable, Achievable, Relevant, and Time-bound. The document defines each letter and provides examples of how to apply it when writing training objectives.
It also notes that SMART is a framework for checking that objectives are well-written, rather than a process for writing them. Objectives should be specific about what the learner will be able to do, measurable, use active language, be relevant to the learner's needs, and include a time frame for achievement.
More from Yousuf Salim (18)
Comparative And Non Comparative Evaluation In Educational Technology
Comparative And Non Comparative Evaluation In Educational Technology
دورس في الرياضيات (2)
- 2. تمارين على الكرة ومراجعة 1 ~ أوجد الحجم ومساحة السطح لكرة طول نصف قطرها 1 ذ سم ( ط = @ ؛ @ ؛ 7 ) الحل حجم الكرة = 38808 سم # $ ؛ 3 ط قق # = $ ؛ 3 × @ ؛ @ ؛ 7 × 1 ذ × 1 ذ × 1 ذ = 4 × ذذ × 1 ذ × 1 ذ = مساحة سطح الكرة = 4 ط قق @
- 3. = 4 × @ ؛ @ ؛ 7 × 1 ذ × 1 ذ = 5544 سم @ ذ ~ مساحة سطح كرة تساوي 616 سم @ ما طول نصف قطرها ( ط = @ ؛ @7 ؛ ) الحل مساحة سطح الكرة = بضرب الطرفين × 7 616 × 7 = 88 قق @ قق @ = 88 616 × 7 = 49 قق = 7 4 ط قق @ 616 = 4 × @ ؛ @ ؛ 7 قق @
- 4. 3 ~ احسب الحجم والمساحة الجانبية للمنشور المقابل الحل مساحة القاعدة = محيط القاعدة = حجم المنشور = مساحة القاعدة × الارتفاع = 5 ذ × 10 = 50 ذ سم # المساحة الجانبية للمنشور = محيط القاعدة × الارتفاع = 0 ذ × 10 = 00 ذ سم @ 5 × 5 =5 ذ سم @ 5 × 4 = 0 ذ سم 5 5 10
- 5. 4 ~ احسب الحجم والمساحة الجانبية للمخروط المقابل ( ط = @ ؛ @ ؛ 7 ) الحل المساحة الجانبية للمخروط = ط قق ل = @ ؛ @ ؛ 7 × 7 × 10 = 0 ذذ سم @ ع من فيثاغورث : ع @ = 100 – 49 = 51 سم @ ع = [ 51 / حجم المخروط = ! ؛ 3 ط قق @ ع = ! ؛ 3 × @ ؛ @ ؛ 7 × 7 × 7× [ 51 / = $ ؛ %3 ؛ ! ؛ [ 51 / سم # 7 10
- 6. 5 ~ احسب المساحة الجانبية والكلية لهرم رباعي محيط قاعدته 16 سم وارتفاعه الجانبي 6 سم الحل المساحة الجانبية للهرم = ! ؛ 2 محيط القاعدة × الارتفاع الجانبي = ! ؛ 2 × 16 × 6 = 48 سم @ طول ضلع القاعدة = مساحة القاعدة = 4 × 4 = 16 سم @ المساحة الكلية = المساحة الجانبية + مساحة القاعدة = 48+ 16 = 64 سم @ ^ ؛ 4! ؛ = 4 سم