705 Lesson plan
โขDownload as DOCX, PDFโข
0 likesโข208 views
This document provides an overview of Week 3 of the GILT 501 Communication in Education course, which focuses on computer-mediated communication (CMC). The goal is to evaluate how CMC can be used effectively in classrooms to enhance interaction and collaboration. During the week, students will be introduced to CMC concepts and tools through assigned readings, videos, group discussions, and activities. By the end of the week, students should demonstrate understanding of CMC and how to implement various online communication tools to support interaction and collaboration in educational settings.
Report
Share
Report
Share
Recommended
Feedback on the CILT Logistics course proposal
The document provides feedback on the draft student handbook for the CILT(UK) Level 3 Certificate in Logistics and Transport to be delivered online. It suggests some structural changes to the handbook, including moving references to complaints to the end, adding more details about benefits and the online learning process upfront, and summarizing the sections in the introduction. It also recommends emphasizing the two-week induction period and considering prerequisites. The choice of Moodle and synchronous online sessions using BigBlueButton is supported, but experimenting with asynchronous options is also suggested.
CMC and English Language Teaching and Learning, Abderrahmane BABNI
This document discusses computer-mediated communication (CMC) and its use in English language teaching and learning. It begins by defining CMC as communication mediated by interconnected computers and devices that allows people to exchange information in various formats over distance. The document then outlines several benefits of using CMC in language education, including increasing student motivation, supporting collaboration and interaction, and providing more opportunities for input and output in the target language. It also discusses specific pedagogical benefits like active learning and language skill development. In conclusion, CMC is said to boost attention to linguistic forms while also stimulating increased written production of the target language.
Online Social Community
This document discusses online social communities and learning management systems (LMS) at the University of Malaysia Sarawak (UMS). It identifies some challenges for LMS, including performance issues and limited features. It proposes ways to improve LMS, such as customizing the interface, adding live chat functions, and improving the server. The document also discusses challenges for online social communities, such as varying levels of trustworthiness and ensuring privacy of user information.
Think-Pair-Share
Think individually, Discuss with group and Share to everyone.
Innovative Teaching Methodology(Active Learning)
Comprehensive Exam Tips
(1) The document discusses comprehensive exam tips, noting there are two parts: written exams and oral exams.
(2) Educational research questions and concentration questions are handled separately on the exams.
(3) When responding to exam questions, use headings and advance organizers that reflect the exam questions, and operationalize important terms and variables.
Minute paper
1) The document describes a teaching practice called a "Minute Paper" used in a class on data structures in C. In this practice, students wrote short responses at the end of class answering questions about what they learned, remaining questions, and a one sentence summary.
2) The responses showed that students had 94-100% understanding of strings and string functions but only 65-86% on other topics.
3) Based on the feedback, the instructor was able to identify areas needing more explanation and examples to improve student understanding for the next class.
Cmc in education
This document discusses computer-mediated communication (CMC). It defines CMC as any human communication that occurs through two or more electronic devices. The introduction provides background on CMC and notes that research focuses on the social effects of different communication technologies, including internet-based social networking. The body of the document further explains CMC and its uses in education. It identifies synchronous and asynchronous modes of CMC and lists several merits of CMC in education, such as allowing communication regardless of time and place, ensuring messages reach many people, and facilitating the archiving of information. The conclusion restates that CMC involves people interacting with each other via computers through the internet or networks.
Cmc in education
Computer mediated communication (CMC) refers to any communication between individuals that occurs through computers connected by a network. There are two main types of CMC: synchronous, where all participants communicate simultaneously, and asynchronous, where there is no time constraint on responses like with email. CMC can enhance education by facilitating interaction between teachers and students and among students, fostering the negotiation of meaning, and allowing language learners to interact with native speakers anytime from anywhere. Some benefits of CMC include reaching a large number of receivers simultaneously, archiving conversations for future reference, overcoming communication barriers like shyness, and not being restricted by time or place for communication.
Recommended
Feedback on the CILT Logistics course proposal
The document provides feedback on the draft student handbook for the CILT(UK) Level 3 Certificate in Logistics and Transport to be delivered online. It suggests some structural changes to the handbook, including moving references to complaints to the end, adding more details about benefits and the online learning process upfront, and summarizing the sections in the introduction. It also recommends emphasizing the two-week induction period and considering prerequisites. The choice of Moodle and synchronous online sessions using BigBlueButton is supported, but experimenting with asynchronous options is also suggested.
CMC and English Language Teaching and Learning, Abderrahmane BABNI
This document discusses computer-mediated communication (CMC) and its use in English language teaching and learning. It begins by defining CMC as communication mediated by interconnected computers and devices that allows people to exchange information in various formats over distance. The document then outlines several benefits of using CMC in language education, including increasing student motivation, supporting collaboration and interaction, and providing more opportunities for input and output in the target language. It also discusses specific pedagogical benefits like active learning and language skill development. In conclusion, CMC is said to boost attention to linguistic forms while also stimulating increased written production of the target language.
Online Social Community
This document discusses online social communities and learning management systems (LMS) at the University of Malaysia Sarawak (UMS). It identifies some challenges for LMS, including performance issues and limited features. It proposes ways to improve LMS, such as customizing the interface, adding live chat functions, and improving the server. The document also discusses challenges for online social communities, such as varying levels of trustworthiness and ensuring privacy of user information.
Think-Pair-Share
Think individually, Discuss with group and Share to everyone.
Innovative Teaching Methodology(Active Learning)
Comprehensive Exam Tips
(1) The document discusses comprehensive exam tips, noting there are two parts: written exams and oral exams.
(2) Educational research questions and concentration questions are handled separately on the exams.
(3) When responding to exam questions, use headings and advance organizers that reflect the exam questions, and operationalize important terms and variables.
Minute paper
1) The document describes a teaching practice called a "Minute Paper" used in a class on data structures in C. In this practice, students wrote short responses at the end of class answering questions about what they learned, remaining questions, and a one sentence summary.
2) The responses showed that students had 94-100% understanding of strings and string functions but only 65-86% on other topics.
3) Based on the feedback, the instructor was able to identify areas needing more explanation and examples to improve student understanding for the next class.
Cmc in education
This document discusses computer-mediated communication (CMC). It defines CMC as any human communication that occurs through two or more electronic devices. The introduction provides background on CMC and notes that research focuses on the social effects of different communication technologies, including internet-based social networking. The body of the document further explains CMC and its uses in education. It identifies synchronous and asynchronous modes of CMC and lists several merits of CMC in education, such as allowing communication regardless of time and place, ensuring messages reach many people, and facilitating the archiving of information. The conclusion restates that CMC involves people interacting with each other via computers through the internet or networks.
Cmc in education
Computer mediated communication (CMC) refers to any communication between individuals that occurs through computers connected by a network. There are two main types of CMC: synchronous, where all participants communicate simultaneously, and asynchronous, where there is no time constraint on responses like with email. CMC can enhance education by facilitating interaction between teachers and students and among students, fostering the negotiation of meaning, and allowing language learners to interact with native speakers anytime from anywhere. Some benefits of CMC include reaching a large number of receivers simultaneously, archiving conversations for future reference, overcoming communication barriers like shyness, and not being restricted by time or place for communication.
Dynamic Mapping of Raster Data (IV 2009)
The document proposes a method for dynamically mapping raster data onto 3D geovirtual environments using projective texture mapping. This allows for real-time visualization of large, time-critical geospatial datasets. By partially decoupling geometry and appearance, the method enables dynamic multi-texture mapping, color transfer functions, and rapid configuration of different mapping options. The approach extends graphics APIs like OpenGL to perform per-fragment dynamic texturing via shader programs. This achieves interactive framerates even with multiple texture mappings. The method is demonstrated through examples including hierarchical data layer combination, object highlighting, and interactive digital map design.
703 Alqurashi Google drive as a collaborative tool
Using Google Drive as a collaborative tool to enhance studentsโ learning. The document discusses how Google Drive can be used to improve collaboration and interaction among students during online learning. It identifies three main benefits: 1) Changing students' roles in the learning process by allowing them to collaborate, create, and evaluate content together; 2) Changing power relationships by facilitating safe collaboration and interaction; 3) Developing critical thinking as students express ideas, reflect, and develop a better understanding through collaboration. The document concludes by asking if the reader has any other questions.
Gdit 819 social justice phase iii
The document discusses the effects of poverty on childhood language and literacy development. It notes that language is key to literacy learning and that exposure to words helps develop knowledge. Poverty can negatively impact early language skills and language stimulation children receive. Research shows a gap in the number of words, variety of words, and time spent with reading that children from low-income homes hear compared to children from higher-income homes. This language gap can be detected as early as 18 months of age. Strategies used in high-performing, high-poverty schools include effective leadership, engaging parents and the community, having high expectations, focusing on reading, aligning the curriculum, using data, building instructional capacity, and optimizing time
Q1 tinashe (1)
This website challenges conventions of real musician websites by not including typical details. Most musician websites would provide biographical information, discographies, photos, news, and ways to listen or purchase music. However, this website does not contain any personal or professional information about an artist and lacks common features found on standard musician homepages.
Customer Loyalty and Geosocial
What are Local business opportunities with social media and location based services. A seminar in St. Petersburg
ในใใชใณใฐใปใใใผ2016 "ใฝใใใฆใงใข้็บใใใฐใใผใฟ่งฃๆๆ่ก ๏ฝๆฐๅไบบใๅ
ฑๅ้็บใใใชใผใใณใฝใผในใฎไธ็๏ฝ"
ในใใชใณใฐใปใใใผ2016 "ใฝใใใฆใงใข้็บใใใฐใใผใฟ่งฃๆๆ่ก ๏ฝๆฐๅไบบใๅ
ฑๅ้็บใใใชใผใใณใฝใผในใฎไธ็๏ฝ"ๅฅ่ฏๅ
็ซฏๅคง ๆ
ๅ ฑ็งๅญฆ็ ็ฉถ็ง
็งใใกใๆฅใ
ๅฉ็จใใในใใผใใใฉใณ (Android OS)๏ผATM (Linux๏ผApache็ญ)ใซไฝฟ็จใใใฆใใใชใผใใณใฝใผในใฏ่ชฐใใฉใฎใใใซ้็บใใฆใใใฎใ๏ผใใฉใณใใฃใข้็บ่
ใซใใฃใฆ้็บใใใใชใผใใณใฝใผในใใชใๆฎๅใใใฎใ๏ผๅฎ้ใฎๅคง่ฆๆจก้็บใใผใฟ๏ผใฝใผในใณใผใ๏ผไธๅ
ทๅ่จ้ฒ๏ผใณใใฅใใฑใผใทใงใณ่จ้ฒ๏ผใD3.jsใใฏใใใจใใๅฏ่ฆๅใใผใซใ้ใใฆ่งฃๆใใใ๏ผๆฌๅฎ็ฟใงใฏ๏ผใฝใผในใณใผใ้็่งฃๆ๏ผใชใใธใใช่งฃๆๆ่ก๏ผใณใใฅใใฑใผใทใงใณใใใใฏใผใฏๅๆใชใฉใๅญฆ็ฟใ๏ผใใใฐใใผใฟใใคใใณใฐๆ่กใๅญฆ็ฟใใพใ๏ผย
my film opening idea
The document outlines an opening sequence for a crime fiction film. It introduces the main character who is meticulously gathering information to plan a heist of a building. Over three minutes, the audience learns the character is part of a team of thieves operating in the 1960s through close-up shots of him surveying the target location and taking notes. The genre is described as crime fiction focusing on crimes, criminals, and their motives for an target audience of adults through its mature themes and stylized old-fashioned presentation.
ในใใชใณใฐใปใใใผ2016 "ๅๅฅฝใซใใใใใญใฅใฌใผใทใงใณใทในใใ ใฎ้็บ"
ในใใชใณใฐใปใใใผ2016 "ๅๅฅฝใซใใใใใญใฅใฌใผใทใงใณใทในใใ ใฎ้็บ"ๅฅ่ฏๅ
็ซฏๅคง ๆ
ๅ ฑ็งๅญฆ็ ็ฉถ็ง
ใใฎใใญใธใงใฏใใงใฏ๏ผ่ชๅใง็ทจ้ใใๅ็ปใจๅใใใใชๅ็ปใๆฉๆขฐๅญฆ็ฟใ็จใใฆๅ็พใงใใใ๏ผใจใใ่ชฒ้กใซใใฃใฌใณใธใใพใ๏ผใฏใใใซ๏ผ่ชๅใฎๅๅฅฝใ็นๅพด็ใช็ทจ้ๆน้ใง็ทจ้ใใๅ็ปใไฝๆใใพใ๏ผใใฎๅพ๏ผไฝๆใใๅ็ปใๅญฆ็ฟใใผใฟใจใใฆ๏ผๆงใ
ใชๆฉๆขฐๅญฆ็ฟใขใซใดใชใบใ ใ็จใใฆใใ็ฒพๅบฆใฎ้ซใๅ็ปไฝๆใขใใซใฎๆง็ฏใ่กใใพใ๏ผย
726 Group work
- Students face challenges with online group work including unequal contributions, difficulties managing different ideas, and issues with individual assessment. Effective online collaboration tools can help address these challenges if implemented properly.
- Google Docs, Wikis, and video conferencing tools like Google Hangouts allow for real-time collaboration but require careful facilitation to encourage participation and avoid issues like editing other students' work. With the right support, these tools have been shown to improve outcomes for online group work.
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะปะธัะตัะฐัััะฐ
ะะตะผะพะฒะตััะธะธ ัะฐะทัะฐะฑะพัะฐะฝั ะคะตะดะตัะฐะปัะฝัะผ ะธะฝััะธัััะพะผ ะฟะตะดะฐะณะพะณะธัะตัะบะธั
ะธะทะผะตัะตะฝะธะน.
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะพะฑัะตััะฒะพะทะฝะฐะฝะธะต
ะะตะผะพะฒะตััะธะธ ัะฐะทัะฐะฑะพัะฐะฝั ะคะตะดะตัะฐะปัะฝัะผ ะธะฝััะธัััะพะผ ะฟะตะดะฐะณะพะณะธัะตัะบะธั
ะธะทะผะตัะตะฝะธะน.
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะฐะฝะณะปะธะนัะบะธะน ัะทัะบ, ัััะฝะฐั ัะฐััั
ะะตะผะพะฒะตััะธะธ ัะฐะทัะฐะฑะพัะฐะฝั ะคะตะดะตัะฐะปัะฝัะผ ะธะฝััะธัััะพะผ ะฟะตะดะฐะณะพะณะธัะตัะบะธั
ะธะทะผะตัะตะฝะธะน.
726 Japan
The document provides an overview of schooling in Japan. It discusses that Japan has a highly successful education system as evidenced by high PISA and TIMSS test scores. The school system is structured with preschool, primary education from ages 6-12, and lower secondary from 12-15 which is compulsory. Upper secondary and higher education are available but not compulsory. Schools emphasize traditional values like cleaning and respect alongside academics. Teachers play an important social role. While the system is successful, challenges include bullying, lack of student interest at higher levels, and high teacher workload. Debates discuss balancing standardized testing with personality development.
Computer mediated communication
The social and cultural transformation and even social interaction that has been influenced by computer and internet is evident in the recent decade. The role played by the new media has increased and is always on the rise, transforming every single life that it touches effecting the individual, but sometimes it has positive and negative effects.
Computer Mediated Communication can simply be put as a transaction between two or more network computer like chartroom, emails, SNS (Social Networking Sites), text messages etc. This growing topic has been talked and argued by theorists and scholars Joseph Walther, Ramirez and Zhang, Denis McQuail, etc., and has been debated and many other scholars continue to debate and argue on CMC, its scope and reach on vast field in New Media. The following summary throws light on CMC
Computer mediated communication
Computer-mediated communication (CMC) refers to human communication via computers and includes many different forms of synchronous, asynchronous or real-time interaction that humans have with each other using computers as tools to exchange text, images, audio and video.
"Is There Anybody Out There?" - Claire Beecroft, Luke Miller
Part of the Online Communities Case Studies presentations.
This session includes case studies themes around the creation of online communities for learners. Claire Beecroft and Luke Miller (ScHARR) use their extensive experience of delivering distance learning courses to discuss what motivates students within an online learning environment, and how the development of โteacher immediacy behavioursโ, and of innovative online pedagogy, can help to maintain establish and sustain genuine relationships between online learners and teachers. Sarah Moore and Layla Croll (Academic and Learning Services) will introduce colleagues to the skills of facilitating discussion among learners in an online environment such as a MOOC or a distance learning course. It will start with a short exercise that raises some of the challenges of facilitating discussion about experiences of working with learners from across the world on a MOOC.
DLP DIASS Q2 Week a - Settings, Processes and Tools in Communication.doc
This document outlines a four day lesson plan for a Grade 12 class on communication. Day 1 focuses on identifying different clienteles and audiences of communication. Day 2 examines settings, processes and methods of communication. Day 3 distinguishes different communication media channels. Day 4 reviews key concepts from the prior lessons like distinguishing needs of different audiences and appropriate communication channels. The plan includes daily objectives, activities, examples and assessments to help students understand communication fundamentals.
ELS 337 Computer Mediated Communication CMT lecture.pptx
This document discusses computer-mediated communication (CMC), which is defined as any communication between individuals that is mediated by computers through the internet or network connections. The document outlines different types of CMC including asynchronous communication like email and discussion boards, as well as synchronous communication like chat and instant messaging. It also discusses criteria for selecting synchronous vs. asynchronous CMC and potential uses of CMC like conferencing, information repositories, and computer-assisted instruction. Online discussions are presented as a key application of CMC that can promote active student learning when facilitated properly.
Activities And Resources In Online Learning From A Critical Thinking View
This document summarizes a study that investigated the relationship between online learning and critical thinking in an undergraduate online introductory computer literacy course. The study aimed to identify which parts of the course's learning modules (resources and activities) contributed most to developing students' critical thinking skills. A survey of 490 students found that interactive course components like assignments and projects were perceived to contribute more to critical thinking than static resources like textbooks. Assignments had the strongest perceived impact, followed by an Excel mini case project. Overall, results indicated students viewed interactive elements as contributing more to critical thinking development than non-interactive content, assessment, or projects. The findings suggest online course designers should focus on incorporating interactive elements to foster critical thinking skills.
Social Networking in Second Language Learning
This document summarizes a research study on informal second language learning through social networking sites. The researcher aims to map out best cases of informal L2 learning on social networks, examine how opportunities for L2 use and learning are constructed, investigate the sustainability and effectiveness of social networks for long-term learning, analyze the affordances and constraints of current social networks for L2 learning, and design guidelines to improve social networks for L2 learning. A mixed methods approach including virtual ethnography, social network analysis, and interviews will be used. The researcher expects the study to provide insights into personal learning environments and how to better support learner autonomy and interaction quality on platforms.
More Related Content
Viewers also liked
Dynamic Mapping of Raster Data (IV 2009)
The document proposes a method for dynamically mapping raster data onto 3D geovirtual environments using projective texture mapping. This allows for real-time visualization of large, time-critical geospatial datasets. By partially decoupling geometry and appearance, the method enables dynamic multi-texture mapping, color transfer functions, and rapid configuration of different mapping options. The approach extends graphics APIs like OpenGL to perform per-fragment dynamic texturing via shader programs. This achieves interactive framerates even with multiple texture mappings. The method is demonstrated through examples including hierarchical data layer combination, object highlighting, and interactive digital map design.
703 Alqurashi Google drive as a collaborative tool
Using Google Drive as a collaborative tool to enhance studentsโ learning. The document discusses how Google Drive can be used to improve collaboration and interaction among students during online learning. It identifies three main benefits: 1) Changing students' roles in the learning process by allowing them to collaborate, create, and evaluate content together; 2) Changing power relationships by facilitating safe collaboration and interaction; 3) Developing critical thinking as students express ideas, reflect, and develop a better understanding through collaboration. The document concludes by asking if the reader has any other questions.
Gdit 819 social justice phase iii
The document discusses the effects of poverty on childhood language and literacy development. It notes that language is key to literacy learning and that exposure to words helps develop knowledge. Poverty can negatively impact early language skills and language stimulation children receive. Research shows a gap in the number of words, variety of words, and time spent with reading that children from low-income homes hear compared to children from higher-income homes. This language gap can be detected as early as 18 months of age. Strategies used in high-performing, high-poverty schools include effective leadership, engaging parents and the community, having high expectations, focusing on reading, aligning the curriculum, using data, building instructional capacity, and optimizing time
Q1 tinashe (1)
This website challenges conventions of real musician websites by not including typical details. Most musician websites would provide biographical information, discographies, photos, news, and ways to listen or purchase music. However, this website does not contain any personal or professional information about an artist and lacks common features found on standard musician homepages.
Customer Loyalty and Geosocial
What are Local business opportunities with social media and location based services. A seminar in St. Petersburg
ในใใชใณใฐใปใใใผ2016 "ใฝใใใฆใงใข้็บใใใฐใใผใฟ่งฃๆๆ่ก ๏ฝๆฐๅไบบใๅ
ฑๅ้็บใใใชใผใใณใฝใผในใฎไธ็๏ฝ"
ในใใชใณใฐใปใใใผ2016 "ใฝใใใฆใงใข้็บใใใฐใใผใฟ่งฃๆๆ่ก ๏ฝๆฐๅไบบใๅ
ฑๅ้็บใใใชใผใใณใฝใผในใฎไธ็๏ฝ"ๅฅ่ฏๅ
็ซฏๅคง ๆ
ๅ ฑ็งๅญฆ็ ็ฉถ็ง
็งใใกใๆฅใ
ๅฉ็จใใในใใผใใใฉใณ (Android OS)๏ผATM (Linux๏ผApache็ญ)ใซไฝฟ็จใใใฆใใใชใผใใณใฝใผในใฏ่ชฐใใฉใฎใใใซ้็บใใฆใใใฎใ๏ผใใฉใณใใฃใข้็บ่
ใซใใฃใฆ้็บใใใใชใผใใณใฝใผในใใชใๆฎๅใใใฎใ๏ผๅฎ้ใฎๅคง่ฆๆจก้็บใใผใฟ๏ผใฝใผในใณใผใ๏ผไธๅ
ทๅ่จ้ฒ๏ผใณใใฅใใฑใผใทใงใณ่จ้ฒ๏ผใD3.jsใใฏใใใจใใๅฏ่ฆๅใใผใซใ้ใใฆ่งฃๆใใใ๏ผๆฌๅฎ็ฟใงใฏ๏ผใฝใผในใณใผใ้็่งฃๆ๏ผใชใใธใใช่งฃๆๆ่ก๏ผใณใใฅใใฑใผใทใงใณใใใใฏใผใฏๅๆใชใฉใๅญฆ็ฟใ๏ผใใใฐใใผใฟใใคใใณใฐๆ่กใๅญฆ็ฟใใพใ๏ผย
my film opening idea
The document outlines an opening sequence for a crime fiction film. It introduces the main character who is meticulously gathering information to plan a heist of a building. Over three minutes, the audience learns the character is part of a team of thieves operating in the 1960s through close-up shots of him surveying the target location and taking notes. The genre is described as crime fiction focusing on crimes, criminals, and their motives for an target audience of adults through its mature themes and stylized old-fashioned presentation.
ในใใชใณใฐใปใใใผ2016 "ๅๅฅฝใซใใใใใญใฅใฌใผใทใงใณใทในใใ ใฎ้็บ"
ในใใชใณใฐใปใใใผ2016 "ๅๅฅฝใซใใใใใญใฅใฌใผใทใงใณใทในใใ ใฎ้็บ"ๅฅ่ฏๅ
็ซฏๅคง ๆ
ๅ ฑ็งๅญฆ็ ็ฉถ็ง
ใใฎใใญใธใงใฏใใงใฏ๏ผ่ชๅใง็ทจ้ใใๅ็ปใจๅใใใใชๅ็ปใๆฉๆขฐๅญฆ็ฟใ็จใใฆๅ็พใงใใใ๏ผใจใใ่ชฒ้กใซใใฃใฌใณใธใใพใ๏ผใฏใใใซ๏ผ่ชๅใฎๅๅฅฝใ็นๅพด็ใช็ทจ้ๆน้ใง็ทจ้ใใๅ็ปใไฝๆใใพใ๏ผใใฎๅพ๏ผไฝๆใใๅ็ปใๅญฆ็ฟใใผใฟใจใใฆ๏ผๆงใ
ใชๆฉๆขฐๅญฆ็ฟใขใซใดใชใบใ ใ็จใใฆใใ็ฒพๅบฆใฎ้ซใๅ็ปไฝๆใขใใซใฎๆง็ฏใ่กใใพใ๏ผย
726 Group work
- Students face challenges with online group work including unequal contributions, difficulties managing different ideas, and issues with individual assessment. Effective online collaboration tools can help address these challenges if implemented properly.
- Google Docs, Wikis, and video conferencing tools like Google Hangouts allow for real-time collaboration but require careful facilitation to encourage participation and avoid issues like editing other students' work. With the right support, these tools have been shown to improve outcomes for online group work.
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะปะธัะตัะฐัััะฐ
ะะตะผะพะฒะตััะธะธ ัะฐะทัะฐะฑะพัะฐะฝั ะคะตะดะตัะฐะปัะฝัะผ ะธะฝััะธัััะพะผ ะฟะตะดะฐะณะพะณะธัะตัะบะธั
ะธะทะผะตัะตะฝะธะน.
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะพะฑัะตััะฒะพะทะฝะฐะฝะธะต
ะะตะผะพะฒะตััะธะธ ัะฐะทัะฐะฑะพัะฐะฝั ะคะตะดะตัะฐะปัะฝัะผ ะธะฝััะธัััะพะผ ะฟะตะดะฐะณะพะณะธัะตัะบะธั
ะธะทะผะตัะตะฝะธะน.
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะฐะฝะณะปะธะนัะบะธะน ัะทัะบ, ัััะฝะฐั ัะฐััั
ะะตะผะพะฒะตััะธะธ ัะฐะทัะฐะฑะพัะฐะฝั ะคะตะดะตัะฐะปัะฝัะผ ะธะฝััะธัััะพะผ ะฟะตะดะฐะณะพะณะธัะตัะบะธั
ะธะทะผะตัะตะฝะธะน.
726 Japan
The document provides an overview of schooling in Japan. It discusses that Japan has a highly successful education system as evidenced by high PISA and TIMSS test scores. The school system is structured with preschool, primary education from ages 6-12, and lower secondary from 12-15 which is compulsory. Upper secondary and higher education are available but not compulsory. Schools emphasize traditional values like cleaning and respect alongside academics. Teachers play an important social role. While the system is successful, challenges include bullying, lack of student interest at higher levels, and high teacher workload. Debates discuss balancing standardized testing with personality development.
Viewers also liked (15)
703 Alqurashi Google drive as a collaborative tool
703 Alqurashi Google drive as a collaborative tool
ย
ในใใชใณใฐใปใใใผ2016 "ใฝใใใฆใงใข้็บใใใฐใใผใฟ่งฃๆๆ่ก ๏ฝๆฐๅไบบใๅ
ฑๅ้็บใใใชใผใใณใฝใผในใฎไธ็๏ฝ"
ในใใชใณใฐใปใใใผ2016 "ใฝใใใฆใงใข้็บใใใฐใใผใฟ่งฃๆๆ่ก ๏ฝๆฐๅไบบใๅ
ฑๅ้็บใใใชใผใใณใฝใผในใฎไธ็๏ฝ"
ย
ในใใชใณใฐใปใใใผ2016 "ๅๅฅฝใซใใใใใญใฅใฌใผใทใงใณใทในใใ ใฎ้็บ"
ในใใชใณใฐใปใใใผ2016 "ๅๅฅฝใซใใใใใญใฅใฌใผใทใงใณใทในใใ ใฎ้็บ"
ย
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะปะธัะตัะฐัััะฐ
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะปะธัะตัะฐัััะฐ
ย
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะพะฑัะตััะฒะพะทะฝะฐะฝะธะต
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะพะฑัะตััะฒะพะทะฝะฐะฝะธะต
ย
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะฐะฝะณะปะธะนัะบะธะน ัะทัะบ, ัััะฝะฐั ัะฐััั
ะะตะผะพะฒะตััะธะธ ะะะญ-2016: ะฐะฝะณะปะธะนัะบะธะน ัะทัะบ, ัััะฝะฐั ัะฐััั
ย
Similar to 705 Lesson plan
Computer mediated communication
The social and cultural transformation and even social interaction that has been influenced by computer and internet is evident in the recent decade. The role played by the new media has increased and is always on the rise, transforming every single life that it touches effecting the individual, but sometimes it has positive and negative effects.
Computer Mediated Communication can simply be put as a transaction between two or more network computer like chartroom, emails, SNS (Social Networking Sites), text messages etc. This growing topic has been talked and argued by theorists and scholars Joseph Walther, Ramirez and Zhang, Denis McQuail, etc., and has been debated and many other scholars continue to debate and argue on CMC, its scope and reach on vast field in New Media. The following summary throws light on CMC
Computer mediated communication
Computer-mediated communication (CMC) refers to human communication via computers and includes many different forms of synchronous, asynchronous or real-time interaction that humans have with each other using computers as tools to exchange text, images, audio and video.
"Is There Anybody Out There?" - Claire Beecroft, Luke Miller
Part of the Online Communities Case Studies presentations.
This session includes case studies themes around the creation of online communities for learners. Claire Beecroft and Luke Miller (ScHARR) use their extensive experience of delivering distance learning courses to discuss what motivates students within an online learning environment, and how the development of โteacher immediacy behavioursโ, and of innovative online pedagogy, can help to maintain establish and sustain genuine relationships between online learners and teachers. Sarah Moore and Layla Croll (Academic and Learning Services) will introduce colleagues to the skills of facilitating discussion among learners in an online environment such as a MOOC or a distance learning course. It will start with a short exercise that raises some of the challenges of facilitating discussion about experiences of working with learners from across the world on a MOOC.
DLP DIASS Q2 Week a - Settings, Processes and Tools in Communication.doc
This document outlines a four day lesson plan for a Grade 12 class on communication. Day 1 focuses on identifying different clienteles and audiences of communication. Day 2 examines settings, processes and methods of communication. Day 3 distinguishes different communication media channels. Day 4 reviews key concepts from the prior lessons like distinguishing needs of different audiences and appropriate communication channels. The plan includes daily objectives, activities, examples and assessments to help students understand communication fundamentals.
ELS 337 Computer Mediated Communication CMT lecture.pptx
This document discusses computer-mediated communication (CMC), which is defined as any communication between individuals that is mediated by computers through the internet or network connections. The document outlines different types of CMC including asynchronous communication like email and discussion boards, as well as synchronous communication like chat and instant messaging. It also discusses criteria for selecting synchronous vs. asynchronous CMC and potential uses of CMC like conferencing, information repositories, and computer-assisted instruction. Online discussions are presented as a key application of CMC that can promote active student learning when facilitated properly.
Activities And Resources In Online Learning From A Critical Thinking View
This document summarizes a study that investigated the relationship between online learning and critical thinking in an undergraduate online introductory computer literacy course. The study aimed to identify which parts of the course's learning modules (resources and activities) contributed most to developing students' critical thinking skills. A survey of 490 students found that interactive course components like assignments and projects were perceived to contribute more to critical thinking than static resources like textbooks. Assignments had the strongest perceived impact, followed by an Excel mini case project. Overall, results indicated students viewed interactive elements as contributing more to critical thinking development than non-interactive content, assessment, or projects. The findings suggest online course designers should focus on incorporating interactive elements to foster critical thinking skills.
Social Networking in Second Language Learning
This document summarizes a research study on informal second language learning through social networking sites. The researcher aims to map out best cases of informal L2 learning on social networks, examine how opportunities for L2 use and learning are constructed, investigate the sustainability and effectiveness of social networks for long-term learning, analyze the affordances and constraints of current social networks for L2 learning, and design guidelines to improve social networks for L2 learning. A mixed methods approach including virtual ethnography, social network analysis, and interviews will be used. The researcher expects the study to provide insights into personal learning environments and how to better support learner autonomy and interaction quality on platforms.
2 yoon
This document summarizes an article that proposes two frameworks for online education success. The first framework is for course instructors to balance instructional events, learner interactions, and technologies. The second framework is for administrators to create a simple, stable, sustainable, and scalable technology infrastructure that enables important learner interactions. The frameworks are intended to facilitate constructive dialogues between instructors and administrators regarding technology-related decisions and support for online courses.
Unit 6 db m toy
The document discusses the role of instructors in promoting digital citizenship through online instruction. It outlines learning objectives related to digital citizenship, techniques for designing online instruction including backward design, Clark and Mayer's principles, and universal design for learning. When applying technology, instructors should consider pros and cons of learning management systems and web 2.0 tools. Emerging trends may include personal learning networks, web 3.0 tools, and mobile learning. The goal is for instructors to effectively promote learning through thoughtful design and use of online tools and multimedia.
Unit 6 db m toy
The document discusses the role of instructors in promoting digital citizenship through online instruction. It outlines learning objectives related to digital citizenship, techniques for designing online instruction including backward design, Clark and Mayer's principles, and universal design for learning. When applying technology, instructors should consider pros and cons of learning management systems and web 2.0 tools. Emerging trends may include personal learning networks, web 3.0 tools, and mobile learning. The goal is for instructors to effectively promote learning through thoughtful design and use of technology in online instruction.
Unit 6 db m toy
The document discusses the role of instructors in promoting digital citizenship through online instruction. It outlines learning objectives related to digital citizenship, techniques for designing online instruction including backward design, Clark and Mayer's principles, and universal design for learning. When applying technology, instructors should consider pros and cons of learning management systems and web 2.0 tools. Emerging trends may include personal learning networks, web 3.0 tools, and mobile learning. The goal is for instructors to effectively promote learning through thoughtful design and use of technology in online instruction.
Using New Media for Educational Support in Higher Education: A Comparative An...
This document summarizes a study comparing the use of new media and web 2.0 tools for educational support by Thai and American professors in higher education. The study found that American professors more actively use popular social media technologies to encourage active learning, while Thai professors face more constraints from technological limitations and student readiness. The document reviews literature on using tools like blogs, wikis and social networking to enhance constructivist learning in higher education, noting benefits but also challenges in preparing teachers to effectively integrate these tools.
Humanizing Online Instruction: A MOOC project report
The document discusses building a community of inquiry in a MOOC through humanizing online instruction. It notes that online enrollments have grown significantly faster than overall higher education enrollments. To create high-touch learning experiences, new pedagogical methods and changing technologies are needed. The document outlines the instructional design methodology used and presents evaluation data from a previous course, including results from a community of inquiry survey. It then details the course structure, activities, technologies, and formative review cycle for the MOOC described in the document.
G fuchs euro_call_teacher_ed_sig_presentation_cfuchs_may2010
This document summarizes an empirical study on using wikis and blogs for cross-institutional task design in language teacher education. The study analyzed student interactions on wikis and Google Wave. It found that while students collaborated effectively, they did not fully utilize the technologies as intended. Students preferred informal communication like Skype calls over the public collaboration spaces. The document discusses challenges in analyzing interactions that can be edited after the fact.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin Fuchs
This document summarizes an empirical study on using wikis and blogs for cross-institutional task design in language teacher education. The study analyzed student interactions on wikis and Google Wave. It found that while students collaborated effectively, they did not fully utilize the technologies as intended. Students preferred informal communication like Skype calls over the public nature of the collaborative tools. The document discusses challenges in analyzing interactions that can be edited after the fact and implications for future research.
Ilaria Merciai, Marco Cerrone - Monitoring a Learning Community in a Hybrid E...
EMMA poster at EDEN.
As Facebook publishes figures showing that social networks have reduced the degree of separation of people on the planet from 6 to 3.7, it is a platitude to say that they are
powerful communication tools. However, the literature on their impact within MOOCs is still emerging, where the learning community already resides within its own space
on the MOOC platform and where teaching units are accompanied by a forum for requesting clarification or information.
In a recent MOOC on the EMMA platform (www.europeanmoocs.eu), โCoding in your classroom, nowโ, Facebook was used as an additional learning environment, to post
and share information on content related to the course, to comment lessons and assignments, or simply to share a common experience and outcomes.
The user-community network that has developed around the course has grown from the 6,000 learners enrolled on the course to reach a population of 100,000.
The community started to exchange information about their area, schools and classes, and to use the learning experience on the MOOC to share and build knowledge and
even plan meetups in their local area. Sentiment analysis, with keywords, online expressions, concepts, contexts, shows that socials acted as a powerful tool not only for
dissemination of the course but also for informing thousands of people about the innovative features the Emma platform was experimenting.
Last but most importantly, they became a powerful tool for sharing best teaching practice in the field. This work presents an exploration of the learning community on this
course and evidence for some of the observations we make, trying to understand what impact this hybrid model of MOOC delivery has on the creation of the learning
community and student engagement.
Monitoring a Learning Community in a Hybrid Environment: a Sentiment Analysis
M. Cerrone, I. Merciai, Poster: Monitoring a Learning Community in a Hybrid Environment: A Sentiment Analysis, Eden Annual Conference, Budapest, 2016.
INSTRUCTIONAL & COMMUNICATION TECHNOLOGY
The document discusses three main approaches to educational technology:
1) Hardware approach, which focuses on applying machines and physical devices to teaching. This includes teaching machines and tools for mass media education.
2) Software approach, which applies principles of teaching and learning to directly shape student behavior.
3) Systems approach, which takes a problem-solving perspective and involves training psychology, systems analysis, mission analysis, and functional analysis. It views education as an evolving process impacted by advances in science and technology.
MSSAA web 2.0 presentation
The document provides an overview of integrating Web 2.0 tools into a high school. It discusses barriers to integration like lack of administrator support and outlines steps taken at Grafton High School to overcome barriers. Examples of implemented Web 2.0 tools are provided, like using Wordle for vocabulary, blogs for student reflection, and Prezi for digital presentations. Benefits of these tools for teaching and learning are explained.
Autonomy
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Similar to 705 Lesson plan (20)
"Is There Anybody Out There?" - Claire Beecroft, Luke Miller
"Is There Anybody Out There?" - Claire Beecroft, Luke Miller
ย
DLP DIASS Q2 Week a - Settings, Processes and Tools in Communication.doc
DLP DIASS Q2 Week a - Settings, Processes and Tools in Communication.doc
ย
ELS 337 Computer Mediated Communication CMT lecture.pptx
ELS 337 Computer Mediated Communication CMT lecture.pptx
ย
Activities And Resources In Online Learning From A Critical Thinking View
Activities And Resources In Online Learning From A Critical Thinking View
ย
Using New Media for Educational Support in Higher Education: A Comparative An...
Using New Media for Educational Support in Higher Education: A Comparative An...
ย
Humanizing Online Instruction: A MOOC project report
Humanizing Online Instruction: A MOOC project report
ย
G fuchs euro_call_teacher_ed_sig_presentation_cfuchs_may2010
G fuchs euro_call_teacher_ed_sig_presentation_cfuchs_may2010
ย
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin Fuchs
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin Fuchs
ย
Ilaria Merciai, Marco Cerrone - Monitoring a Learning Community in a Hybrid E...
Ilaria Merciai, Marco Cerrone - Monitoring a Learning Community in a Hybrid E...
ย
Monitoring a Learning Community in a Hybrid Environment: a Sentiment Analysis
Monitoring a Learning Community in a Hybrid Environment: a Sentiment Analysis
ย
More from emtinanalqurashi
726 Rethinking us education
This document summarizes key aspects of different education systems around the world that were explored, including the US, England, South Korea, China, Japan, Singapore, Italy, Belgium, Finland, Lithuania, India, and Mexico. For each country, the main successes and concerns of the education system are outlined. The document concludes that the US could benefit from ensuring free and funded education for all, balancing academic and well-being factors, and strengthening support for teachers through professional development and competitive salaries.
721 Poster session
This document proposes examining the relationship between students' motivational beliefs, expectations, goals, and their satisfaction with online learning. Specifically, it will analyze how students' self-efficacy beliefs, outcome expectations, and goals in online courses relate to their satisfaction. A mixed methods approach is proposed, using surveys and interviews of graduate students taking fully online courses. The research aims to understand how students perceive their self-efficacy, expectations, and goals, and how these relate to their satisfaction in online learning environments.
grev721 research propfinal
This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and interview some students to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
721 research propfinal
This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and conduct interviews to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
701 group proposal project
This proposal describes a study that will test whether Bring Your Own Device (BYOD) increases student learning in a college classroom. Researchers will compare learning achievement between a class that uses BYOD and one that does not, using a pre-test and measuring scores on activities. The hypothesis is that BYOD does increase student learning. Participants will be 30 students in each of two sections of a Foundations of Education course. The independent variable is BYOD use, and the dependent variable is learning measured by activity scores. Researchers expect BYOD students will score higher due to increased engagement and will recommend further study.
Citi completion report
Emtinan Alqurashi from Duquesne University completed the CITI Program's Social & Behavioral Research course. The course covers topics like the Belmont Report, federal regulations, informed consent, and privacy/confidentiality related to social/behavioral research with human subjects. Alqurashi scored an 81% by completing required modules in October 2014, meeting the minimum passing score of 75%. Alqurashi's transcript shows their most recent quiz scores as of June 2015.
705 Rational
1) The document describes the redesign of a multimedia lesson plan based on feedback and applying principles from effective multimedia instruction. Bloom's Taxonomy was used to develop new educational objectives that evaluate how computer-mediated communication (CMC) can enhance classroom interaction and collaboration.
2) The redesigned lesson plan includes an interactive PowerPoint presentation on collaborative tools, followed by a quiz. A group activity enhances interactivity and collaboration between students. An end-of-module reflection promotes critical thinking.
3) Feedback suggested shortening an included video to avoid overwhelming cognitive load. The PowerPoint was also set to play mode to fully engage learners in the materials.
Conference paper
This document summarizes a study that investigated in-service English language teachers' knowledge of integrating technology into the classroom. The study examined teachers' levels of knowledge in the areas of technology, pedagogy, content and their intersections (TPACK framework). It found that teachers' technology knowledge was not as strong as their pedagogy and content knowledge. There were significant correlations between most TPACK components, except the relationship between content and technology. Teachers' age and experience levels correlated with some TPACK areas as well. The document provides context on the TPACK framework and reviews several other related studies.
709 final report
This document provides an analysis and plan for training faculty members at Duquesne University on using online communication tools to engage students. It follows the ADDIE model of instructional design, which includes analysis, design, development, formative evaluation, implementation, and summative evaluation. The needs analysis identified a need to train faculty on tools like discussion boards, blogs, wikis and messaging to enhance online interaction. The target audience consists of 13 faculty from various departments who will complete the online training modules in Blackboard. The analysis of learners found they have basic computer skills but varying experience with technology for teaching.
715 Group project
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
706 alqurashi tpck
This document discusses the TPACK framework for integrating technology into teaching. It begins by explaining the PCK framework developed by Shulman and the addition of technological knowledge by Koehler and Mishra to create TPACK. TPACK consists of technological, pedagogical, and content knowledge, as well as their intersections. The document then discusses applying TPACK to teaching English as a second language and reviews related literature on measuring teachers' TPACK. It proposes using a survey to measure ESL teachers' knowledge and address research questions about the model.
726 final product showcase
1. Group work is an important skill, but there are ethical issues when done online. Common problems include students not knowing how to work together, construct knowledge collectively, and difficulties assessing individuals.
2. These issues occur because students lack skills for group work, but teaching collaboration over time through less and more complex activities can help build those skills.
3. Instructors must provide guidelines for self-evaluation and peer assessment to ensure participation and fairness when grading individuals in a group.
705 Pretest
The document asks 3 multiple choice questions about types of computer-mediated communication (CMC), asynchronous communication tools, and problems with CMC. The questions cover video, instant messengers, phone, email, Skype, FaceTime, lying behavior, living remotely, inaccurate impressions, and unhealthy relationships as possible answers.
705 Assessment rubric
The document outlines an assessment rubric for evaluating assignments based on four criteria: learning outcomes, originality, critical thinking, and organization & structure. For each criterion, performance is categorized as either advance, proficient, basic, or below basic, with advance representing full achievement of objectives and below basic representing failure to meet most or all objectives. Timeliness is also included as a criterion, with assignments submitted by the due date considered advance performance.
711 Mooc reports
The document contains reports from a MOOC on educational technology. MOOC Report 1 provides details about a course on the edX platform called "Design and Development of Educational Technology" from MIT. It examines theories influencing educational technologies. MOOC Report 2 describes activities a learner completed in Week 0 and 1, including introductions, videos on the history of edtech, and the Logo programming language. MOOC Report 3 discusses activities from Week 2 focused on learning theories. Reports continue with summaries of videos, readings and activities completed each week of the course.
711 final report-emtinan,elif,vanessa
1) The document summarizes a group project analyzing issues with a MOOC on educational technology and proposing solutions.
2) The group identified three main issues: outdated/lengthy readings, too many/long videos, and lack of specific goals for activities.
3) To address these, the group proposed solutions like updating readings, making videos optional, and including goals for activities. Participants provided feedback that supported solutions like updating readings within 5 years and making goals for activities.
708 ln ln_course
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
Gdit 726 education in a global society, south korea
South Korea has achieved significant educational successes over the past decades through rapid expansion of educational opportunities at all levels and qualitative improvements in education. However, the education system still faces challenges in addressing issues like overcrowded classrooms, achieving a more democratic approach, promoting gender equality, and accommodating South Korea's diverse population in its curriculum. Experts advise ensuring national unification and addressing these ongoing issues to sustain South Korea's high educational performance into the future.
708 in leadership
This document discusses leadership in the field of instructional technology. It profiles 4 leaders in the field: David Jonassen, Peggy Ertmer, Robert Reiser, and Barbara Lockee. It summarizes their research interests and contributions, including Jonassen's work in problem solving pedagogy, Ertmer's research on student-centered instruction and technology integration, Reiser's history of instructional design and evaluation of web-based instruction, and Lockee's research on distance learning strategies and tools. The document also discusses theories of transactional and transformational leadership as well as the characteristics of effective technology leaders.
Gpsy 827 classrm discipln behavior mgmt
This document provides an overview of classroom management strategies for children involved in bully/victim conflicts. It discusses facts about bullying and theoretical frameworks. It then outlines a three-tiered Response to Intervention model for interventions at the primary, secondary, and tertiary levels. Tier I involves whole-school programs. Tier II focuses on at-risk groups, and Tier III addresses the needs of children already demonstrating problems through individualized interventions and discussions with bullies and victims.
More from emtinanalqurashi (20)
Gdit 726 education in a global society, south korea
Gdit 726 education in a global society, south korea
ย
Recently uploaded
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdfุณู
ูุฑ ุจุณูููู
ู
ุตุญู ุฃุญุฑู ุงูุฎูุงู ูููุฑุงุก ุงูุนุดุฑุฉุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุจุงูุชูููู ูุตูุง ุณู
ูุฑ ุจุณูููู ุบูุฑ ุงููู ููย
BรI TแบฌP Bแป TRแปข TIแบพNG ANH LแปP 9 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2024-2025 - ...
BรI TแบฌP Bแป TRแปข TIแบพNG ANH LแปP 9 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneย
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!ย
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
A Independรชncia da Amรฉrica Espanhola LAPBOOK.pdf
Lapbook sobre independรชncia da Amรฉrica Espanhola.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
BรI TแบฌP Bแป TRแปข TIแบพNG ANH 8 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2023-2024 (Cร FI...
BรI TแบฌP Bแป TRแปข TIแบพNG ANH 8 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2023-2024 (Cร FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdย
Recently uploaded (20)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
ย
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
ย
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ู
ุตุญู ุงููุฑุงุกุงุช ุงูุนุดุฑ ุฃุนุฏ ุฃุญุฑู ุงูุฎูุงู ุณู
ูุฑ ุจุณูููู.pdf
ย
BรI TแบฌP Bแป TRแปข TIแบพNG ANH LแปP 9 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2024-2025 - ...
BรI TแบฌP Bแป TRแปข TIแบพNG ANH LแปP 9 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2024-2025 - ...
ย
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
ย
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
ย
A Independรชncia da Amรฉrica Espanhola LAPBOOK.pdf
A Independรชncia da Amรฉrica Espanhola LAPBOOK.pdf
ย
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
ย
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
ย
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
ย
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
ย
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
ย
BรI TแบฌP Bแป TRแปข TIแบพNG ANH 8 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2023-2024 (Cร FI...
BรI TแบฌP Bแป TRแปข TIแบพNG ANH 8 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2023-2024 (Cร FI...
ย
705 Lesson plan
- 1. 1 of 3 GILT 501 Communication in Education Class Description Week 3: Computer Mediate Communication (CMC) Overview This is a graduate, online, 3-credit course. This week, students will be introduced to the concept CMC. The goal is to evaluate how CMC can be used effectively in classrooms to enhance interaction and collaboration. Textbook Thurlow, C., Lengel, L and Tomic, A. (2004). Computer Mediated Communication. London: Sage. ISBN: 0761949534 Journal articles Gibbs, W. J., & Bernas, R. S. (2007). Computer-mediated-communications, learning style, and visualizing online educational conversations. Journal of Computing in Higher Education, 18(2), 25-50. doi: http://dx.doi.org/10.1007/BF03033412 Hao-Chang, L. (2009). Utilizing computer-mediated communication tools for problem-based learning. Journal of Educational Technology & Society, 12(1), 205-n/a. Retrieved from http://search.proquest.com/docview/1287039217?accountid=10610 Ranney, J. D., & Troop-Gordon, W. (2012). Computer-mediated communication with distant friends: Relations with adjustment during students' first semester in college. Journal of Educational Psychology, 104(3), 848. Retrieved from http://search.proquest.com/docview/1037344127?accountid=10610 Monday, Sep 8, 2014 1800- 2100 Instructor Emtinan Alqurashi Office: Fisher Hall Email: alqurashie@duq.edu
- 2. 2 of 3 Hardware/Software โข High speed Internet access โข CourseSites โข A microphone/speaker headset Educational Objectives By the end of this class, students will be able to: โข Demonstrate understanding of the concept CMC; โข Identify some of the CMC tools; โข Explain how technology is used to enhance online communication; โข Discuss trends and issues; โข Implement CMC in their classrooms; โข Evaluate and criticize the used of technology in online interaction and collaboration. Requirements for Successful Completion of this class To successfully complete this class, students should: โข Actively participate; โข Have an understanding of concepts covered; โข Complete class activities and assessments. Learning Activities 1. Ask students to take a mini pretest in CourseSite to test there prior knowledge. (5 min) 2. Introduce students to the concept CMC (watch a video). (15 min) 3. Divide students into group of 3, and ask them to compare between synchronous and asynchronous communication. Each group will present their ideas to the class. (30 min)
- 3. 3 of 3 4. Students will identify some of the CMC tools on an interactive powerpoint (i.e. audio conference tools, video conference tools, Instant messaging tools, Document construction tools, Discussion boards, blogs, email, and wikis) followed by a short quiz. (40 min) 5. Students will watch a video about a technology that enhance online collaboration (5 min) 6. Back to their groups, students will list 3 different online communication tools (synchronous & asynchronous) that can support interaction and collaboration. (5 min) 7. Students will describe how to implement these tools into classrooms. (20 min) 8. Then, they will determine how can each of these tools have effect on enhancing online interaction and collaboration. (20 min) 9. Students will evaluate trends and issues of online communication. (20 min) 10. End of module reflection: students will reflect on what they have learned in this module. (10 min) 11. Final assessment: Each student will choose a technology to talk about that can improve online interaction and collaboration in their field of study (elementary, secondary, subject areas, special education). To be submitted next week. (5 min) 12. Allow students to ask questions for clarification. (5 min)