This document provides a comparison analysis of two types of distance education technologies - television & networks and the internet - based on features such as time of interaction, type of interaction, learning styles, flexibility, speed of delivery and development, type of instruction, and cost-effectiveness. The analysis uses a scoring system from 0 to 4 to rate each technology on each feature, finding that television & networks scored higher for features like time of interaction, learning styles, and cost-effectiveness, while the internet scored higher for flexibility and speed.
This document discusses revisiting course design in distance and e-learning in light of open educational resources (OERs). It notes that while OERs were intended to reduce costs and support social justice, in reality few institutions provide OERs, there is risk of Western dominance, and limited evidence they lead to accredited study. Barriers include academic resistance to less content control and difficulty constructing new quality understandings. However, new pedagogies and credit models provide opportunities to embed investigation skills and design efficiencies while involving communities to support institutional change.
This document discusses distance learning and learning management systems. It defines distance learning as education where teachers and students are separated in place and time, with technology used to bridge the gap. Key advantages of distance learning include flexibility, accessibility, and convenience. The document then discusses learning management systems, defining them as web-based applications for e-learning programs. It provides screenshots of example LMS interfaces, showing features like courses, lessons, exams, assignments, news/updates, and messaging. The conclusion reiterates that distance learning provides a convenient option for many students.
Open and Distance Learning: History, Status and TrendsSanjaya Mishra
The document discusses the history and concepts of open and distance education. It outlines some key terms like open learning, distance learning, and generations of distance education models. The document notes that over 90 open universities exist worldwide today, addressing issues like access, equity, quality, and cost-effectiveness in education. Challenges for open and distance learning include ensuring quality of teaching and learning, reducing dropout rates, and balancing flexibility with professional demands.
This document discusses various forms of distance education including open learning, electronic learning, computer-assisted language learning, educational technology, learning management systems, mobile learning, social networks, virtual schools, and web conferencing. It also covers technologies used for synchronous and asynchronous delivery as well as types of distance education courses like correspondence, internet-based, and telecourses.
The document provides a brief history of distance education beginning with the University of Chicago offering correspondence courses in 1890. It discusses various technologies that have enabled distance education such as VOIP and Skype, as well as different types of online courses including synchronous, asynchronous, and blended learning models. The document also discusses principles of effective learning including active, constructive, collaborative learning and addressing different learning styles through intentional, complex, and contextual learning environments.
The document discusses four models of curriculum development:
1) Hilda Taba model which involves teacher involvement and 8 steps including identifying student needs and developing objectives.
2) Tyler model which focuses on determining educational purposes, experiences, organization, and evaluation.
3) Saylor, Alexander, and Lewis model which starts with goal-setting and ends with curriculum evaluation.
4) Oliva model which presents curriculum development as a 12 or 17 step comprehensive and systematic process starting with needs assessment and ending with curriculum evaluation.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
This document discusses revisiting course design in distance and e-learning in light of open educational resources (OERs). It notes that while OERs were intended to reduce costs and support social justice, in reality few institutions provide OERs, there is risk of Western dominance, and limited evidence they lead to accredited study. Barriers include academic resistance to less content control and difficulty constructing new quality understandings. However, new pedagogies and credit models provide opportunities to embed investigation skills and design efficiencies while involving communities to support institutional change.
This document discusses distance learning and learning management systems. It defines distance learning as education where teachers and students are separated in place and time, with technology used to bridge the gap. Key advantages of distance learning include flexibility, accessibility, and convenience. The document then discusses learning management systems, defining them as web-based applications for e-learning programs. It provides screenshots of example LMS interfaces, showing features like courses, lessons, exams, assignments, news/updates, and messaging. The conclusion reiterates that distance learning provides a convenient option for many students.
Open and Distance Learning: History, Status and TrendsSanjaya Mishra
The document discusses the history and concepts of open and distance education. It outlines some key terms like open learning, distance learning, and generations of distance education models. The document notes that over 90 open universities exist worldwide today, addressing issues like access, equity, quality, and cost-effectiveness in education. Challenges for open and distance learning include ensuring quality of teaching and learning, reducing dropout rates, and balancing flexibility with professional demands.
This document discusses various forms of distance education including open learning, electronic learning, computer-assisted language learning, educational technology, learning management systems, mobile learning, social networks, virtual schools, and web conferencing. It also covers technologies used for synchronous and asynchronous delivery as well as types of distance education courses like correspondence, internet-based, and telecourses.
The document provides a brief history of distance education beginning with the University of Chicago offering correspondence courses in 1890. It discusses various technologies that have enabled distance education such as VOIP and Skype, as well as different types of online courses including synchronous, asynchronous, and blended learning models. The document also discusses principles of effective learning including active, constructive, collaborative learning and addressing different learning styles through intentional, complex, and contextual learning environments.
The document discusses four models of curriculum development:
1) Hilda Taba model which involves teacher involvement and 8 steps including identifying student needs and developing objectives.
2) Tyler model which focuses on determining educational purposes, experiences, organization, and evaluation.
3) Saylor, Alexander, and Lewis model which starts with goal-setting and ends with curriculum evaluation.
4) Oliva model which presents curriculum development as a 12 or 17 step comprehensive and systematic process starting with needs assessment and ending with curriculum evaluation.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
The document appears to contain 100 rows of numerical data organized into 6 columns. It includes statistics like the sum, mean, mode, and median calculated across the columns. The data ranges from -4.18 to 10 with most values clustered between -3 and 3.
This very short document appears to be in Arabic and contains two lines of text with the words "name" and "class" repeated on both lines but no other discernible information. It does not provide enough contextual details to generate a meaningful 3 sentence summary.
The document appears to contain 100 rows of numerical data organized into 6 columns. It includes statistics like the sum, mean, mode, and median calculated across the columns. The data ranges from -4.18 to 10 with most values clustered between -3 and 3.
This very short document appears to be in Arabic and contains two lines of text with the words "name" and "class" repeated on both lines but no other discernible information. It does not provide enough contextual details to generate a meaningful 3 sentence summary.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A framework for looking at distance education technologies
1. A framework for looking at distance education technologies
This table shows comparison analysis of 2 types of DE technologies (Television &
Networks & Internet) based on the following features:
(Scores ranging between 0 - 4)
Features Video-conferencing Video-cassettes
Time of interaction 2 4
Type of interaction 4 1
Learning styles 4 3
Flexibility 3 4
Speed of delivery and development 3 4
Type of instruction 4 1
Cost-effectiveness 0 4
Done by:
Azah AL Ghassani 98657
Noor Al-Maashani 98735
0
1
2
3
4
Video-
conferencing
