Asynchronous online learning
•
0 likes•51 views
1. The document discusses various asynchronous learning tools that can be used for the professional development of teacher educators, including learning management systems, discussion forums, blogs, social bookmarking, and webquests. 2. Some specific tools mentioned are Moodle, internet forums, blogs, microblogging platforms like Twitter, social bookmarking sites like Delicious, and collaborative documents like Google Groups. 3. These asynchronous tools allow for self-paced learning, sharing of resources, and interactive discussions to promote professional development outside of traditional classroom settings.
Report
Share
Report
Share
Recommended
Introduction to Electronic Learning
Introduces e-Learning and related terms.
Analyse the importance of e-Learning
Introduces Learning Management System
Online assignment
The document discusses different types of electronic resources (e-resources) including e-journals, podcasting, e-learning, and web-based learning. E-journals are scholarly articles that can be accessed electronically. Podcasting involves the distribution of audio files through RSS feeds that can be downloaded to devices. E-learning delivers educational content through electronic media like the internet. Web-based learning uses web technologies in the learning process and can incorporate both online and in-person elements.
Web 2 and related technology
This document outlines key concepts from the book "Technology for the School Librarian: Theory and Practice" by William O. Scheeren and Sharon Smith. It discusses how technology has transformed libraries from physical spaces of books and cards to digital spaces providing online resources, interactivity, and opportunities for collaboration. Technologies like social networking, blogs, wikis and podcasts allow students and educators to connect, share information and learn in new ways. The library has become a media center utilizing video, audio and communication technologies to remain innovative and meet changing needs.
Web 2.0 and librarian 3.0
This document discusses how libraries and librarians must adapt to changing user needs and technologies. It notes that digital natives now expect two-way communication and interaction through tools like social media. The document recommends that libraries implement web 2.0 technologies, understand user needs through popular collections and formats, and host e-learning materials on their portals to remain relevant. Finally, it proposes new roles for librarians as subject specialists, copyright experts, and facilitators for publishing and collaboration.
Using the Internet for Learning
This document provides information on using the internet for learning. It discusses what the internet is, what it offers such as sharing information, communication, and e-learning. It outlines pros and cons such as freedom of publishing but also potential for misuse. It describes how to evaluate accuracy and find information using search engines, open educational resources, and collaboration tools like forums and blogs.
The school librarian, technology,
The document discusses how technology is changing the role of school librarians and education. It outlines how technologies like mobile devices, GPS, e-books, and cloud software can enable interactive instruction, inclusion for all students, and new innovations. The future of technologies may include improvements to mobile computing, social networking, streaming media, and custom search tools that will continue transforming education.
Mobiletechnology07202010 12796586329683-phpapp02(1)
This document discusses mobile technology and its increasing role in education. It begins by defining mobile technology as web-enabled smartphones and applications designed for smartphone interfaces. It then discusses frameworks for mobile web 2.0 and why mobile technology is becoming more prevalent now, citing increased access to smartphones. Several studies are summarized that found mobile technology can improve communication, collaboration, learning feedback and encourage active learning. The document concludes by discussing the Catholic University of America Libraries' mobile website and its features, and poses discussion questions about the advantages and impacts of mobile technology.
Internet-Based Distance Education
The document discusses internet-based distance education. It describes how the internet allows students to learn at their own pace from anywhere. It outlines the tier structure of the internet and how educational institutions connect. It notes advantages like flexibility and cost savings, as well as limitations like emphasis on technology over content. It also discusses Web 2.0 applications that can be used, such as blogging, wikis and podcasting, as well as e-learning adoption cycles from enhancements to traditional courses to new configurations.
Recommended
Introduction to Electronic Learning
Introduces e-Learning and related terms.
Analyse the importance of e-Learning
Introduces Learning Management System
Online assignment
The document discusses different types of electronic resources (e-resources) including e-journals, podcasting, e-learning, and web-based learning. E-journals are scholarly articles that can be accessed electronically. Podcasting involves the distribution of audio files through RSS feeds that can be downloaded to devices. E-learning delivers educational content through electronic media like the internet. Web-based learning uses web technologies in the learning process and can incorporate both online and in-person elements.
Web 2 and related technology
This document outlines key concepts from the book "Technology for the School Librarian: Theory and Practice" by William O. Scheeren and Sharon Smith. It discusses how technology has transformed libraries from physical spaces of books and cards to digital spaces providing online resources, interactivity, and opportunities for collaboration. Technologies like social networking, blogs, wikis and podcasts allow students and educators to connect, share information and learn in new ways. The library has become a media center utilizing video, audio and communication technologies to remain innovative and meet changing needs.
Web 2.0 and librarian 3.0
This document discusses how libraries and librarians must adapt to changing user needs and technologies. It notes that digital natives now expect two-way communication and interaction through tools like social media. The document recommends that libraries implement web 2.0 technologies, understand user needs through popular collections and formats, and host e-learning materials on their portals to remain relevant. Finally, it proposes new roles for librarians as subject specialists, copyright experts, and facilitators for publishing and collaboration.
Using the Internet for Learning
This document provides information on using the internet for learning. It discusses what the internet is, what it offers such as sharing information, communication, and e-learning. It outlines pros and cons such as freedom of publishing but also potential for misuse. It describes how to evaluate accuracy and find information using search engines, open educational resources, and collaboration tools like forums and blogs.
The school librarian, technology,
The document discusses how technology is changing the role of school librarians and education. It outlines how technologies like mobile devices, GPS, e-books, and cloud software can enable interactive instruction, inclusion for all students, and new innovations. The future of technologies may include improvements to mobile computing, social networking, streaming media, and custom search tools that will continue transforming education.
Mobiletechnology07202010 12796586329683-phpapp02(1)
This document discusses mobile technology and its increasing role in education. It begins by defining mobile technology as web-enabled smartphones and applications designed for smartphone interfaces. It then discusses frameworks for mobile web 2.0 and why mobile technology is becoming more prevalent now, citing increased access to smartphones. Several studies are summarized that found mobile technology can improve communication, collaboration, learning feedback and encourage active learning. The document concludes by discussing the Catholic University of America Libraries' mobile website and its features, and poses discussion questions about the advantages and impacts of mobile technology.
Internet-Based Distance Education
The document discusses internet-based distance education. It describes how the internet allows students to learn at their own pace from anywhere. It outlines the tier structure of the internet and how educational institutions connect. It notes advantages like flexibility and cost savings, as well as limitations like emphasis on technology over content. It also discusses Web 2.0 applications that can be used, such as blogging, wikis and podcasting, as well as e-learning adoption cycles from enhancements to traditional courses to new configurations.
Creating and Delivering Content in a Web 2.0 World
Creating and Delivering Content in a Web 2.0 WorldThe Ohio State University, College of Education and Human Ecology
This presentation describes how two NSF-funded projects are using Web 2.0 (NING, Diigo, RSS, Goodreads, Shelfari) and National Science Digital Library (NSDL) tools and services to create and deliver science and math professional development and resources to K-8 teachers.Web 2.0
Web 2.0 refers to the transition from static web pages to a more dynamic web allowing users to interact and collaborate. It enables users to connect, share and generate content. The document discusses how Web 2.0 has transformed distance learning by facilitating more interactive and collaborative learning environments compared to traditional one-way delivery of content. Educators are encouraged to incorporate Web 2.0 tools like podcasts, blogs, photo sharing, maps, video and wikis to engage students and support new styles of teaching and learning.
Web resources
This document discusses various web resources for accessing information on the internet, including the World Wide Web (WWW), search engines, and wikis. It notes that the WWW allows for storage and retrieval of various digital files through HTTP. Popular search engines like Google and Yahoo allow users to search for information on websites through keyword searches. Wikis are websites that allow easy creation and editing of interlinked web pages by users. Overall, the document outlines different types of web resources and how they can provide vast amounts of information on various topics.
Collaborative Development-QUIBETE GROUP
This document discusses various tools and platforms that can be used to collaboratively develop and host ICT content online. It describes how newsletters were traditionally distributed but can now be hosted on platforms like Google Drive, social media sites, and blogs. It outlines the team roles needed for content development and provides examples of online collaborative tools, cloud-based tools, content management systems, and content curation tools that can facilitate collaborative ICT content creation.
Nh Web 2.0 Overview CW V2
This document discusses how Web 2.0 technologies can be leveraged for leadership development. It describes how Ninth House content can be integrated into the Web 2.0 ecosystem by wrapping content and surfacing it in various social platforms like blogs, wikis, ratings and comments. This allows learners to access content without logging into a learning management system. The document also discusses how resilient content can be adapted for multiple audiences and different media like online, offline, print and more.
Using Instagram and Blogger to enhance and support lifelong learning in the h...
This document discusses how Instagram and blogging platforms like Blogger can be used to enhance lifelong learning in health professions. It describes using Instagram to visually showcase content from an anonymized repository of over 11,000 radiology cases and a medical education digital object repository with over 10,000 reusable objects. Blogs provide a platform to illustrate concepts, share content before, during and after training, and engage audiences using tools like Padlet and discussions via WhatsApp. Content and outcomes can then be reflected on and customized to form an educational portfolio for faculty development.
E resources, E-Reality
The document discusses the use of free and low-cost web tools by the Wayne State University Libraries and Miami University Libraries to manage electronic resources and workflows. It provides examples of tools used for communication, documentation, project management, and tracking workflows, such as Trello, Google Docs, LibGuides, and KeePass. The libraries implemented these tools to increase efficiency amid staff reductions. Training approaches included group, one-on-one, and self-paced online modules.
Academic web resources
The document discusses various academic web resources including web browsers, web servers, websites, e-journals, and online dictionaries. It provides details on common web browsers like Firefox, Internet Explorer, Google Chrome and Opera. It defines a website as a set of related web pages typically served from a single domain. E-journals are described as electronic magazines that can be accessed online and provide material for academic research. Online dictionaries are defined as dictionaries that can be accessed via the internet through a web browser and allow for the active acquisition of vocabulary.
Web 2 aspirations ppt
The document outlines objectives to embed elements of Web2 applications into literacy lessons using mobile web browsers both in and outside the classroom. It aims to create an online interactive forum to monitor homework and revisions to track project progress. Additional goals are to use applications like Google Docs, Voice Thread, and social media, as well as explore mobile learning through mobile phones and browsers both in and outside the classroom to improve student engagement with a literacy focus using Web2 technology.
4Sight
4Sight is an educational social network application that enables teachers and students to interact outside of classrooms. It has features like profiles, photo/video uploads, live video chat, events, notifications, and more. The app allows users to communicate through messages, share content, view profiles and timelines, see events/archives, and do live chat. It also has administrative features for user management, moderation, and analytics. The application aims to facilitate constant connection between users.
Academic web resources
The document discusses various academic web resources including e-journals, online dictionaries, and their role in education. It provides details on e-journals such as full-text databases that contain article content and bibliographic databases that contain citation information. E-journals offer benefits like full-text searching and downloading of articles. The document also outlines advantages of e-journals such as credibility and being easily searchable, as well as disadvantages like difficulty reading from screens. Online dictionaries are defined as being available on the internet and offering definitions, pronunciations, and other linguistic information for words.
Information literacy application in lis
This document discusses social software and its application in libraries and cultural organizations. It defines social software as a range of software systems that allow users to interact and share data. The document outlines several types of social software including social networking sites, media sharing sites, virtual worlds, social bookmarking, wikis, blogs, and RSS feeds. It provides examples of how libraries currently use these tools and the opportunities they provide for user engagement and building communities. However, it also notes risks must be considered and addressed.
Info service web 2.0
This document discusses how libraries can use Web 2.0 tools to provide information services to users. It begins by outlining how information technology has changed information seeking behaviors. It then discusses specific Web 2.0 components like blogs, RSS feeds, image/video sharing, slideshares, and social networking that libraries can utilize to disseminate information, engage users, and stay relevant in a digital environment. The document provides examples of how each tool can be implemented and concludes by discussing advantages and limitations of using these new approaches.
Social media overview
This document provides an overview of social media tools, technologies, and platforms that libraries are currently using. It discusses opportunities and challenges of social media use, trends in how people access information, and examples of how some libraries are connecting with users through blogs, Twitter, Facebook, and mobile apps. The document also includes a list of useful social media tools and links for further research.
Formats of e-content - R.D.Sivakumar
Content formats refer to the internal file structure of learning resources. Common formats include JPEG, PNG, MP3, GIF for multimedia content to be viewed in a web browser. PDF is often used for content to be downloaded. Early e-learning content was sometimes only usable on a specific platform, but standards have emerged to make content portable between different systems. Popular portable formats include JPEG, PNG, MP3, GIF, RTF, DOC, TXT, PPT, MP4, MPEG, SWF and FLV.
The Internet: Educational Applications & Tools
This document discusses using the internet in education. It begins by defining key internet terms like the world wide web and email. It then discusses the instructional benefits of the internet, like easy access to information. It lists advantages of using the internet in the classroom like engaging students and facilitating individualized learning. It provides examples of educational internet tools and websites. Finally, it outlines how to teach students to effectively use the internet, including teaching concepts, navigation, email, web searches, and webpage creation.
Interacton and technology in distance educaton
The document discusses four types of interaction in distance education: learner-content, learner-instructor, learner-learner, and learner-technology. It also describes synchronous vs asynchronous interaction. For synchronous interaction, examples include chat rooms and videoconferencing, while asynchronous examples include email, forums, and accessing online materials. Synchronous interaction allows for real-time feedback but may limit participation, while asynchronous allows more time for reflection but without immediate responses. Both forms of interaction are important for effective distance learning.
Web 2.0
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
Meta Book Campus
This document describes MetaBook Campus, a comprehensive campus management system for K-12 schools created by Globsync Technology. It provides an integrated system that automates academic and administrative functions such as admission, registration, student/staff profiles, attendance, exams, and more. The centralized secure database provides controlled access to information for students, teachers, parents, and administrators. It aims to seamlessly connect all education stakeholders through flexible and customizable modules.
Rachana powerpt
This document discusses different aspects of online or web-based learning. It defines web-based learning as using computers to interact with teachers and other students, with courses that may include some in-person sessions in addition to online work. Formal web-based learning involves organized learning activities led by teachers, while informal learning occurs through independent internet searching based on personal goals. The document also outlines different electronic resources, communication tools, and forums that can support web-based instruction, such as blogs, forums, and bulletin boards.
ACPET LMS Session - Moodle
This document provides an overview of the Moodle learning management system (LMS) and how it can be implemented for e-learning. It describes the key features and tools in Moodle for content delivery, assessment, communication, and collaboration. Implementation involves planning delivery models, linking activities to assessment, determining support needs, and considering options for hosting Moodle externally if no internal IT support is available. The goal is to embed knowledge sharing and industry knowledge while allowing for peer review and flexible delivery approaches.
E-RESOURCES
This document discusses various types of e-resources including e-books, e-journals, online databases, and social media platforms. It outlines the advantages of e-resources such as easy retrieval of information, ability to search across many resources simultaneously, and convenience of access from any computer. The document also discusses specific e-resources like educational blogs, podcasts, virtual classrooms, and e-learning, outlining how they can be used for teaching and learning.
More Related Content
What's hot
Creating and Delivering Content in a Web 2.0 World
Creating and Delivering Content in a Web 2.0 WorldThe Ohio State University, College of Education and Human Ecology
This presentation describes how two NSF-funded projects are using Web 2.0 (NING, Diigo, RSS, Goodreads, Shelfari) and National Science Digital Library (NSDL) tools and services to create and deliver science and math professional development and resources to K-8 teachers.Web 2.0
Web 2.0 refers to the transition from static web pages to a more dynamic web allowing users to interact and collaborate. It enables users to connect, share and generate content. The document discusses how Web 2.0 has transformed distance learning by facilitating more interactive and collaborative learning environments compared to traditional one-way delivery of content. Educators are encouraged to incorporate Web 2.0 tools like podcasts, blogs, photo sharing, maps, video and wikis to engage students and support new styles of teaching and learning.
Web resources
This document discusses various web resources for accessing information on the internet, including the World Wide Web (WWW), search engines, and wikis. It notes that the WWW allows for storage and retrieval of various digital files through HTTP. Popular search engines like Google and Yahoo allow users to search for information on websites through keyword searches. Wikis are websites that allow easy creation and editing of interlinked web pages by users. Overall, the document outlines different types of web resources and how they can provide vast amounts of information on various topics.
Collaborative Development-QUIBETE GROUP
This document discusses various tools and platforms that can be used to collaboratively develop and host ICT content online. It describes how newsletters were traditionally distributed but can now be hosted on platforms like Google Drive, social media sites, and blogs. It outlines the team roles needed for content development and provides examples of online collaborative tools, cloud-based tools, content management systems, and content curation tools that can facilitate collaborative ICT content creation.
Nh Web 2.0 Overview CW V2
This document discusses how Web 2.0 technologies can be leveraged for leadership development. It describes how Ninth House content can be integrated into the Web 2.0 ecosystem by wrapping content and surfacing it in various social platforms like blogs, wikis, ratings and comments. This allows learners to access content without logging into a learning management system. The document also discusses how resilient content can be adapted for multiple audiences and different media like online, offline, print and more.
Using Instagram and Blogger to enhance and support lifelong learning in the h...
This document discusses how Instagram and blogging platforms like Blogger can be used to enhance lifelong learning in health professions. It describes using Instagram to visually showcase content from an anonymized repository of over 11,000 radiology cases and a medical education digital object repository with over 10,000 reusable objects. Blogs provide a platform to illustrate concepts, share content before, during and after training, and engage audiences using tools like Padlet and discussions via WhatsApp. Content and outcomes can then be reflected on and customized to form an educational portfolio for faculty development.
E resources, E-Reality
The document discusses the use of free and low-cost web tools by the Wayne State University Libraries and Miami University Libraries to manage electronic resources and workflows. It provides examples of tools used for communication, documentation, project management, and tracking workflows, such as Trello, Google Docs, LibGuides, and KeePass. The libraries implemented these tools to increase efficiency amid staff reductions. Training approaches included group, one-on-one, and self-paced online modules.
Academic web resources
The document discusses various academic web resources including web browsers, web servers, websites, e-journals, and online dictionaries. It provides details on common web browsers like Firefox, Internet Explorer, Google Chrome and Opera. It defines a website as a set of related web pages typically served from a single domain. E-journals are described as electronic magazines that can be accessed online and provide material for academic research. Online dictionaries are defined as dictionaries that can be accessed via the internet through a web browser and allow for the active acquisition of vocabulary.
Web 2 aspirations ppt
The document outlines objectives to embed elements of Web2 applications into literacy lessons using mobile web browsers both in and outside the classroom. It aims to create an online interactive forum to monitor homework and revisions to track project progress. Additional goals are to use applications like Google Docs, Voice Thread, and social media, as well as explore mobile learning through mobile phones and browsers both in and outside the classroom to improve student engagement with a literacy focus using Web2 technology.
4Sight
4Sight is an educational social network application that enables teachers and students to interact outside of classrooms. It has features like profiles, photo/video uploads, live video chat, events, notifications, and more. The app allows users to communicate through messages, share content, view profiles and timelines, see events/archives, and do live chat. It also has administrative features for user management, moderation, and analytics. The application aims to facilitate constant connection between users.
Academic web resources
The document discusses various academic web resources including e-journals, online dictionaries, and their role in education. It provides details on e-journals such as full-text databases that contain article content and bibliographic databases that contain citation information. E-journals offer benefits like full-text searching and downloading of articles. The document also outlines advantages of e-journals such as credibility and being easily searchable, as well as disadvantages like difficulty reading from screens. Online dictionaries are defined as being available on the internet and offering definitions, pronunciations, and other linguistic information for words.
Information literacy application in lis
This document discusses social software and its application in libraries and cultural organizations. It defines social software as a range of software systems that allow users to interact and share data. The document outlines several types of social software including social networking sites, media sharing sites, virtual worlds, social bookmarking, wikis, blogs, and RSS feeds. It provides examples of how libraries currently use these tools and the opportunities they provide for user engagement and building communities. However, it also notes risks must be considered and addressed.
Info service web 2.0
This document discusses how libraries can use Web 2.0 tools to provide information services to users. It begins by outlining how information technology has changed information seeking behaviors. It then discusses specific Web 2.0 components like blogs, RSS feeds, image/video sharing, slideshares, and social networking that libraries can utilize to disseminate information, engage users, and stay relevant in a digital environment. The document provides examples of how each tool can be implemented and concludes by discussing advantages and limitations of using these new approaches.
Social media overview
This document provides an overview of social media tools, technologies, and platforms that libraries are currently using. It discusses opportunities and challenges of social media use, trends in how people access information, and examples of how some libraries are connecting with users through blogs, Twitter, Facebook, and mobile apps. The document also includes a list of useful social media tools and links for further research.
Formats of e-content - R.D.Sivakumar
Content formats refer to the internal file structure of learning resources. Common formats include JPEG, PNG, MP3, GIF for multimedia content to be viewed in a web browser. PDF is often used for content to be downloaded. Early e-learning content was sometimes only usable on a specific platform, but standards have emerged to make content portable between different systems. Popular portable formats include JPEG, PNG, MP3, GIF, RTF, DOC, TXT, PPT, MP4, MPEG, SWF and FLV.
The Internet: Educational Applications & Tools
This document discusses using the internet in education. It begins by defining key internet terms like the world wide web and email. It then discusses the instructional benefits of the internet, like easy access to information. It lists advantages of using the internet in the classroom like engaging students and facilitating individualized learning. It provides examples of educational internet tools and websites. Finally, it outlines how to teach students to effectively use the internet, including teaching concepts, navigation, email, web searches, and webpage creation.
Interacton and technology in distance educaton
The document discusses four types of interaction in distance education: learner-content, learner-instructor, learner-learner, and learner-technology. It also describes synchronous vs asynchronous interaction. For synchronous interaction, examples include chat rooms and videoconferencing, while asynchronous examples include email, forums, and accessing online materials. Synchronous interaction allows for real-time feedback but may limit participation, while asynchronous allows more time for reflection but without immediate responses. Both forms of interaction are important for effective distance learning.
Web 2.0
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
Meta Book Campus
This document describes MetaBook Campus, a comprehensive campus management system for K-12 schools created by Globsync Technology. It provides an integrated system that automates academic and administrative functions such as admission, registration, student/staff profiles, attendance, exams, and more. The centralized secure database provides controlled access to information for students, teachers, parents, and administrators. It aims to seamlessly connect all education stakeholders through flexible and customizable modules.
Rachana powerpt
This document discusses different aspects of online or web-based learning. It defines web-based learning as using computers to interact with teachers and other students, with courses that may include some in-person sessions in addition to online work. Formal web-based learning involves organized learning activities led by teachers, while informal learning occurs through independent internet searching based on personal goals. The document also outlines different electronic resources, communication tools, and forums that can support web-based instruction, such as blogs, forums, and bulletin boards.
What's hot (20)
Creating and Delivering Content in a Web 2.0 World
Creating and Delivering Content in a Web 2.0 World
Using Instagram and Blogger to enhance and support lifelong learning in the h...
Using Instagram and Blogger to enhance and support lifelong learning in the h...
Similar to Asynchronous online learning
ACPET LMS Session - Moodle
This document provides an overview of the Moodle learning management system (LMS) and how it can be implemented for e-learning. It describes the key features and tools in Moodle for content delivery, assessment, communication, and collaboration. Implementation involves planning delivery models, linking activities to assessment, determining support needs, and considering options for hosting Moodle externally if no internal IT support is available. The goal is to embed knowledge sharing and industry knowledge while allowing for peer review and flexible delivery approaches.
E-RESOURCES
This document discusses various types of e-resources including e-books, e-journals, online databases, and social media platforms. It outlines the advantages of e-resources such as easy retrieval of information, ability to search across many resources simultaneously, and convenience of access from any computer. The document also discusses specific e-resources like educational blogs, podcasts, virtual classrooms, and e-learning, outlining how they can be used for teaching and learning.
Utilization of offline & online lr
This document discusses various offline and online learning resources that can be used for teaching, including traditional resources like textbooks as well as digital resources. It covers e-resources like e-books, e-journals, and search engines that provide easy retrieval of information. Social networking, educational blogs, podcasting, e-learning, and web-based learning are also discussed as effective digital learning tools. The key benefits of these resources include increased access to information, convenience, collaboration, and preparation of students for future employment.
Moodle 2.7 features
Moodle is a free and open-source learning management system (LMS) that provides educators, administrators and learners with a single robust, secure and integrated system to create personalized learning environments. It features a variety of tools for teaching, collaboration, communication and assessment that allow teachers to create online courses and students to participate in learning activities. Some key capabilities include course management, assignment creation and submission, forums, wikis, quizzes and grading. Moodle has a global user base of over 80,000 sites with millions of users and is available in many different languages.
Edu 2.0 pptx
EDU 2.0 is a cloud-based e-learning platform that is free for teachers. It allows instructors to create online classes with lessons, assignments, assessments and collaboration tools. The platform provides analytics on student progress and supports various class formats. EDU 2.0 aims to make online education easy to use with features that are accessible on any device. It also offers technical support for its users.
Barwon SW Getting Going with Moodle 2
Moodle is a free and open-source learning management system (LMS) that provides educators with tools to create online courses for students. It allows teachers to upload content like files, presentations, and videos, create assessments like quizzes and assignments, and track student participation through discussion forums and collaboration tools. Moodle uses a constructivist framework that emphasizes collaborative and hands-on learning through student-generated content. When implementing Moodle, educators should plan their delivery model, link activities to assessments, and consider peer review and knowledge sharing to fully utilize the system.
Global connections in the classroom teach meet
This document provides information on using various online tools to connect classrooms globally and enhance learning. It discusses social bookmarking sites like Delicious and Diigo that allow bookmark sharing. It also covers using Skype for videoconferencing between classrooms. Blogs, wikis, and Twitter are presented as ways to easily share updates, collaborate, and build personal learning networks beyond the classroom. Setting up accounts and basic features of these tools are outlined.
Web Blogs
Blogs can be an effective learning tool when used in educational settings. They allow for knowledge construction through collaboration, debates, and argumentation which supports social constructivism. Blogs archive information and link ideas together in a way that reveals the structure of knowledge and the evolution of thoughts over time. Teachers can use blogs to provide resources and facilitate discussions for students. Students can use blogs to share their work, thoughts, and learning which allows teachers to assess understanding.
Edu 2.0 pptx
EDU 2.0 is a cloud-based e-learning platform that is free for teachers. It allows instructors to create online classes, lessons, assignments, quizzes and assessments. The platform provides analytics on student progress and supports various collaboration tools. Technical support is available through an online forum and direct assistance. The platform is designed to be easy to use on both desktop and mobile devices.
Technetto Classroom Brochure
The document discusses features of Technetto's Classroom product, which is a learning management system. It provides tools for educators to create online courses, control access, upload and share materials, conduct exams and quizzes, track attendance and grades, and communicate with students. Some key capabilities include hosting both fully online and blended courses, integrating with other systems via authentication and SMS, and providing customizable user roles, course formats, and grading options. The goal is to help educators effectively deliver instruction both online and in-person.
Multichannel Self-Organized Learning and Research in Web 2.0 Environment
The document discusses building a multichannel learning environment to support self-organized learners using Web 2.0 technologies. It analyzes various start pages that could provide components for such an environment, including features for authoring, accessing information, research, collaboration, and personalization. A methodology is used involving investigating start pages, creating evaluation criteria, exploring and practicing with start pages, and forming results.
Web 2.0
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
Communications, blogs, wikis, social networking (orkney)
Blogs, wikis, and social networks can benefit education in several ways. They allow for increased communication between students and teachers outside of class time. They also support collaboration and deeper reflective learning. These tools are largely free and scalable. Specifically, blogs are good for encouraging reflection and recording progress. Wikis allow for collaborative editing and documentation of thought processes. Social networks enable interactive dialogue and social interaction between a community of users.
EPE 312 Web 2.0 Tools for Learning
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
Social Software - Blogs and Podcasts
The document provides information about a workshop on using social software like blogs and podcasts in the classroom. It includes an agenda for the workshop that covers an overview of social software, creating and using blogs and podcasts, and reflection. It also discusses establishing a learning culture and the changing digital landscape and needs of digital native students. Instructions are provided on setting up blogs using Blogger.com.
Social software in education
This document discusses various social software tools that can be used in education, including their definitions and potential educational applications. It covers RSS/Atom feeds, social bookmarking, blogging, wikis, photo sharing, video sharing, podcasting, and some tools developed at Kaunas University of Technology. Some key ideas discussed are using these tools for collaboration, sharing resources, conducting research, and enhancing classroom learning.
Sagt07 Online Rev Vle
The document discusses virtual learning environments (VLEs) and their functions. A VLE is any electronic space where learning can occur via the internet. Examples include allowing file sharing, electronic communication through email and discussions, personal organization tools, acting as a school portal, and hosting e-learning content. The VLE used by St Ivo school is called DigitalBrain. It functions include file sharing, communication, organization, acting as a school portal, hosting content, and allowing teachers to set assignments and activities for students.
E resources
1. The document discusses various e-resources including electronic resources, social networking sites, educational blogs, podcasting, e-learning, and electronic commerce.
2. Key e-resources discussed include educational resources like online journals and databases, as well as social media platforms like Facebook, LinkedIn, and Twitter that can be used as educational tools.
3. The benefits of e-resources for education are their ability to provide wider access to information, support collaborative learning, and make resources available anywhere at any time.
Collaborative Open Online Learning
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
Hybrid course
The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.
Similar to Asynchronous online learning (20)
Multichannel Self-Organized Learning and Research in Web 2.0 Environment
Multichannel Self-Organized Learning and Research in Web 2.0 Environment
Communications, blogs, wikis, social networking (orkney)
Communications, blogs, wikis, social networking (orkney)
More from Dr. Geeta R Thakur
Factors of Human resource management
This document analyzes factors related to human resource management in education institutions affiliated with Mumbai University. It studies the organizational culture, leadership, teamwork, and teachers' involvement in decision making. A survey was conducted of 139 teacher educators and the results found that most reported a very high or high level of performance culture, relationship culture, responsive culture, transformational leadership, and teamwork. Statistical analysis revealed correlations between these factors, such as a strong positive correlation between relationship culture and teamwork. Suggestions are made to improve team dynamics and teachers' involvement in decision making.
Heutagogical approach using Webquest
This document summarizes the key elements of a webquest, which is an inquiry-based learning approach using online resources. It discusses that a webquest involves an introduction that provides background, a clear task for students to accomplish, a process section that outlines the steps and resources for completing the task, an evaluation rubric, and a conclusion. The goal is for students to synthesize information from multiple online sources to creatively solve a presented problem through collaboration. Key aspects are scaffolding learning, providing roles and phases for guiding the process, and reflecting on what was learned.
computer self-efficacy
This document discusses a study on the computer self-efficacy of D.Ed. student teachers in rural areas of Jalgaon district, India. The objectives are to study and compare computer self-efficacy based on factors like sex, stream, access to computers and internet. An ICT-based blended learning model is developed for D.Ed. colleges. The study uses a computer self-efficacy scale and analyzes data on computer knowledge, access, and self-efficacy levels. The document also discusses using ICT like web-based instruction, digital demonstrations, and online learning to integrate technology in teacher training programs.
Set induction
This document provides guidance on using set induction at the beginning of lessons to motivate and prepare learners. It discusses using students' prior knowledge, attention-getting techniques, and stating the topic to create a mental state of readiness. Examples of topics that can be effectively introduced through stories, activities, models, and other techniques in various subjects are provided.
Digital mind mapping for collaborative knowledge construction
This document discusses using digital mind mapping tools for collaborative knowledge construction. It begins by explaining mind maps and their key features, such as starting with a central idea and using branches, colors and images to connect ideas. It then discusses using the digital mind mapping tool MindMaple to orient students to mind mapping and have them collaboratively develop digital mind maps. Students were then evaluated on individual mind maps based on a rubric. Results showed that visual learners scored highest on the mind maps on average, followed by auditory learners, with kinesthetic learners scoring lowest. The document concludes by advocating the use of mind maps to help students differentiate between what they know and don't know.
Naturalist Intelligence through integrated curriculum and constructivist base...
Howard Gardner identified naturalistic intelligence as the ability to recognize and classify plants, animals and other objects in nature. Nurturing naturalistic intelligence in students can be done through integrated curriculum and constructivist learning approaches. Constructivism proposes that students build their own understanding through reflecting on experiences. Hands-on activities like school gardening, nature journaling, and outdoor exploration engage students' senses and allow them to observe and explain natural phenomena. Integrating these activities across subjects like science, math, language arts and social studies provides opportunities for students to elaborate and evaluate their learning.
Objectives
This document outlines objectives and specifications for teaching topics. It defines objectives as desired changes in pupil behavior and discusses cognitive, psychomotor, and affective domains for classifying objectives. It provides examples of objectives for different subject areas like language, science, maths, and categorizes them according to domains of knowledge, understanding, application, skill, comprehension, expression, and appreciation. The document also discusses methods for teaching different subjects and classifying objectives accordingly.
More from Dr. Geeta R Thakur (8)
Digital mind mapping for collaborative knowledge construction
Digital mind mapping for collaborative knowledge construction
Naturalist Intelligence through integrated curriculum and constructivist base...
Naturalist Intelligence through integrated curriculum and constructivist base...
Recently uploaded
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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).
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
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!
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
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...
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Asynchronous online learning
- 1. PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS THROUGH ASYNCHRONOUS LEARNING TOOLS Dr.Geeta R. Thakur
- 5. II. Integrating ICT in traditional extension programme Session ICT resources Instructional session software, WBI & Multimedia aids Self-learning Session Online learning, CBI/CAI & Simulation Group session Develop presentations, Simulations Interactive session Discussion forum, Face book Evaluation E-mail
- 6. Email • List serve • Google groups
- 7. Book rap • Book rap • ePALS :
- 8. Internet forum/ message board • An Internet forum, or message board, is an online discussion site where people can hold conversations in the form of posted messages. • forums.atozteacherstuff.com/ • forums.theteacherscorner.net/ • www.abrsm.org/?page=teachers/forum
- 9. Blog • A web page containing brief, chronologicallyA web page containing brief, chronologically arranged items of informationarranged items of information .
- 10. Uses of blog
- 11. Microblogging Themed instant Messaging (IM) •Twitter •Tumblr
- 12. • Facebook • Linked in • Ning
- 13. Social bookmarking • Soci al bookmarki ng s i t es al l ow us ers t o s t ore, cl as s i f y, s hare and s earch f or l i nks t o onl i ne cont ent . • Delicious • Stumble upon
- 15. Uses 1. An individual could set up an account for each different area, tag resources and make the URL available to the group. As the work is web-based it can be modified and updated from any internet connected computer. Likewise students can access the resources from any internet connected computer. 2. A collaborative account could be created, the username and password shared by a group of teachers who could then tag and share resources. 3. Library staff could maintain a list of tags specifically relevant to teacher educators. 4. Many of bookmarking services also have RSS feeds, so students who use a news aggregator can see new postings automatically.
- 17. A WebQuest, according to WebQuest.org, is an inquiry- oriented lesson format in which most or all the information that learners work with comes from the web.
- 18. Web quest
- 19. Moodle Moodle (abbreviation for Modular Object-Oriented Dynamic Learning Environment) is a free source e-learning software platform, also known as a Course Management System,