Analysis de tecnology
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Video tapes are asynchronous and allow students to learn at their own pace but require machines to display content. They support asynchronous learning and student interaction with content and machines but not other students or teachers. Video conferencing allows synchronous learning and supports all types of interactions. It enables group-based learning through online discussions but is not as suitable for self-based learning which requires interaction. Both require multimedia support to enhance the learning experience.
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The document describes an e-learning platform that provides corporate communication and training capabilities. It allows companies to deliver learning and messages directly to employees' desktops using cutting-edge technology. The platform generates reports to optimize communication and learning. It includes tools like online courses, quizzes, forums, chat rooms, and video conferencing. More than 1000 companies use the system to reduce training costs by up to 40% while improving information retention by 25%. The platform aims to provide efficient learning and communication anywhere and anytime through employees' desktops.
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- Virtual classrooms allow participation in live training without travel by listening, participating, and asking questions from one's desktop.
- The main learning theories that can be supported are instructivism and constructivism. Technology helps transfer materials and increase remote interaction.
- Asynchronous classrooms involve offline activities where students learn at their convenience using electronic materials. Synchronous classrooms allow instant communication and sharing like a real classroom.
Multimedia in the classroom
This document discusses using multimedia tools in the classroom and provides examples of how teachers can incorporate photos, audio, and video into their lessons. Photos can be used to create digital picture books or showcase student work. Audio is important for all learners and can be used for reading activities, recording speeches, or creating study raps. Videos allow students to demonstrate learning, retell stories, perform plays, and create class portfolios. The document recommends tools like Animoto and Audioboo and shares the author's successes and challenges with various multimedia tools.
Video in-the-classroom - Teachers handbook
The document provides an overview of using video in the classroom. It discusses the benefits of video for teaching and learning, as well as practical ways to incorporate video into lessons. Specific techniques are presented, such as previewing, viewing, and post-viewing activities. Best practices for using video effectively are also outlined. A variety of video examples for language teaching are listed, covering topics like vocabulary, grammar, pronunciation, and content knowledge.
Going online with education
This document discusses various methods for teaching online courses, including:
- Starting with a web-assisted class and incorporating online components gradually.
- Different types of online courses such as asynchronous, synchronous, and hybrid models.
- Communication tools for virtual classrooms like Skype, DimDim, and WebEx for lectures, meetings, and group work.
- Developing online course content using tools like YouTube, podcasts, narrated PowerPoints, and collaborative workspaces.
- Methods for online assessment including surveys, tests, and paper submissions through tools like SurveyMonkey, ClassMarker, Dropbox, and Google Forms.
Video in the classroom - a teacher handbook
The document provides an overview of using video in the classroom and includes tips, best practices, and examples. It discusses how video can be used for language learning, recommends keeping videos short and adding subtitles. Various techniques are described such as previewing videos, pausing to discuss, and having students re-tell or predict what happens. Examples given include using videos for vocabulary, grammar, pronunciation, and student-produced videos.
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Analysis de tecnology
- 2. video tappoints effective1 20 3 it is flexible to use any time because it is asynchronous and ease of access, we can find it easy.. but we can't be anyplace because it require sub machines to display it. 4 Supports Asynchronous learning 3 Does not support student-student, student-teacher It support student to the content & student to the machine because students will work on their own pace & they can control the video ( play, pause & stop it) 3 It needs more development and there is no feedback, also the delivery is through the post e-mail, so it mote time. 3 it need multimedia support because it integrate text, audio & video to enhance learning experience 3 Is not suitable for group-based learning.
- 3. video conferencingfeature Synchronous Asynchronous Student-student Student-teacher Student-content Student-machine Group-based Self-based learning Anytime Anyplace Ease of access/use Development Feedback Delivery Stand-alone medium Multimedia support non-effectiveEffectiveness It can be any time with attendance of other students because it is a synchronous learning, also Anyplace & ease of access Supports synchronous learning since students have to attend the meeting at specific time it support all of them because the learners will interact with the teacher, students by using for example on-line dissections& they will interact with machine and content by choose them and manage their speed. The development is no speed enough because we need the time to design the material , but the feedback and delivery is direct because it is alive. it need multimedia support because it integrate text, audio & video to enhance learning experience It is suitable for group-based learning .. because they can use on-line discussions and collaborative projects.. and it is difficult to be Self-based learning because it need someone to enjoy the conference and interact with
- 4. category video tap cost 4 12 time of interaction instruction speed flexibility learning style type of interaction 2 1 2 0 2 1 0 5 10 15 20 25 123456